Upaya Guru Meningkatkan Konsentrasi Anak Usia Dini melalui Media Video Animasi di KB Bina Karya Kecamatan Subah

Abstract

Concentration is one of the key aspects of early childhood cognitive development that influences the success of the learning process. However, children’s limited ability to focus their attention during learning activities remains a challenge in various early childhood education institutions, including the Bina Karya Kindergarten in Subah Subdistrict. One strategy teachers have employed to address this issue is to use animated videos as an engaging and interactive learning tool. This study aims to describe teachers’ efforts to improve young children’s concentration through animated videos, covering the stages of planning, implementation, and evaluation of the learning process. The study employs a qualitative approach with a descriptive research design. Data were collected through observation, interviews, and documentation involving the school principal, teachers, and parents of the students. Data analysis was conducted through the stages of data reduction, data presentation, and drawing conclusions using triangulation techniques to ensure data validity. The results of the study indicate that teachers have systematically planned instruction by developing Daily Lesson Plans (RPPH), selecting animated videos appropriate for the children’s characteristics, and providing instructional support materials. Instruction was conducted interactively through teacher guidance, question-and-answer sessions, and activities involving imitating movements from the animated videos, thereby enhancing children’s engagement during the learning process. The evaluation showed that the use of animated videos effectively improved children’s concentration, as evidenced by increased focus, improved retention of material, active participation, and enthusiasm for learning both at school and at home. Thus, animated videos can serve as an effective alternative learning medium to improve concentration in early childhood when used in a planned manner, tailored to children’s developmental characteristics, and supported by optimal teacher guidance