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
Patterns of Pronunciation Difficulties Among Students with Special Needs in an Articulatory Phonetic Study
Pronunciation difficulties among students with special needs vary across individuals, requiring individualized identification to support effective intervention. This study aimed to analyze variations in the pronunciation of basic vocabulary among three students with intellectual disability, autism, and Down syndrome using an articulatory phonetic perspective. A qualitative multiple-case study design was employed. Data were collected through observation, picture-card and verbal pronunciation elicitation, and speech recordings, then transcribed orthographically and phonetically using the International Phonetic Alphabet and compared with standard Indonesian target forms. The findings revealed distinct patterns of sound deletion, substitution, lexical identification errors, syllable reduction, final and initial sound deletion, blank responses, and word-form simplification. These findings demonstrate that pronunciation difficulties are individualized. The novelty of this study lies in mapping diagnosis-specific pronunciation patterns through articulatory phonetic analysis. The study contributes evidence for developing individualized pronunciation assessment and intervention strategies for students with special needs.
Copyright (c) 2026 Lafziatul Hilmi, Dadang Sudana, Bimbi Lastri Prima Asih, Ernawulan Syaodih, Nur Faizah Romadona https://creativecommons.org/licenses/by-nc-sa/4.0
How Is Children's Exploratory Space Formed Amid Completion-Oriented Expectations in Early Childhood Art Learning?
Art learning in early childhood education should provide space for children to explore, express ideas, and construct meaning. In practice, however, it may be shaped by teacher direction and completion-oriented expectations. This study examined how children’s exploratory space was formed in art learning at two preschools in Yogyakarta. The study used an exploratory comparative design with a qualitative descriptive approach. Data were collected through limited field visits, semi-structured interviews with two principals and one teacher, observations of learning environments and art activities where access was available, and documentation. The data were analyzed thematically and across cases. The findings show that TK A featured structured, teacher-directed art activities linked to rehearsals and performances. TK B offered a wider range of materials through a creative center, yet art-making remained bounded by model artworks, guided choices, and expectations to complete the work. Exploratory space was shaped by children’s opportunities to make decisions, teacher direction, and completion-oriented expectations rather than solely by pedagogical labels.
Copyright (c) 2026 Shally Jagis Bararena, Joko Pamungkas https://creativecommons.org/licenses/by-nc-sa/4.0
Development of Interactive Board Books as a Medium for Early Childhood Literacy
Early literacy in young children continues to face limitations due to the lack of engaging, interactive learning media that align with children's developmental characteristics. This study aimed to develop an interactive board book for letter and vocabulary recognition and to examine its validity and practicality. The study employed a Research and Development (R&D) method using the ADDIE model, which consists of the analysis, design, development, implementation, and evaluation stages. The participants were 15 children aged 4–5 years from Permata Hati Playgroup. Data were collected using validation instruments completed by material, media, and language experts, as well as a practicality questionnaire. The results showed that the interactive board book achieved a validity score of 85.83% (very valid) and a practicality score of 100% (very practical), indicating that it met the criteria for content, design, and language appropriateness. The study contributes by developing a learning medium that integrates illustrated stories, worksheets, and QR codes as an alternative approach to supporting early literacy learning in early childhood education settings.
Copyright (c) 2026 Maryani Maryani, Henny Helmi, Erna Retna Safitri, Shomedran Shomedran https://creativecommons.org/licenses/by-nc-sa/4.0
Edu Fun Media Space to Improve Listening Skills in Children Aged 5–6
This study was motivated by the low listening skills of children aged 5–6 years and the limited use of engaging learning media in early childhood education. The study aimed to develop “Edu Fun Space,” a space-themed learning video, to improve children’s listening skills at TK Al Azhar 22 Semarang. The research employed a Research and Development (R&D) method using the ADDIE model involving 26 children aged 5–6 years. Data were collected through observation, interviews, expert validation questionnaires, and documentation, then analyzed descriptively using percentages and simple gain scores. The results showed that the media achieved a valid category with an expert validation score of 78.67%. The average children’s listening skills increased from 76.8% in the first trial to 86.4% in the second trial, particularly in attention and recalling aspects. The novelty of this study lies in the integration of storytelling, animated characters, concrete visualization, and recalling activities within a single edu-fun learning media. This study indicates that audio-visual learning media designed according to early childhood characteristics can help improve listening skills in a more engaging and meaningful way.
Copyright (c) 2026 Ima Mar'atusholihah, Anita Chandra Dewi Sagala, Perdana Afif Luthfy, Muniroh Munawar https://creativecommons.org/licenses/by-nc-sa/4.0
Constructing Self-Identity Through Genealogy: An Ethnoparenting Study on Preventing “Kepaten Obor” during Javanese Riyoyoan
This study explores ethnoparenting strategies used by parents to introduce family genealogy to young children during Riyoyoan (Eid al-Fitr) in Mojokerto. Using a qualitative approach with a narrative inquiry design, data were collected through in-depth interviews, passive participant observation, and reflective journals involving six participants. The findings indicate that introducing family genealogy is an effort to prevent “kepaten obor,” a Javanese concept referring to the loss of ancestral continuity and intergenerational kinship ties. The strategies included using the grandmother’s house as a shared memory center (place attachment), teaching kinship terms such as Pakdhe and Budhe to foster social etiquette, limiting gadget use to strengthen face-to-face interaction, and using visual media, such as old photographs, alongside grave visitation rituals. This study contributes to understanding traditional holidays as natural learning environments for strengthening children’s interpersonal intelligence, sense of belonging, and mental resilience. For early childhood educators, the findings provide a conceptual reference for integrating ancestral values into local wisdom-based curricula through programs such as “Genealogy Day.”
Copyright (c) 2026 Nadila Putri Andini, Suharti Suharti, Mallevi Agustin Ningrum, Dhian Gowinda Luh Safitri, Kartika Rinakit Adhe, Budi Purwoko https://creativecommons.org/licenses/by-nc-sa/4.0
The Effect of Number Painting Activities on the Cognitive Abilities of 4-5 Year Old Children
The purpose of this study was to analyze the effect of number painting activities on the cognitive abilities of children aged four to five years at TK PGRI Tunas Harapan. This study applied a quantitative approach using a pre-experimental one-group pre-test and post-test design involving 15 children as research participants. The research instrument consisted of a cognitive ability assessment covering indicators of one-to-one correspondence, comparison, and number symbol recognition. Data collection was carried out through observation and the administration of pre-test and post-test assessments. The findings indicated an improvement in children’s cognitive abilities after participating in number painting activities. The average pre-test score increased from 56.33 to 85.67 on the post-test, with the N-Gain result classified within the moderate to high category. Statistical analysis also demonstrated a meaningful difference between pre-test and post-test results (p < 0.05). This study highlights the use of number painting activities as an art-based learning approach for children aged four to five years, a group that has received limited attention in previous studies. The findings suggest that number painting activities may support the development of children’s cognitive abilities and may be utilized as an alternative learning strategy in early childhood education.
Copyright (c) 2026 Lusi Yuliani, Asep Deni Gustiana, Sardin Sardin https://creativecommons.org/licenses/by-nc-sa/4.0
Effectiveness of Using Angklung Music in Stimulating Musical Intelligence in Early Childhood
The development of technology and modern music has led to a decline in the introduction of traditional music to early childhood learners, highlighting the need for learning media that can stimulate musical intelligence while introducing local culture. This study aimed to analyze the effect of using angklung music on improving early childhood musical intelligence, particularly in aspects such as following tempo, recognizing rhythm, harmonizing sounds, and playing music collaboratively in groups. The study employed a quantitative approach with a one-group pretest–posttest design involving 14 children in Group B at a kindergarten. Data were collected through observation and performance tests using a musical intelligence instrument consisting of 10 assessment indicators. The results showed that the average pretest score of 17.00 increased to 27.71 in the posttest. The paired sample t-test results indicated a significance value of 0.002 (<0.05), demonstrating a significant improvement in children’s musical intelligence after the treatment. This study indicates that the use of traditional musical instruments based on local culture can serve as an alternative learning medium that supports the stimulation of early childhood musical intelligence in a contextual and participatory manner.
Copyright (c) 2026 Purwadi Purwadi, Dwi Prasetiyawati Diyah Hariyanti, Asep Ardiyanto https://creativecommons.org/licenses/by-nc-sa/4.0
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
The Influence of the 7P Marketing Mix Strategy Through Trial Class Activities on Parents’ Interest in Choosing Early Childhood Education Institutions
This study examines the influence of the 7P Marketing Mix strategy implemented through trial class activities on parents’ interest in choosing PAUD Think Indonesia School Jember. Using a quantitative ex post facto design with multiple linear regression, data were collected through Likert-scale questionnaires from 32 parents of current students and alumni. The results indicate that the 7P Marketing Mix simultaneously has a significant effect on parents’ interest (F = 17.855; p < 0.05) with a high coefficient of determination (R² = 0.839). Partially, Physical Evidence (β = 0.628; p < 0.05), Promotion (β = 0.388; p < 0.05), and Place (β = 0.324; p < 0.05) show significant positive effects, while Process has a significant negative effect (β = -0.487; p < 0.05). Product, Price, and People do not significantly influence parents’ decisions (p > 0.05). These findings suggest that trial class activities, as experiential marketing, play a key role in shaping parents’ interest through direct experience, especially via physical environment and promotion. However, ineffective service processes may reduce interest. The study concludes that parents prioritize tangible experiences and convenience over abstract factors. Limitations include the small sample size; future studies should involve larger samples and mixed methods.
Copyright (c) 2026 Rizka Anisa Fitri, Luh Putu Indah Budyawati, Reski Yulina Widiyastuti https://creativecommons.org/licenses/by-nc-sa/4.0
Early Childhood Teachers’ Use of Role-Play to Enhance Social-Emotional Learning: A Qualitative Study
This qualitative study explores early childhood teachers’ lived experiences in intentionally integrating role-play to support Social–Emotional Learning (SEL) among EY1 children aged three to four years at Kindergarten XYZ Jakarta. The study was conducted within a multicultural and Christian-based early childhood setting involving three EY1 teachers, one school psychologist, and one parent participant. Using a descriptive phenomenological approach, data were collected through classroom observations, semi-structured interviews, and documentation review, then analysed using thematic analysis based on Giorgi’s phenomenological framework. The findings reveal that teachers perceived structured role-play as a meaningful pedagogical strategy that supports children’s emotional expression, empathy, communication, cooperation, and self-regulation through intentional scaffolding and contextualised play experiences. The study further highlights the significance of teachers’ pedagogical sensitivity, flexible facilitation roles, and culturally responsive practices in supporting SEL. The novelty of this study lies in its phenomenological exploration of role-play implementation within an Indonesian faith-informed early childhood context, contributing practical and conceptual insights into sustainable and culturally responsive SEL practices.
Copyright (c) 2026 Ruth Cinthya Suwandi, Stephanie Riady 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
Positive Communication Based on Qoulan Layyina and Its Impact on Early Childhood Speech Skills
Early childhood speaking ability plays an important role in supporting cognitive, social, and emotional development; however, communication practices among educators and parents are often not implemented consciously and systematically. This study aims to analyze the application of the Qoulan Layyina principle in fostering positive communication and its impact on the speaking ability of young children at TAUD Al-Ukhuwah. The research employed a case study approach involving a six-year-old child, two teachers, and parents as informants. Data were collected through observation, in-depth interviews, and documentation. The findings indicate that the use of polite communication, gentle intonation, and empathetic responses contributes to increased confidence in children's verbal expression, enriches their vocabulary, and enhances their ability to construct simple sentences more fluently. Furthermore, positive communication creates a sense of security that supports children's social-emotional development. The novelty of this study lies in the use of the Qoulan Layyina principle as an educational communication framework grounded in Islamic values within an early childhood education setting. This research contributes to the development of pedagogical communication practices and the strengthening of Islamic character education for young children.
Copyright (c) 2026 Khansa Zuhaidah Abdullah, Mufassirul Alam https://creativecommons.org/licenses/by-nc-sa/4.0
The Effect of the Traditional Coconut Shell Stilts Game on the Gross Motor Development of Children Aged 5–6 Years
This study aims to analyze changes in the gross motor skills of 5–6-year-old children through the traditional coconut shell stilts game at Jannatul Ma’wa Integrated Kindergarten. The study employed a quantitative approach using a one-group pretest–posttest quasi-experimental design involving 35 children in Group B. The intervention was conducted over three weeks through six game sessions lasting 30–40 minutes. Data were collected using observation sheets assessing agility, strength, and balance, then analyzed using descriptive statistics and a paired-sample t-test. The results showed that the mean gross motor score increased from 29.14 on the pretest to 45.86 on the posttest. Hypothesis testing revealed a significant difference (p<0.05), with the most notable improvement in the balance aspect. These findings suggest that the coconut shell stilts game has the potential to support children’s gross motor development. However, the results should be interpreted with caution as the study did not include a control group.
Copyright (c) 2026 Nur Nariman, Besse Nirmala, Armina Armina, Humaedi Humaedi https://creativecommons.org/licenses/by-nc-sa/4.0
The Effect of Geoplay 3D Learning Media on Early Childhood Geometric Shape Recognition
The ability to recognize geometric shapes in early childhood is a crucial aspect of cognitive development because it supports children’s ability to identify, distinguish, and group shapes in their surroundings. This study aims to analyze the effect of the GeoPlay 3D learning medium on the ability to recognize three-dimensional geometric shapes among 5–6-year-old children at Dharma Wanita Wagir Kidul Pulung Kindergarten, Ponorogo Regency. The study employed a quantitative experimental approach using a One-Group Pretest-Posttest design involving 22 children as the sample. Data were collected through written tests to measure the ability to recognize, name, match, and distinguish the shapes of cubes, rectangular prisms, spheres, cylinders, and cones, and were subsequently analyzed using the Wilcoxon Signed Ranks Test. The results showed that all children experienced an improvement in their abilities, with an Asymp. Sig. (2-tailed) value of 0.000 (<0.05). This study concludes that GeoPlay 3D is effective in improving children’s geometric recognition. The novelty of this research lies in the use of interactive 3D manipulative media to support geometric learning in early childhood. This study contributes as an alternative innovative learning medium in the cognitive development of young children.
Copyright (c) 2026 Gifta Rahma Puspitasari, Dian Kristiana, Muhammad Azam Muttaqin https://creativecommons.org/licenses/by-nc-sa/4.0
Implementation of Digital Literacy in Children Aged 5–6 Years: A Systematic Literature Review
This study aims to systematically synthesize the implementation of digital literacy in children aged 5–6 years. A Systematic Literature Review (SLR) was conducted using the PRISMA approach on articles published between 2015 and 2025 from Scopus, ScienceDirect, and complementary scholarly sources. Twenty studies met the inclusion criteria and were analyzed through data extraction, quality appraisal, and thematic synthesis. The synthesis produced three main themes: (1) the dominance of interactive and play-based digital media, such as tablets, digital storytelling, educational robots, and digital manipulatives; (2) the importance of an adult-mediated ecosystem involving teachers, parents, institutions, and learning contexts; and (3) persistent barriers related to access gaps, teacher competence, safe content, and policy fragmentation. The main contribution of this review is an integrative mapping of digital literacy implementation as an ecosystem that links technology, pedagogy, family support, and policy, rather than viewing digital literacy merely as children's ability to operate devices. These findings offer practical implications for early childhood teachers, parents, institutions, and policymakers in designing safe, developmentally appropriate, and sustainable digital literacy practices.
Copyright (c) 2026 Devika Puspa Andriani, Noviana Mustapa 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
Development of a Snakes and Ladders Game Media to Enhance Social Skills and Emotional Regulation in Early Childhood
The development of social skills and emotional regulation in early childhood requires stimulation that aligns with children's play-based learning characteristics. This study aimed to develop an educational snakes-and-ladders game as a learning medium to support the development of social skills and emotional regulation among children aged 4–6 years. The research employed a Research and Development approach using the ADDIE model, encompassing the Analyze, Design, and Development phases. The participants were children from Bintang Kecil Playgroup in Tanjung Palas, and data were collected through material expert validation, media expert validation, and teacher response questionnaires. The results indicated that the developed medium achieved high feasibility scores from material experts (87.85%), media experts (84.34%), and teachers (92.58%). Limited trials demonstrated that children were enthusiastic, actively interacted with peers, and were able to follow game rules. The novelty of this study lies in integrating social skills and emotional regulation stimulation into an educational snakes-and-ladders game. The medium is considered feasible as a play-based learning alternative and contributes to the development of social-emotional learning media for early childhood education.
Copyright (c) 2026 Ari Rahmi Hasfaraini, Kusumawati Kusumawati 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