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One of the learning methods promoted in the independent curriculum is the project method. This research explores the impact of the project method in the context of early childhood education related to geometry shape recognition. This study aims to investigate how the use of the project method in learning can affect young children’s ability to recognize and understand geometric shapes. The project method was implemented in a learning environment that provided children with practical and interactive experiences, while measurements of their ability to identify and utilize geometric concepts were conducted before and after the application of this method. This study used an observational approach to the control group and the group involved in project-based learning. The results showed that the children involved in the project method showed a significant improvement in their ability to recognize geometric shapes compared to the control group. This indicates that the project method has a positive influence in facilitating the understanding of geometry concepts at an early developmental stage. This finding has important implications for designing early childhood education curricula that focus on developing geometry skills. The implementation of the project method can be an effective alternative in improving children’s ability to recognize and understand geometric shapes, strengthening an important foundation for their future mathematical development.

This research aimed to develop and validate an instrument to measure language development in children aged 4 to 5 years in kindergarten. The study followed the Plomp development model, encompassing five phases: initial investigation, design, realisation, test, evaluation and revision, and implementation. The initial investigation involved analysing theories and existing early childhood language development research. The design phase produced an initial draft of the instrument, which included a language development measurement tool, a validation questionnaire, and a user response questionnaire. Expert validation was conducted using Aiken's formula to establish content validity. The instrument was then tested in three kindergartens with a sample size of 194 children. Confirmatory Factor Analysis (CFA) and descriptive analysis assessed the model's fit and instrument reliability. Results indicated that the instrument had satisfactory content validity and construct reliability (CR > 0.7), though some fit indices, such as the Comparative Fit Index (CFI), were below ideal thresholds. The validated instrument consists of two language development scales: receptive language (e.g., understanding stories, commands, rules) and expressive language (e.g., asking and answering questions, verbal communication). The study's findings imply significant applications for early childhood education, offering a standardised tool for assessing language development, guiding curriculum design, and enabling targeted interventions to improve language outcomes. Despite its strengths, the study acknowledges limitations, such as the need for better-fit indices and further empirical testing with diverse populations. Future research should focus on longitudinal studies to explore the long-term impacts of the instrument and incorporate technological advancements to enhance its accuracy and relevance. Continuous refinement and validation will ensure the instrument's effectiveness in measuring early childhood language development. [ABSTRACT FROM AUTHOR]

The research aims to analyze the application of the job description of the boarding school management and its implications for work discipline at the Riyadhus Sholihin Orphan and Dhuafa Boarding School in Bandar Lampung. This research uses Dessler's theory of job description indicators and a descriptive qualitative approach. Data collection was done by conducting interviews, observation, and documentation. Data analysis was carried out by reducing data, after which it was presented in the form of descriptions and verified by conclusion. The results of this study indicate the success of job descriptions and their implications for work discipline that can be seen through job identification, job summary, duties and responsibilities, authority, work standards, working conditions, and job specifications. [ABSTRACT FROM AUTHOR]