http://journal.iaisambas.ac.id/index.php/prymerly/issue/feed 2024-11-06T07:45:04+00:00 Mauizatul Hasanah mauizatulhasanah92@gmail.com Open Journal Systems <p><a href="https://sinta.kemdikbud.go.id/journals/profile/11382"><img src="/public/site/images/fatik20/SINTA_5_fix_new2.jpg"></a></p> <p>Journal PrimEarly <strong>(p):2580-9105; ISSN (e):2657-2141 (online)</strong> is a peer-reviewed journal published by the Tarbiyah and Teacher Training Faculty of the Sultan Muhammad Syafiuddin Sambas Islamic Institute. PrimEarly is an integrated media journal for continuous communication related to significant new research findings related to primary education and early childhood, including the field of educational research in teaching in elementary/MI, PAUD/TK learning and teaching in SD/MI, PAUD/TK SD/MI, PAUD/TK curriculum development, SD/MI learning environment, PAUD/TK, SD/MI teacher education, PAUD/TK, SD/MI educational technology, PAUD/TK, SD/MI school management, PAUD/TK and development of elementary/MI, PAUD/TK education.<br>PrimEarly publishes comprehensive research articles by inviting reviews from leading experts in the field. Incoming papers will be selected based on high scientific studies, provide essential new knowledge, and are of great interest to the community in the field of education. PrimEarly has become a member of CrossRef with DOI: 10.37567/prymerly.v6i2. So that all articles published by PrimEarly will have a unique DOI number.<br>PrimEarly was first published in 2018 and is regularly published twice yearly in June and December. PrimEarly is accredited by the Ministry of Research, Technology, and Higher Education of the Republic of Indonesia, where it is ranked Class Five (Rank 5, Sinta 5) from 2021 to 2025 based on Decree No.79/E/KPT/2023.</p> http://journal.iaisambas.ac.id/index.php/prymerly/article/view/3120 2024-08-22T23:24:17+00:00 Riski Nugerahani Ilise rizkinugerahani@gmail.com Novi Suma Setyawati novisuma@stkipismbjm.ac.id Novi Nurdian novinurdian.10207@gmail.com

<p><em>This research aims to explore parents' parenting patterns in educating early childhood in the digital era. This research approach is qualitative with a narrative study type. The number of informants in this study was 16 people. Data collection techniques using observation, interviews and documentation. The validity of the data used is triangulation. Milles and Hubberman model data analysis technique with steps from data collection, data reduction, data presentation and drawing conclusions.</em></p> <p><em>The research results revealed five main themes: (1) variations in parenting patterns, (2) parenting strategies in the digital era, (3) challenges faced by parents, (4) factors that influence parenting patterns, and (5) the role of PAUD institutions and Society. These findings provide insight into the complexities of parenting in the digital era and highlight the importance of support and education for parents</em></p>

2024-08-22T23:23:55+00:00 Copyright (c) 2024 PrimEarly : Jurnal Kajian Pendidikan Dasar dan Anak Usia Dini http://journal.iaisambas.ac.id/index.php/prymerly/article/view/3257 2024-11-06T07:45:04+00:00 Nafa Della Rahmadani nafadellarahmadani@gmail.com Selsha Juliana Dwi Putri selshajulianadwiputri@gmail.com Silvina Noviyanti silvinanoviyanti@unja.ac.id

<p>Perkembangan bahasa anak dipengaruhi oleh berbagai faktor eksternal, yang sering kali menghambat kemajuan mereka dalam periode kritis ini. Masa kanak-kanak merupakan waktu yang ideal untuk mengembangkan kemampuan bahasa, yang berperan penting dalam proses komunikasi dan interaksi sosial. Dalam konteks ini, perkembangan bahasa terkait erat dengan perkembangan kognitif. Berbagai teori menjelaskan fenomena ini, termasuk teori Navitis, teori behavioristik, teori perkembangan kognitif, teori interaksionisme, dan teori fungsional. Faktor eksternal yang dapat menghambat perkembangan bahasa antara lain pola asuh orang tua, urutan atau jumlah anak, lingkungan, dan pengaturan sosial. Untuk meningkatkan perkembangan bahasa, strategi yang dapat diterapkan mencakup optimalisasi pola asuh, perhatian terhadap urutan atau jumlah anak, penciptaan lingkungan belajar yang mendukung, dan penyesuaian dengan pengaturan sosial. Dengan penerapan strategi yang tepat, perkembangan bahasa anak dapat dioptimalkan, memfasilitasi komunikasi yang lebih baik serta pemahaman terhadap lingkungan sosial mereka.</p>

2024-11-06T07:45:03+00:00 Copyright (c) 2024 PrimEarly : Jurnal Kajian Pendidikan Dasar dan Anak Usia Dini