Journal Title PAUDIA Sub Title Jurnal Penelitian dalam Bidang Pendidikan Anak Usia Dini Frequency Four times a year (February, May, August and November) DOI Prefix 10.26877 by ISSN 2598-4047 (Online) | 2089-1431 (Print) Editor-in-chief Dwi Prasetiyawati Diyah Hariyanti, S.Pd., M.Pd. Publisher PG PAUD FIP Universitas PGRI Semarang Indexing Sinta | Google Scholar | Garuda | Dimensions Old Website link https://journal.upgris.ac.id/index.php/paudia/index PAUDIA: Jurnal Penelitian Dalam Bidang Pendidikan Anak Usia Dini is belongs to PGPAUD Program, Faculty of Education in Semarang PGRI University. It publishes four times a year (February, May, August and November). This journal is research outcomes which are talking about early childhood educations.
Pendidikan Guru PAUD Universitas Persatuan Guru Republik Indonesia Semarang
Internalizing Social and Religious Values through Religious Extracurricular Activities in Early Childhood Education
This study analyzes the internalization of social and religious values through religious extracurricular activities in early childhood education at RA Al-Nizum Hidayah. A qualitative case study approach was used to explore how value internalization is implemented and reflected in children’s behavior, with data collected through observations, interviews with the head of RA and teachers, and documentation, and analyzed using data reduction, data display, and conclusion drawing. Internalization is understood as a gradual process in which values are introduced, practiced, and reinforced until reflected in daily behavior, while social and religious values include discipline, responsibility, cooperation, empathy, and adherence to basic Islamic practices. The findings show three mechanisms: habituation (daily prayers, Qur’anic memorization, and charity), modeling (teachers demonstrating respectful and disciplined behavior), and guided practice (assistance in congregational prayer and structured interaction). These mechanisms are associated with children initiating prayers independently, increased rule compliance, active group participation, and early empathy such as sharing and helping peers. The study suggests that integrating structured activities and teacher role modeling supports the gradual formation of socio-religious behavior, with its novelty lying in proposing a three-stage internalization model based on empirical observations.
Copyright (c) 2026 Maya Aprianti, Sukrin Sukrin , Wahyu Mulyadi https://creativecommons.org/licenses/by-nc-sa/4.0
Practices in Creating Child-Friendly Learning Environments to Support Early Childhood Education
A child-friendly learning environment, encompassing physical, social, and pedagogical dimensions, is essential for supporting early childhood education; however, its implementation remains varied and insufficiently integrated as a system. This study aims to describe the management of child-friendly learning environments across the stages of planning, implementation, and assessment. A descriptive qualitative case study was conducted at TK Islam Cahaya Ilmu Semarang, involving 13 informants, including the principal, teachers, parents, and stakeholders. Data were collected through observations of classroom environments and interactions, interviews on planning, parental involvement, and evaluation, and documentation. The findings show that planning is conducted collaboratively through curriculum and standard operating procedures, implementation emphasizes positive interactions, play-based activities, and parental involvement, and assessment involves multi-stakeholder feedback. These practices enhance children’s comfort and participation. The novelty lies in conceptualizing management as an integrated system across learning stages. The findings highlight the importance of collaborative and sustainable management practices.
Copyright (c) 2026 Lusiyawati Zahrah, Widya Kusumaningsih, Rasiman Rasiman https://creativecommons.org/licenses/by-nc-sa/4.0
Daily Habit Strategies for Internalizing Islamic Moral Values in Early Childhood
This study aims to analyze the implementation of daily habituation strategies in internalizing Islamic moral values among early childhood learners at PAUD KB Sehat Mpili. It emphasizes the importance of strengthening character education through consistent and structured practices from an early age. A descriptive qualitative approach was used, with data collected through participatory observation, in-depth interviews, and document analysis involving the principal and teachers. The findings show that activities such as greeting practices, routine prayers, time discipline, responsibility-based tasks, and guided social interactions contribute to the development of moral behaviors, including politeness, empathy, responsibility, and adherence to routines. These processes are supported by teacher role modeling and positive reinforcement, enabling gradual value internalization through repeated experiences. Internalization is understood as a continuous process in which children adopt values in daily learning contexts. The study reveals that habituation does not directly determine outcomes but plays a significant role in shaping children’s moral behavior patterns. Its novelty lies in viewing habituation as part of an integrated pedagogical system that connects daily practices, teacher modeling, and value reinforcement, contributing to early childhood character education.
Copyright (c) 2026 Nur Afina, Wahyu Mulyadi, Nurdiniawati Nurdiniawati https://creativecommons.org/licenses/by-nc-sa/4.0
Improving Preschoolers’ Concentration Through the Application of the 5E Learning Cycle Model
The ability to concentrate is an essential prerequisite for preschool children to achieve optimal learning outcomes. However, in practice, children’s concentration levels are often not yet fully developed. This study aimed to analyze the improvement of concentration ability in children aged 4–5 years through the implementation of the Learning Cycle 5E model at Takhasus Al-Qur'an Kindergarten in Pemalang. This study employed a quantitative approach using a One Group Pretest–Posttest Design involving 31 children in group B selected through purposive sampling. Data were collected using a questionnaire measuring concentration indicators, including attention focus, attention span, and the ability to follow instructions, and were analyzed using a paired sample t-test. The results showed a significant difference between pretest and posttest scores, with a mean difference of 21.404. These findings indicate that the implementation of the Learning Cycle 5E model contributes to improving early childhood concentration. This study provides practical contributions as an alternative instructional strategy to support the development of concentration in early childhood education.
Copyright (c) 2026 Desi Larasati, Reni Pawestuti Ambari Sumanto https://creativecommons.org/licenses/by-nc-sa/4.0
The Impact of Digital Device Use on the Social-Emotional Development of Young Children
Anxieties about how early exposure to electronic devices can affect children's emotional and social development are on the rise. The objective of this study is to investigate the relationship between screen time and the social and emotional development of four- to five-year-old kids in Cilincing, North Jakarta, who attend RA Muaz Islamic School. This research used a qualitative method using a case study strategy, relying on informants such as the principal, teacher, and parents. With deliberate selection, it zeroed down on a single child as the main case. Extensive observation, in-depth interviews, and diligent recording were used to collect the data. Evaluation followed using the interactive approach developed by Miles and Huberman. According to the findings, those who spend over two hours a day glued to their screens are less likely to interact with others, more prone to outbursts of anger and tantrums, and less likely to have emotional regulation issues. This research provides additional evidence that when parents and schools work together to restrict technology usage, it leads to better social-emotional development. School regulations regarding students' gadget usage are informed by this as well as efforts to improve digital literacy among families.
Copyright (c) 2026 Nisa Andryani, Ifina Trimuliana https://creativecommons.org/licenses/by-nc-sa/4.0
A Teacher-Parent Collaboration Strategy Using Movement and Songs to Regulate the Emotions of Children Aged 2–3 Years
This study aims to analyze teachers’ strategies in fostering collaboration with parents through movement and song activities to support the development of emotional regulation in children aged 2-3 years in a toddler Sunday School class. This study employed a descriptive qualitative approach involving three teachers and fifteen parents, with data collected through participant observation, in-depth interviews, and documentation. The findings indicate that teachers systematically designed movement and song activities through the selection of simple and repetitive songs, adjustment of tempo and dynamics, modeling of movements, and providing opportunities for children to perform. Collaboration between teachers and parents was established through regular communication and direct parental involvement in the activities. These practices contributed to the development of children’s emotional regulation, as reflected in their improved ability to self-soothe, follow simple instructions, wait for their turn, and demonstrate confidence in group activities. This study suggests that movement and song activities, when integrated with teacher-parent collaboration, hold potential as a contextually relevant pedagogical strategy for supporting social-emotional learning in early childhood within community-based nonformal educational settings.
Copyright (c) 2026 Mariyolin Grace Hande, Heny Djoehaeni, Asep Deni Gustiana https://creativecommons.org/licenses/by-nc-sa/4.0
The Application of the Arithmetic Bowling Method on Children's Cognitive Abilities
This study aims to determine the effectiveness of the Bowling Arithmetic play method in developing the cognitive abilities of children aged 5–6 years at TKIT Baitusshalihin Banda Aceh. The research employed a quantitative approach using a Pre-Experimental One Group Pretest–Posttest Design involving 20 children as research participants. The instrument used was a cognitive observation sheet covering indicators such as number recognition, color pattern arrangement, object counting, and simple addition skills. Data were analyzed using descriptive statistics and inferential analysis through the Paired Sample t-Test. The findings revealed a significant improvement in children’s cognitive abilities after the implementation of the Bowling Arithmetic method. The total pretest score of 241 increased to 313 in the posttest, with an average gain of 3.6 points. The t-test result showed a significance value of 0.000 (<0.05), indicating that the Bowling Arithmetic method has a significant effect on enhancing children’s cognitive development. These results imply that interactive and concrete play-based learning media can serve as an effective strategy to support early childhood cognitive development in alignment with the Merdeka Curriculum.
Copyright (c) 2026 Fitriya Jafar, Andriansyah Andriansyah https://creativecommons.org/licenses/by-nc-sa/4.0
Rights-Based Child Protection in the Digital Space: Systematic Literature Review on Risks and Protection Strategies
The rapid development of digital media increases the risk of child rights violations, such as cyberbullying, exposure to harmful content, online exploitation, and privacy violations. This condition emphasizes the urgency of child protection in the digital era, which has not been fully integrated into policies and practices. This study aims to identify the risks of digital media to children's rights, analyze protection strategies, and map the roles of the state, family, educators, and digital platforms. The method used is a Systematic Literature Review (SLR) of scientific articles from 2020 to 2025 using the PRISMA guidelines. The results show that digital risks are multidimensional and require a holistic protection approach based on children's rights. The findings emphasize the importance of multi-stakeholder collaboration in creating a safe and child-friendly digital ecosystem. The state of the art of this research lies in the integration of a child rights-based approach in the study of digital risks, with contributions in the form of conceptual synthesis for strengthening policies and practices for the protection of children in the digital space.
Copyright (c) 2026 Coryza Nursyahbani, Ratna Wahyu Pusari, Purwadi Purwadi https://creativecommons.org/licenses/by-nc-sa/4.0
Transforming Learning Through the Reggio Emilia Approach: Implementing a Project-Based Learning Model to Develop Creativity in Early Childhood
Contextual and child-centered learning models, such as the Reggio Emilia approach, foster children's creativity by placing them at the center of the educational experience. This study describes and analyzes the suitability of project-based learning practices with the principles of Reggio Emilia at RA MNU Masyithoh 01 Sokaraja Kulon. Employing a descriptive qualitative approach, the research collects data through observation, interviews, and documentation. Data are analyzed using the stages of data reduction, presentation, and drawing conclusions. The findings reveal that project-based learning is highly compatible with Reggio Emilia principles, especially in exploration, diverse media use, documentation of learning, and parental involvement. Project-based learning impacts early childhood creativity by enhancing imagination, encouraging experimentation, and building confidence and social skills. The study concludes that project-based learning is an adaptive and relevant model for implementing the Reggio Emilia approach in early childhood education, significantly contributing to the development of children's creativity. The novelty of this research lies in its integration and assessment of project-based learning as an operational practice of the Reggio Emilia approach. This research offers empirical evidence that the Reggio Emilia principle can effectively nurture early childhood creativity through project-based learning.
Copyright (c) 2026 Siti Masitoh, Fauzi Fauzi https://creativecommons.org/licenses/by-nc-sa/4.0
The Influence of Omar and Hana Animated Films on the Development of Moral Values in Children Aged 5-6 Years
The development of moral values is an important foundation in shaping children’s character. This study aims to examine the use of the animated film Omar and Hana in supporting the development of moral values among children aged 5–6 years. The research employed a quantitative approach using a pre-experimental one-shot case study design involving eight children as the research sample. Data were collected through observation, questionnaires, and documentation, and analyzed using descriptive statistics with the assistance of IBM SPSS. The results showed an average moral value development score of 88.25, with scores ranging from 87 to 90. These findings indicate that animated film media have the potential to support moral value learning in early childhood. However, the absence of a pretest, the limited sample size, and the lack of a control group limit the interpretive strength of the findings and suggest the need for further research.
Copyright (c) 2026 Anggi Maulidia, Mukhlisin Mukhlisin https://creativecommons.org/licenses/by-nc-sa/4.0
The Effect of DOMIS (Ludo Misteri) on the Emotional Intelligence of Children Aged 5-6 Years
This study aims to identify the effect of DOMIS (Ludo Misteri) media on the emotional intelligence of children aged 5–6 years. Emotional intelligence is an essential aspect of early childhood development, as the ability to regulate emotions directly affects children's behavior and social interactions. Initial observations at the Ittihad Kindergarten Samarinda showed that some children were still unable to manage their emotions optimally, and ludo had never been used as a learning medium at the institution. This study used a quantitative approach with a One Group Pretest–Posttest design. The research sample consisted of 17 children aged 5–6 years, who were determined using a saturated sampling technique. Data analysis was conducted through validity testing, normality testing, homogeneity testing, nonparametric Wilcoxon testing, and descriptive analysis using SPSS 29 software. The results of the descriptive analysis revealed an increase in scores from 32.35 on the pretest to 61.00 on the posttest. These findings indicate that the use of DOMIS media has a positive effect on children's emotional intelligence. Previous studies also support the effectiveness of the game of Ludo in improving geometry recognition and problem-solving skills. Pedagogically, DOMIS media has the potential to support teachers in organizing more active learning while stimulating various aspects of child development. The novelty of this study lies in the use of a modified game of Ludo to improve the emotional intelligence of 5-6-year-old children.
Copyright (c) 2026 Ghina Rahmawati, Malpaleni Satriana, Wilda Isna Kartika https://creativecommons.org/licenses/by-nc-sa/4.0
The Role of Grandparenting in Overcoming Children's Independence: A Case Study of Parental Divorce
Parental divorce in early childhood often leads to emotional difficulties that may affect children’s independence, particularly when caregiving responsibilities are transferred to grandparents. This study aims to describe the role of grandparenting, specifically grandmothers as primary caregivers, in shaping the independence of children aged 5–6 years after parental divorce in Tanjungsekar Village, Pucakwangi District, Pati Regency. A descriptive qualitative approach was employed, with data collected through in-depth interviews, observations, and documentation. The research subjects consisted of two grandmothers serving as primary caregivers and two children aged 5–6 years. The findings indicate that children raised under a firm and consistent caregiving approach tend to show more directed and stable independence despite experiencing emotional challenges after parental divorce. In contrast, permissive caregiving characterized by excessive freedom was associated with children’s dependency and less developed independence. The results highlight the important role of grandparenting in emotional regulation and the development of children’s independence following parental divorce. The state of the art of this study lies in its specific focus on grandmother-led caregiving in post-divorce contexts within a rural setting. This study contributes empirical insights for early childhood educators and families regarding the importance of appropriate and consistent caregiving patterns in alternative family care arrangements.
Copyright (c) 2026 Oktavia Asti Salsabella, Lilif Muallifatul Filasofa https://creativecommons.org/licenses/by-nc-sa/4.0
Life Skills Learning: Washing Lunch Boxes as an Effort to Build Responsibility in Early Childhood
This study examines the development of children's sense of responsibility through the activity of washing eating utensils at RA Al-Hidayah UIN Walisongo Semarang, using social-emotional theory. The activity was chosen for its emphasis on independence, discipline, and awareness of obligations, fostering early life skills. The research employs a descriptive qualitative approach with 20 children aged 5-6 years as subjects. Data were collected through observation, interviews, and documentation, which were analyzed thematically with triangulation for validity. The video documentation records the children's lunchbox-washing activity, capturing social interactions, participation, and behavioral changes, providing empirical evidence of the activity's impact on responsibility development. The findings reveal that the activity fosters life skills and gradually instills a sense of responsibility, with the teacher's guidance playing a key role. This research highlights the novelty of combining practical activities with social-emotional approaches in early childhood character development, contributing to understanding how activities promoting personal responsibility can be effective in shaping character from an early age.
Copyright (c) 2026 Anzilnaa Mahdiya Labiibah, Sofa Muthohar, Nilal Muna Fatmawati https://creativecommons.org/licenses/by-nc-sa/4.0
From Waste to Environmental Awareness: The Relationship Between Waste Sorting Activities and the Naturalistic Intelligence of Children Aged 4–6 Years
The minimal implementation of environmental education in early childhood learning poses a challenge amidst the increasing urgency of waste management in Indonesia, particularly in West Java. One meaningful simple approach is the habituation of waste sorting activities implemented from an early age. This study aims to analyze the relationship between waste sorting activities and the naturalist intelligence of children aged 4 – 6 years at PAUD Nurul Amal, Bandung City. This study uses a quantitative approach with a correlational design involving 40 children selected through cluster random sampling technique. Data were collected using a structured observation sheet containing indicators of waste sorting activities and naturalist intelligence, and then analyzed through normality tests, linearity tests, and Spearman Rank correlation. The research results show a significant positive relationship between waste sorting activities and children's naturalist intelligence (r = 0.239; ρ < 0.05), although the strength of the relationship is classified as weak with a contribution of 5.71%. The novelty in this study lies in the use of waste sorting activities as a form of concrete and measurable environmental habituation in the context of Early Childhood Education. These findings indicate that simple environmental activities can serve as an initial stimulus in fostering ecological sensitivity in early childhood, as well as providing practical implications for early childhood educators and theoretical contributions to the study of early childhood naturalistic intelligence.
Copyright (c) 2026 Fadilla Ayuningtyas, Aam Kurnia, Lilik Sumaryanti https://creativecommons.org/licenses/by-nc-sa/4.0
Parental Support Based on Home Play Environments and Children's Readiness for Elementary School
This study aimed to analyze the relationship between parental support in providing a play environment at home and children's readiness to enter elementary school. The background of this study stems from the importance of children's transition from early childhood education to primary education, which demands strong social-emotional, cognitive, and self-regulation readiness. The research method used was quantitative with a descriptive correlational approach. The study subjects were 102 parents of children aged 5–6 years. The research instrument consisted of two questionnaire: a questionnaire for parental support in the home play environment and a questionnaire for children's readiness to enter elementary school. Data were analyzed using Pearson correlation. The results showed a significant positive relationship between parental support in providing a play environment at home and children's readiness to enter elementary school (r = 0.791; p < 0.01). This means that the greater the parental support in creating an educational, safe, and interactive play environment, the higher the child's level of readiness to enter elementary school. These findings emphasize the importance of parents' role in providing meaningful play stimulation as a foundation for children's learning readiness in subsequent stages of education.
Copyright (c) 2026 Adriani Rahma Pudyaningtyas, Anayanti Rahmawati, Nurul Kusuma Dewi, Vera Sholeha, Warananingtyas Palupi, Panggung Sutapa https://creativecommons.org/licenses/by-nc-sa/4.0
Systematic Literature Review: The Effect of Educational Media on Improving Numeracy Literacy in Early Childhood
Numeracy literacy in early childhood needs to be strengthened from an early age because it forms the foundation for quantitative thinking to understand numbers, patterns, and simple decision-making. This study aims to systematically review the contribution of educational media to early childhood numeracy literacy and map the types of media and implementation conditions associated with better outcomes. The study was conducted using the PRISMA 2020 framework through the stages of identification, screening, eligibility, and inclusion. A search on Scopus and ScienceDirect, with ResearchGate as a complementary source for full-text tracking, yielded 450 records; 80 articles were reviewed in full text and 20 empirical studies met the inclusion criteria (2019–2025; Indonesian/English language; full text available; early childhood participants; measurable numeracy outcomes). The synthesis revealed three dominant media categories concrete media, visual/digital media, and do-it-yourself (DIY) media and the majority of studies reported improvements in early numeracy indicators. Media tended to be more effective when integrated into active learning, allowing for manipulation/visual representation and feedback, and supported by consistent teacher/parent guidance. This review proposes an operational taxonomy (concrete–visual/digital–DIY) linked to numeracy indicators and implementation conditions, but generalizations and causal claims need to be cautious due to study heterogeneity.
Copyright (c) 2026 Desniwati Desniwati, Noviana Mustapa, Sri Tatminingsih, Zakirman Zakirman https://creativecommons.org/licenses/by-nc-sa/4.0
Animated Story Videos as a Medium for Improving Food Knowledge in Preschool Children: A Systematic Literature Review
This systematic literature review aims to examine the effectiveness of animated story videos as a learning medium to enhance nutrition knowledge among early childhood learners through a food pedagogy approach. Articles published between 2015 and 2025 were identified and screened from databases such as Scopus, PubMed, and ERIC using rigorous inclusion criteria. The findings indicate that animated videos significantly improve children’s understanding of healthy eating patterns, increase their interest in nutritious foods, and strengthen their ability to recognize and select healthy dietary options. Visual and narrative-based learning was shown to support better information retention and foster healthier eating behaviors more effectively than conventional teaching methods. However, variations in intervention quality and cultural contexts present limitations that must be considered in broader implementations. This study highlights animated video media as an innovative and promising pedagogical strategy that can be integrated into early childhood education curricula to build foundational nutrition literacy from an early age.
Copyright (c) 2026 Nurlaili, Noviana Mustapa, Della Raymena Jovanka, Setiyo Utoyo https://creativecommons.org/licenses/by-nc-sa/4.0
Implementation of APLT Digital Media Literacy to Support Sex Education for Early Childhood
Sex education in early childhood is a preventive effort to foster children’s understanding of body protection and privacy awareness. This study aimed to develop and examine the feasibility and effectiveness of APLT (Aku Pintar Lindungi Tubuh) digital media as a supporting tool for early childhood sex education. The study employed a Research and Development (R&D) approach using the ADDIE model (analysis, design, development, implementation, and evaluation). The effectiveness of the developed media was tested using a pre-experimental one group pretest posttest design. The results indicate that the APLT media was highly feasible, based on expert validation. Effectiveness analysis using normalized gain (N-gain) showed a moderate level of effectiveness, indicating an improvement in children’s understanding of body protection concepts, including protected body parts, appropriate and inappropriate touch, and body privacy awareness. These findings suggest that APLT media is moderately effective and functions as a supportive learning resource rather than a stand alone intervention. Therefore, APLT digital media has the potential to support early childhood sex education within a limited and guided instructional context, particularly in strengthening children’s initial understanding of body protection and privacy awareness.
Copyright (c) 2026 Dina Amalia, Dewi Pratiwi , Fatimatuzzahroh Fatimatuzzahroh https://creativecommons.org/licenses/by-nc-sa/4.0
Fostering Socio Emotional Development Through Inclusive Service Learning Projects for IECE Students
Aspects of social-emotional development are critical to young children’s overall development, in early childhood inclusive classrooms where children have a wide variety of needs. In Indonesia, a number inclusive education programs continue to grapple with the development of empathy, cooperation and emotional regulation, demonstrating that evidence-based strategies for young children to develop these abilities is an urgent priority. This investigation focused on the effect of service-learning experiences for children in inclusive early childhood programs. Twelve 5- to 6-year-old students participated from an inclusive classroom, using a mixed-method design. The collection of quantitative data was provided from PAPI testing, while the qualitative part consisted of classroom observations around peer interaction and affect regulation as well as semi-structured teacher interviews about engagement and feasibility. Students, overall, demonstrated a 32% average increase in social-emotional competence with the largest increase in empathy (35%), cooperation (30%) and emotional regulation (28%). Teachers noted better participation and cooperation between students as well. These results suggest that service-learning is an effective intervention for promoting social-emotional competence in inclusive preschool classrooms. The research contributes with practical applications for Indonesian educators and policy makers to implement service-learning in inclusive education that supports both social-emotional development as well as equitable learning beginning in the early years of education.
Copyright (c) 2025 Bimbi Lastri Prima Asih, Ernawulan Syaodih, Asep Deni Gustiana, Nordiana Zakir https://creativecommons.org/licenses/by-nc-sa/4.0
Implementation of the Pancasila Student Profile Strengthening Project: Critical Thinking Dimension for Children Aged 5-6 Years Through Waste Recycling Activities
Improving the quality of early childhood education requires teachers to be able to develop character and critical thinking skills from an early age. The urgency of this research is based on the importance of implementing the Merdeka Curriculum, which promotes project-based learning through the Pancasila Student Profile Strengthening Project (P5). Since the implementation of P5 in early childhood education is still in its early stages, this research provides empirical contributions regarding its practical implementation in the field. This study aims to describe the implementation of P5 activities in the dimension of critical thinking for 5-6 year old children through a waste recycling project at RA Al-Maskuri Kayen, Pati. A descriptive qualitative approach was used, involving 15 children, 2 teachers, and 1 educational institution. Data were obtained through observation, interviews, and documentation. The findings show that recycling-based P5 activities can improve children's ability to ask questions, identify problems, and give reasons for their decisions. Teachers are also beginning to be able to integrate critical thinking concepts through a contextual and participatory approach. This study recommends that teachers take further training to maximize the application of P5 in early childhood education.
Projects to Strengthen the Profile of Pancasila Students
Copyright (c) 2025 Feza Arhami, Anita Chandra Dewi Sagala, Ismatul Khasanah, Elis Komalasari, Agung Prasetyo, Mila Karmila, Oktavia Indah Permata Sary https://creativecommons.org/licenses/by-nc-sa/4.0
The Relationship Between Language Development in Children Aged 5-6 Years and Readiness for Elementary School
This study aims to analyze the relationship between language development and school readiness in children aged 5–6 years before entering formal education. The study used a quantitative approach with a correlational design. The study subjects were 156 children enrolled in kindergartens in East Jakarta. Data were collected through language development and school readiness assessment instruments, then analyzed using the Spearman correlation test with the help of the SPSS program. The results showed a strong and significant relationship between language development and school readiness. Children with more developed language skills tend to show better readiness in early academic aspects, adaptation to the school environment, and participation in group activities. These findings confirm that language development is an important factor in supporting children's readiness to enter formal education. Therefore, optimal language stimulation is needed from an early age through the active role of parents and educators to maximize children's school readiness.
Copyright (c) 2026 Oktarina Dwi Handayani, Arselia Meidinda Permadhy https://creativecommons.org/licenses/by-nc-sa/4.0
Project-Based Learning and Loose Parts: Solutions for Improving Cognitive Skills in Early Childhood
Learning in early childhood education remains largely teacher-centered and relies on limited learning media. This article presents the development of a loose parts–based Project-Based Learning (PjBL) model with the potential to enhance young children’s cognitive abilities and creativity. The model was developed in response to findings that early childhood education in Bengkulu City still emphasizes reading, writing, and arithmetic, with limited use of varied and open-ended learning materials. The study aimed to produce a loose parts–based PjBL model that is valid, practical, and feasible for early childhood learning. A Research and Development (R&D) approach was employed using the ADDIE model, which includes analysis, design, development, implementation, and evaluation stages. A limited trial involved 40 children, while a large-scale trial included 73 children from several PAUD units in Bengkulu City. Data were collected through observation, interviews, documentation, and performance assessments, and analyzed using a t-test. The results indicate that the final model consists of five learning phases and its implementation shows a tendency to improve children’s cognitive and creativity and is considered highly feasible and practical by teachers. This study contributes an applicable project-based learning model to support more child-centered early childhood education practices.
Copyright (c) 2026 Yuni Herlina; Rambat Nur Sasongko; Nina Kurniah, Betti Nuraini https://creativecommons.org/licenses/by-nc-sa/4.0
Improving Literacy Skills by Encouraging Children Aged 4-5 Years Old to Read Stories
The study was conducted based on findings from initial observations, namely that of 16 children, 13, or 87%, still showed low literacy levels. 8 children tended to play alone, 3 children were sleepy, and 2 children felt unsure about what they could do, while the other 3 children had begun to demonstrate good literacy skills. This study was conducted using a Classroom Action Research method with 16 children aged 4-5 years at Cambridge Preschool Child and Care Kindergarten in Depok as subjects. Implementation was carried out using two cycles of action. In the first cycle, literacy increased from 44.01% in the previous cycle and increased by 20.05% to 64.06% in the second cycle. However, due to the results of the first cycle assessment, the researcher conducted a reflection to evaluate the actions of the first cycle and plan steps for the second cycle. For the second cycle, the researcher improved the process of determining agreement between the actions to be carried out in the second cycle, which was very effective in improving children's ability to understand literacy. Cycle I improved outcomes by 19.79%, while cycle II achieved 83.85%.
Copyright (c) 2025 Alvina Pinova, Redi Awal Maulana https://creativecommons.org/licenses/by-nc-sa/4.0
The Influence of Emotional Regulation and Mindful Parenting on Children's Readiness to Enter Kindergarten
School readiness is the abilities that enable children to adapt successfully to the school environment, parental involvement is a crucial factor that supports school readiness. This study aims to examine the effect of emotional regulation and mindful parenting on children's kindergarten readiness using a quantitative correlational method with a sample of 306 parents of children aged 3–4 years in East Jakarta. Data were collected through three instruments: a kindergarten readiness questionnaire developed by the researcher, Emotional Regulation Checklist (ERC), and Mindfulness in Parenting Questionnaire (MIPQ). The validity test of the kindergarten readiness questionnaire yielded an Aiken's V of 0.892. Aiken's V values above 0.2 for the ERC, the validity of the MIPQ, through EFA–CFA, with acceptable fit indices: χ²/df = 2.8, CFI = 0.90, GFI = 0.96, RMSEA = 0.06, and RMSR = 0.04. Reliability testing showed high internal consistency, 0.954 for the readiness questionnaire, 0.788 for the ERC, and 0.941 for the MIPQ, confirming that the instruments are reliable. The preliminary test conducted before the hypothesis testing with normality, linearity, multicollinearity, and heteroskedasticity test. Hypothesis testing using multiple linear regression analysis show significant effects that both children’s emotional regulation and mindful parenting practices significantly contribute to children’s readiness for kindergarten. These results underscore the importance of continuous parental engagement in nurturing children’s developmental aspects to support a smoother transition into kindergarten.
Copyright (c) 2025 Carina Rahadian Pratiwi, Cepi Safruddin Abdul Jabar https://creativecommons.org/licenses/by-nc-sa/4.0
The Effect of Snakes and Ladders on Children's Gross Motor Skills
Gross motor development is a fundamental aspect of early childhood because it requires coordination of large muscles that support movement and daily activities. Unfortunately, many children do not receive adequate stimulation to strengthen these abilities. One alternative is through traditional games such as snakes and ladders, which are enjoyable and at the same time enhance balance, coordination, and muscle strength. This study aimed to examine the effect of snakes and ladders on the gross motor skills of Group A children at TK Negeri Lantula Jaya, Morowali Regency. The research used a quantitative approach with a quasi-experimental one-group pretest–posttest design involving 12 children. Data were collected through observation, documentation, and interviews using assessment sheets focused on balance, coordination, and strength. The findings indicated a significant improvement in gross motor skills after the intervention, with more children reaching the “Developing as Expected” and “Very Well Developed” categories. A paired sample t-test resulted in a significance value of 0.000 < 0.05, confirming that snakes and ladders is an effective and engaging medium to stimulate gross motor development in early childhood.
Copyright (c) 2025 Dewi Yulan, Durrotunnisa Durrotunnisa, Sita Awalunnisa, Sofiyanti Nur Zuama https://creativecommons.org/licenses/by-nc-sa/4.0
Stimulating Interest in Entrepreneurship from an Early Age Through Group Business Simulation Role-Playing
Instilling an interest in entrepreneurship from an early age is very important for shaping a strong, innovative, and independent character in children, given that this increasingly competitive era demands the development of soft skills and entrepreneurial character. Until now, entrepreneurial learning practices in early childhood education have tended to focus on basic academic aspects without concrete contextual experiences in optimally fostering an interest in entrepreneurship. This study aims to examine the effect of role-playing on increasing entrepreneurial interest in early childhood through a role-playing approach and group business simulation. The method used was a quasi-experiment with a sample of all 20 students in group B at Al Izhar Kindergarten in Makassar. Data were collected using observation and a Likert scale to measure the variables of entrepreneurial interest, which included confidence, communication, and negotiation. The results showed that the use of role-playing media significantly increased entrepreneurial interest in early childhood by developing children's creativity, confidence, communication, and negotiation skills. These findings confirm that play media, particularly through role-playing and business simulation, is an effective strategy in instilling the basics of entrepreneurship from an early age and supporting the development of children's character and competencies.
Copyright (c) 2026 Hasmawaty Hasmawaty, Delvhina Manga, Nurul Jamiah Sidiq, Faradilah Rusliana https://creativecommons.org/licenses/by-nc-sa/4.0
The Use of Socratic Questioning Techniques by Kindergarten Teachers in Project-Based Learning: A Preliminary Study
Teacher questioning skills play an essential role in project-based learning in early childhood education, particularly in stimulating children’s critical thinking skills. However, the Socratic Questioning technique as a reflective questioning approach has not been widely implemented at the kindergarten level. This study aims to describe the implementation of Socratic Questioning by kindergarten teachers in project-based learning, identify the challenges they face, and explore their needs for media that support reflective questioning skills. This research employed a descriptive qualitative approach involving eleven kindergarten teachers in Depok City selected through purposive sampling. Data were collected through observations, semi-structured interviews, and document analysis. Data were analyzed using Miles and Huberman’s interactive model, consisting of data reduction, data display, and conclusion drawing. The findings indicate that teachers have not yet applied Socratic Questioning optimally. Teachers predominantly use closed-ended questions, which are less effective in stimulating children’s critical thinking. The main challenges include limited conceptual understanding, time constraints in lesson planning, and concerns regarding children’s ability to respond to reflective questions. Teachers expressed the need for practical media, particularly visual guides, to support the application of reflective questioning techniques. Therefore, teachers require applicable Socratic Questioning-based learning media tailored to the early childhood context to enhance the quality of questioning skills in project-based learning.
Copyright (c) 2025 Ros Gestasia, Sofia Hartati, Iva Sarifah https://creativecommons.org/licenses/by-nc-sa/4.0
Analysis of Learning Interest Using Digital Learning Media Sekolah Enuma
The use of appropriate digital learning media is crucial to attract children's interest in learning. Based on initial observations conducted at Puspita Kindergarten, researchers found that teachers have used digital learning media in learning. This study aims to analyze the learning interests of children aged 5-6 years using the digital learning media of Enuma School in Jati Pulo Village, Palmerah District and identify the role of Enuma School's digital learning media in fostering children's interest in learning. This study used a qualitative descriptive method involving 2 teachers and 3 children, data collection techniques in the form of observation, documentation, and descriptive analysis. The results showed that the use of Enuma School increased children's attention, active involvement, curiosity, and learning satisfaction. Enuma School's Digital Learning Media was proven to be able to attract children's interest in learning through interesting interactive and visual content. The contribution of this study provides insight to teachers and parents to provide appropriate learning media to attract children's interest in learning.
Copyright (c) 2025 Eka Yunita, Nurbiana Dhieni, Nurjannah Nurjannah https://creativecommons.org/licenses/by-nc-sa/4.0
Development of Interactive Picture Books on Comparing Numbers for Early Childhood Education
This research focuses on developing an interactive picture book as a learning medium to teach the concept of quantity comparison to early childhood learners. The study addresses a critical need for more effective and engaging educational tools, as conventional teaching methods often prove insufficient and are not well-suited to the cognitive characteristics of children in the preoperational stage. The research followed a Research and Development (R&D) approach, utilizing the ADDIE development model. This process encompasses the stages of analysis, design, development, implementation, and evaluation. A limited trial was conducted with 11 students from a kindergarten, aged 5-6 years. The findings from expert validation demonstrated that the medium is highly valid, achieving an average validity score of 96.36%. Additionally, practicality assessments provided very positive feedback, with a 90.9% score from teachers and a 91.24% score from parents, confirming the medium’s practical utility. The student trial also revealed a notable improvement in children's enthusiasm, active engagement, and overall comprehension of quantity comparison. Ultimately, this study's practical contribution is the development of a valid, practical, and effective innovative learning medium that can serve as a valuable resource for educators and parents.
Copyright (c) 2025 Riski Indriyani, Danang Setyadi https://creativecommons.org/licenses/by-nc-sa/4.0
The Use of Interactive Multimedia as a Storytelling Method for Early Childhood Teachers
The rapid development of technology is an urgency that drove this research to deeply examine the use of multimedia learning as a storytelling method for early childhood teachers. This descriptive qualitative research was conducted at TK Dharma Wanita 1 Demangan, involving the principal, three classroom teachers, and 27 students. Data collection was carried out through observation of the method's implementation and children's responses, interviews with the principal and teachers regarding the application and constraints, and documentation of the learning process. The results showed that the implementation of the multimedia-based storytelling method was well realized through four structured stages: planning, introduction, implementation, and evaluation. This method proved effective in enhancing four main aspects of child development, including learning attractiveness, language ability, creativity, cognitive development, and social development, characterized by the children's high enthusiasm and participation. The main supporting factors include the children's enthusiasm and the availability of technological devices, while the hindering factors involve infrastructure limitations and the lack of adequate teacher training. The contribution of this research is the affirmation that interactive multimedia is an effective and relevant medium for improving the quality of the storytelling method for Early Childhood Education (ECE) teachers.
Copyright (c) 2025 Mayarista Rivana Putri, Ida Yeni Rahmawati, Nurtina Irsad Rusdiani https://creativecommons.org/licenses/by-nc-sa/4.0