PAUDIA
type: channel
description: 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.
publisher: Pendidikan Guru PAUD Universitas Persatuan Guru Republik Indonesia Semarang
language: en
publication name: PAUDIA
issn: 2089-1431
items: Edu Fun Media Space to Improve Listening Skills in Children Aged 5–6
items: The Effect of Number Painting Activities on the Cognitive Abilities of 4-5 Year Old Children
items: Effectiveness of Using Angklung Music in Stimulating Musical Intelligence in Early Childhood
items: Internalizing Social and Religious Values through Religious Extracurricular Activities in Early Childhood Education
items: The Influence of the 7P Marketing Mix Strategy Through Trial Class Activities on Parents’ Interest in Choosing Early Childhood Education Institutions
items: Early Childhood Teachers’ Use of Role-Play to Enhance Social-Emotional Learning: A Qualitative Study
items: Practices in Creating Child-Friendly Learning Environments to Support Early Childhood Education
items: Daily Habit Strategies for Internalizing Islamic Moral Values in Early Childhood
items: Improving Preschoolers’ Concentration Through the Application of the 5E Learning Cycle Model
items: The Impact of Digital Device Use on the Social-Emotional Development of Young Children
items: Positive Communication Based on Qoulan Layyina and Its Impact on Early Childhood Speech Skills
items: The Effect of the Traditional Coconut Shell Stilts Game on the Gross Motor Development of Children Aged 5–6 Years
items: The Effect of Geoplay 3D Learning Media on Early Childhood Geometric Shape Recognition
items: Implementation of Digital Literacy in Children Aged 5–6 Years: A Systematic Literature Review
items: A Teacher-Parent Collaboration Strategy Using Movement and Songs to Regulate the Emotions of Children Aged 2–3 Years
items: Development of a Snakes and Ladders Game Media to Enhance Social Skills and Emotional Regulation in Early Childhood
items: The Application of the Arithmetic Bowling Method on Children's Cognitive Abilities
items: Rights-Based Child Protection in the Digital Space: Systematic Literature Review on Risks and Protection Strategies
items: Transforming Learning Through the Reggio Emilia Approach: Implementing a Project-Based Learning Model to Develop Creativity in Early Childhood
items: The Influence of Omar and Hana Animated Films on the Development of Moral Values in Children Aged 5-6 Years
items: The Effect of DOMIS (Ludo Misteri) on the Emotional Intelligence of Children Aged 5-6 Years
items: The Role of Grandparenting in Overcoming Children's Independence: A Case Study of Parental Divorce
items: Life Skills Learning: Washing Lunch Boxes as an Effort to Build Responsibility in Early Childhood
items: From Waste to Environmental Awareness: The Relationship Between Waste Sorting Activities and the Naturalistic Intelligence of Children Aged 4–6 Years
items: Parental Support Based on Home Play Environments and Children's Readiness for Elementary School
items: Systematic Literature Review: The Effect of Educational Media on Improving Numeracy Literacy in Early Childhood
items: Animated Story Videos as a Medium for Improving Food Knowledge in Preschool Children: A Systematic Literature Review
items: Implementation of APLT Digital Media Literacy to Support Sex Education for Early Childhood
items: Fostering Socio Emotional Development Through Inclusive Service Learning Projects for IECE Students
items: Implementation of the Pancasila Student Profile Strengthening Project: Critical Thinking Dimension for Children Aged 5-6 Years Through Waste Recycling Activities

Edu Fun Media Space to Improve Listening Skills in Children Aged 5–6
type: item
description: 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.
subject: Articles
  topic: section
subject: Early Childhood Education
  topic: keywords
subject: Listening Skills
  topic: keywords
subject: Audio-Visual Media
  topic: keywords
subject: ADDIE Model
  topic: keywords
subject: Learning Media Development
  topic: keywords
creator: Ima Mar'atusholihah
creator: Anita Chandra Dewi Sagala
creator: Perdana Afif Luthfy
creator: Muniroh Munawar
rights: Copyright (c) 2026 Ima Mar'atusholihah, Anita Chandra Dewi Sagala, Perdana Afif Luthfy, Muniroh Munawar https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-05-30
publication date: 2026-05-30
starting page: 413
ending page: 423
doi: 10.26877/paudia.v15i2.3683

The Effect of Number Painting Activities on the Cognitive Abilities of 4-5 Year Old Children
type: item
description: 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.
subject: Articles
  topic: section
subject: Cognitive Abilities
  topic: keywords
subject: Number Drawing
  topic: keywords
subject: Early Childhood
  topic: keywords
subject: Creative Learning
  topic: keywords
subject: Early Childhood Education
  topic: keywords
creator: Lusi Yuliani
creator: Asep Deni Gustiana
creator: Sardin Sardin
rights: Copyright (c) 2026 Lusi Yuliani, Asep Deni Gustiana, Sardin Sardin https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-05-21
publication date: 2026-05-21
starting page: 311
ending page: 321
doi: 10.26877/paudia.v15i2.3602

Effectiveness of Using Angklung Music in Stimulating Musical Intelligence in Early Childhood
type: item
description: 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.
subject: Articles
  topic: section
subject: Angklung Music
  topic: keywords
subject: Musical Intelligence
  topic: keywords
subject: Early Childhood
  topic: keywords
subject: Traditional Music
  topic: keywords
subject: Learning Media
  topic: keywords
creator: Purwadi Purwadi
creator: Dwi Prasetiyawati Diyah Hariyanti
creator: Asep Ardiyanto
rights: Copyright (c) 2026 Purwadi Purwadi, Dwi Prasetiyawati Diyah Hariyanti, Asep Ardiyanto https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-05-26
publication date: 2026-05-26
starting page: 333
ending page: 343
doi: 10.26877/paudia.v15i2.3593

Internalizing Social and Religious Values through Religious Extracurricular Activities in Early Childhood Education
type: item
description: 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.
subject: Articles
  topic: section
subject: Value Internalization
  topic: keywords
subject: Social Values
  topic: keywords
subject: Religious Values
  topic: keywords
subject: Religious Extracurricular Activities
  topic: keywords
subject: Early Childhood
  topic: keywords
creator: Maya Aprianti
creator: Sukrin Sukrin
creator: Wahyu Mulyadi
rights: Copyright (c) 2026 Maya Aprianti, Sukrin Sukrin , Wahyu Mulyadi https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-05-11
publication date: 2026-05-11
starting page: 302
ending page: 310
doi: 10.26877/paudia.v15i2.3581

The Influence of the 7P Marketing Mix Strategy Through Trial Class Activities on Parents’ Interest in Choosing Early Childhood Education Institutions
type: item
description: 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.
subject: Articles
  topic: section
subject: Marketing Mix-7P
  topic: keywords
subject: Trial Class
  topic: keywords
subject: Parents Interest
  topic: keywords
subject: Early Childhood Education
  topic: keywords
subject: School Selection
  topic: keywords
creator: Rizka Anisa Fitri
creator: Luh Putu Indah Budyawati
creator: Reski Yulina Widiyastuti
rights: Copyright (c) 2026 Rizka Anisa Fitri, Luh Putu Indah Budyawati, Reski Yulina Widiyastuti https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-05-26
publication date: 2026-05-26
starting page: 344
ending page: 354
doi: 10.26877/paudia.v15i2.3543

Early Childhood Teachers’ Use of Role-Play to Enhance Social-Emotional Learning: A Qualitative Study
type: item
description: 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.
subject: Articles
  topic: section
subject: Social-Emotional Learning
  topic: keywords
subject: Role-Play
  topic: keywords
subject: Early Childhood Education
  topic: keywords
subject: Phenomenology
  topic: keywords
subject: Faith-Based School
  topic: keywords
creator: Ruth Cinthya Suwandi
creator: Stephanie Riady
rights: Copyright (c) 2026 Ruth Cinthya Suwandi, Stephanie Riady https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-05-30
publication date: 2026-05-30
starting page: 382
ending page: 391
doi: 10.26877/paudia.v15i2.3540

Practices in Creating Child-Friendly Learning Environments to Support Early Childhood Education
type: item
description: 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.
subject: Articles
  topic: section
subject: Child-Friendly Learning Environment
  topic: keywords
subject: Early Childhood Education
  topic: keywords
subject: Learning Environment Management
  topic: keywords
subject: Parental Involvement
  topic: keywords
subject: Multi-Stakeholder Assessment
  topic: keywords
creator: Lusiyawati Zahrah
creator: Widya Kusumaningsih
creator: Rasiman Rasiman
rights: Copyright (c) 2026 Lusiyawati Zahrah, Widya Kusumaningsih, Rasiman Rasiman https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-05-11
publication date: 2026-05-11
starting page: 282
ending page: 292
doi: 10.26877/paudia.v15i2.3528

Daily Habit Strategies for Internalizing Islamic Moral Values in Early Childhood
type: item
description: 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.
subject: Articles
  topic: section
subject: Daily Habituation Strategies
  topic: keywords
subject: Internalization
  topic: keywords
subject: Islamic Moral Values
  topic: keywords
subject: Early Childhood Education
  topic: keywords
subject: Character Building
  topic: keywords
creator: Nur Afina
creator: Wahyu Mulyadi
creator: Nurdiniawati Nurdiniawati
rights: Copyright (c) 2026 Nur Afina, Wahyu Mulyadi, Nurdiniawati Nurdiniawati https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-05-11
publication date: 2026-05-11
starting page: 293
ending page: 301
doi: 10.26877/paudia.v15i2.3525

Improving Preschoolers’ Concentration Through the Application of the 5E Learning Cycle Model
type: item
description: 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.
subject: Articles
  topic: section
subject: Learning Cycle 5E
  topic: keywords
subject: Concentration Ability
  topic: keywords
subject: Preschool Children
  topic: keywords
subject: Active Learning
  topic: keywords
subject: Early Childhood Education
  topic: keywords
creator: Desi Larasati
creator: Reni Pawestuti Ambari Sumanto
rights: Copyright (c) 2026 Desi Larasati, Reni Pawestuti Ambari Sumanto https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-04-27
publication date: 2026-04-27
starting page: 259
ending page: 270
doi: 10.26877/paudia.v15i2.3438

The Impact of Digital Device Use on the Social-Emotional Development of Young Children
type: item
description: 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.
subject: Articles
  topic: section
subject: Gadgets
  topic: keywords
subject: Social-emotional Development
  topic: keywords
subject: Early Childhood
  topic: keywords
creator: Nisa Andryani
creator: Ifina Trimuliana
rights: Copyright (c) 2026 Nisa Andryani, Ifina Trimuliana https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-05-07
publication date: 2026-05-07
starting page: 271
ending page: 281
doi: 10.26877/paudia.v15i2.3428

Positive Communication Based on Qoulan Layyina and Its Impact on Early Childhood Speech Skills
type: item
description: 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.
subject: Articles
  topic: section
subject: Positive Communication
  topic: keywords
subject: Qoulan Layyina
  topic: keywords
subject: Early Childhood Speech Skills
  topic: keywords
creator: Khansa Zuhaidah Abdullah
creator: Mufassirul Alam
rights: Copyright (c) 2026 Khansa Zuhaidah Abdullah, Mufassirul Alam https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-05-30
publication date: 2026-05-30
starting page: 392
ending page: 402
doi: 10.26877/paudia.v15i2.3424

The Effect of the Traditional Coconut Shell Stilts Game on the Gross Motor Development of Children Aged 5–6 Years
type: item
description: 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.
subject: Articles
  topic: section
subject: Coconut Shell Stilts
  topic: keywords
subject: Gross Motor
  topic: keywords
subject: Early Childhood Education
  topic: keywords
subject: Traditional Games
  topic: keywords
creator: Nur Nariman
creator: Besse Nirmala
creator: Armina Armina
creator: Humaedi Humaedi
rights: Copyright (c) 2026 Nur Nariman, Besse Nirmala, Armina Armina, Humaedi Humaedi https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-05-29
publication date: 2026-05-29
starting page: 371
ending page: 381
doi: 10.26877/paudia.v15i2.3369

The Effect of Geoplay 3D Learning Media on Early Childhood Geometric Shape Recognition
type: item
description: 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.
subject: Articles
  topic: section
subject: Geometric Shape Recognition
  topic: keywords
subject: 3D Geoplay Media
  topic: keywords
subject: Early Childhood
  topic: keywords
creator: Gifta Rahma Puspitasari
creator: Dian Kristiana
creator: Muhammad Azam Muttaqin
rights: Copyright (c) 2026 Gifta Rahma Puspitasari, Dian Kristiana, Muhammad Azam Muttaqin https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-05-21
publication date: 2026-05-21
starting page: 322
ending page: 332
doi: 10.26877/paudia.v15i2.3360

Implementation of Digital Literacy in Children Aged 5–6 Years: A Systematic Literature Review
type: item
description: 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.
subject: Articles
  topic: section
subject: Digital Literacy
  topic: keywords
subject: Children Aged 5–6 Years
  topic: keywords
subject: Children's Education
  topic: keywords
subject: Systematic Literature Review
  topic: keywords
creator: Devika Puspa Andriani
creator: Noviana Mustapa
rights: Copyright (c) 2026 Devika Puspa Andriani, Noviana Mustapa https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-05-26
publication date: 2026-05-26
starting page: 355
ending page: 370
doi: 10.26877/paudia.v15i2.3310

A Teacher-Parent Collaboration Strategy Using Movement and Songs to Regulate the Emotions of Children Aged 2–3 Years
type: item
description: 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.
subject: Articles
  topic: section
subject: Children Aged 2-3 Years
  topic: keywords
subject: Emotional Regulation
  topic: keywords
subject: Movement and Song
  topic: keywords
subject: Parent Collaboration
  topic: keywords
subject: Teacher Strategies
  topic: keywords
creator: Mariyolin Grace Hande
creator: Heny Djoehaeni
creator: Asep Deni Gustiana
rights: Copyright (c) 2026 Mariyolin Grace Hande, Heny Djoehaeni, Asep Deni Gustiana https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-04-27
publication date: 2026-04-27
starting page: 247
ending page: 258
doi: 10.26877/paudia.v15i2.3257

Development of a Snakes and Ladders Game Media to Enhance Social Skills and Emotional Regulation in Early Childhood
type: item
description: 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.
subject: Articles
  topic: section
subject: Snakes and Ladders
  topic: keywords
subject: Social Skill
  topic: keywords
subject: Emotion Regulation
  topic: keywords
creator: Ari Rahmi Hasfaraini
creator: Kusumawati Kusumawati
rights: Copyright (c) 2026 Ari Rahmi Hasfaraini, Kusumawati Kusumawati https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-05-30
publication date: 2026-05-30
starting page: 413
ending page: 423
doi: 10.26877/paudia.v15i2.3229

The Application of the Arithmetic Bowling Method on Children's Cognitive Abilities
type: item
description: 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.
subject: Articles
  topic: section
subject: Bowling Arithmetic
  topic: keywords
subject: Cognitive Abilities
  topic: keywords
subject: Early Childhood
  topic: keywords
subject: Play-Based Learning
  topic: keywords
subject: Early Numeracy
  topic: keywords
creator: Fitriya Jafar
creator: Andriansyah Andriansyah
rights: Copyright (c) 2026 Fitriya Jafar, Andriansyah Andriansyah https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-02-23
publication date: 2026-02-23
starting page: 159
ending page: 173
doi: 10.26877/paudia.v15i1.3195

Rights-Based Child Protection in the Digital Space: Systematic Literature Review on Risks and Protection Strategies
type: item
description: 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.
subject: Articles
  topic: section
subject: Child Protection
  topic: keywords
subject: Children's Rights
  topic: keywords
subject: Digital Media
  topic: keywords
subject: Digital Risks
  topic: keywords
subject: Systematic Literature Review
  topic: keywords
creator: Coryza Nursyahbani
creator: Ratna Wahyu Pusari
creator: Purwadi Purwadi
rights: Copyright (c) 2026 Coryza Nursyahbani, Ratna Wahyu Pusari, Purwadi Purwadi https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-02-13
publication date: 2026-02-13
starting page: 69
ending page: 81
doi: 10.26877/paudia.v15i1.3192

Transforming Learning Through the Reggio Emilia Approach: Implementing a Project-Based Learning Model to Develop Creativity in Early Childhood
type: item
description: 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.
subject: Articles
  topic: section
subject: Reggio Emilia Approach
  topic: keywords
subject: Project-Based Learning
  topic: keywords
subject: Creativity
  topic: keywords
subject: Early Childhood
  topic: keywords
creator: Siti Masitoh
creator: Fauzi Fauzi
rights: Copyright (c) 2026 Siti Masitoh, Fauzi Fauzi https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-02-09
publication date: 2026-02-09
starting page: 53
ending page: 68
doi: 10.26877/paudia.v15i1.3156

The Influence of Omar and Hana Animated Films on the Development of Moral Values in Children Aged 5-6 Years
type: item
description: 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.
subject: Articles
  topic: section
subject: Learning Media
  topic: keywords
subject: Animated Film
  topic: keywords
subject: Moral Values
  topic: keywords
creator: Anggi Maulidia
creator: Mukhlisin Mukhlisin
rights: Copyright (c) 2026 Anggi Maulidia, Mukhlisin Mukhlisin https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-02-23
publication date: 2026-02-23
starting page: 143
ending page: 158
doi: 10.26877/paudia.v15i1.3094

The Effect of DOMIS (Ludo Misteri) on the Emotional Intelligence of Children Aged 5-6 Years
type: item
description: 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.
subject: Articles
  topic: section
subject: Ludo Game
  topic: keywords
subject: Emotional Intelligence
  topic: keywords
subject: Early Childhood Education
  topic: keywords
creator: Ghina Rahmawati
creator: Malpaleni Satriana
creator: Wilda Isna Kartika
rights: Copyright (c) 2026 Ghina Rahmawati, Malpaleni Satriana, Wilda Isna Kartika https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-02-09
publication date: 2026-02-09
starting page: 36
ending page: 52
doi: 10.26877/paudia.v15i1.3120

The Role of Grandparenting in Overcoming Children's Independence: A Case Study of Parental Divorce
type: item
description: 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.
subject: Articles
  topic: section
subject: Grandparenting
  topic: keywords
subject: Child Independence
  topic: keywords
subject: Parental Divorce
  topic: keywords
creator: Oktavia Asti Salsabella
creator: Lilif Muallifatul Filasofa
rights: Copyright (c) 2026 Oktavia Asti Salsabella, Lilif Muallifatul Filasofa https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-02-26
publication date: 2026-02-26
starting page: 174
ending page: 188
doi: 10.26877/paudia.v15i1.3093

Life Skills Learning: Washing Lunch Boxes as an Effort to Build Responsibility in Early Childhood
type: item
description: 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.
subject: Articles
  topic: section
subject: Life Skill
  topic: keywords
subject: Wash Lunch Box
  topic: keywords
subject: Early Childhood
  topic: keywords
subject: Responsibility
  topic: keywords
creator: Anzilnaa Mahdiya Labiibah
creator: Sofa Muthohar
creator: Nilal Muna Fatmawati
rights: Copyright (c) 2026 Anzilnaa Mahdiya Labiibah, Sofa Muthohar, Nilal Muna Fatmawati https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-02-09
publication date: 2026-02-09
starting page: 19
ending page: 35
doi: 10.26877/paudia.v15i1.3067

From Waste to Environmental Awareness: The Relationship Between Waste Sorting Activities and the Naturalistic Intelligence of Children Aged 4–6 Years
type: item
description: 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.
subject: Articles
  topic: section
subject: Naturalist Intelligence
  topic: keywords
subject: Waste Sorting Activities
  topic: keywords
subject: Environmental Education
  topic: keywords
subject: Early Childhood Education
  topic: keywords
creator: Fadilla Ayuningtyas
creator: Aam Kurnia
creator: Lilik Sumaryanti
rights: Copyright (c) 2026 Fadilla Ayuningtyas, Aam Kurnia, Lilik Sumaryanti https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-02-26
publication date: 2026-02-26
starting page: 204
ending page: 217
doi: 10.26877/paudia.v15i1.3039

Parental Support Based on Home Play Environments and Children's Readiness for Elementary School
type: item
description: 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.
subject: Articles
  topic: section
subject: Parental Support
  topic: keywords
subject: Home Play Environment
  topic: keywords
subject: Children's Readiness For School
  topic: keywords
subject: Early Childhood
  topic: keywords
creator: Adriani Rahma Pudyaningtyas
creator: Anayanti Rahmawati
creator: Nurul Kusuma Dewi
creator: Vera Sholeha
creator: Warananingtyas Palupi
creator: Panggung Sutapa
rights: 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
date: 2026-02-22
publication date: 2026-02-22
starting page: 114
ending page: 127
doi: 10.26877/paudia.v15i1.3013

Systematic Literature Review: The Effect of Educational Media on Improving Numeracy Literacy in Early Childhood
type: item
description: 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.
subject: Articles
  topic: section
subject: Educational Media
  topic: keywords
subject: Numeracy Literacy
  topic: keywords
subject: Early Childhood
  topic: keywords
subject: Systematic Literature Review
  topic: keywords
creator: Desniwati Desniwati
creator: Noviana Mustapa
creator: Sri Tatminingsih
creator: Zakirman Zakirman
rights: Copyright (c) 2026 Desniwati Desniwati, Noviana Mustapa, Sri Tatminingsih, Zakirman Zakirman https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-02-26
publication date: 2026-02-26
starting page: 189
ending page: 203
doi: 10.26877/paudia.v15i1.2970

Animated Story Videos as a Medium for Improving Food Knowledge in Preschool Children: A Systematic Literature Review
type: item
description: 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.
subject: Articles
  topic: section
subject: Early Childhood
  topic: keywords
subject: Food Pedagogy
  topic: keywords
subject: Innovative Media
  topic: keywords
subject: Nutrition Knowledge
  topic: keywords
subject: Animated Video
  topic: keywords
creator: Nurlaili
creator: Noviana Mustapa
creator: Della Raymena Jovanka
creator: Setiyo Utoyo
rights: Copyright (c) 2026 Nurlaili, Noviana Mustapa, Della Raymena Jovanka, Setiyo Utoyo https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-02-22
publication date: 2026-02-22
starting page: 128
ending page: 142
doi: 10.26877/paudia.v15i1.2969

Implementation of APLT Digital Media Literacy to Support Sex Education for Early Childhood
type: item
description: 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.
subject: Articles
  topic: section
subject: APLT Media
  topic: keywords
subject: Sex Education
  topic: keywords
subject: Early Childhood
  topic: keywords
creator: Dina Amalia
creator: Dewi Pratiwi
creator: Fatimatuzzahroh Fatimatuzzahroh
rights: Copyright (c) 2026 Dina Amalia, Dewi Pratiwi , Fatimatuzzahroh Fatimatuzzahroh https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-02-14
publication date: 2026-02-14
starting page: 82
ending page: 99
doi: 10.26877/paudia.v15i1.2850

Fostering Socio Emotional Development Through Inclusive Service Learning Projects for IECE Students
type: item
description: 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.
subject: Articles
  topic: section
subject: ECE student
  topic: keywords
subject: Inclusive
  topic: keywords
subject: Service-Learning
  topic: keywords
subject: Socio Emotional
  topic: keywords
creator: Bimbi Lastri Prima Asih
creator: Ernawulan Syaodih
creator: Asep Deni Gustiana
creator: Nordiana Zakir
rights: Copyright (c) 2025 Bimbi Lastri Prima Asih, Ernawulan Syaodih, Asep Deni Gustiana, Nordiana Zakir https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2025-11-21
publication date: 2025-11-21
starting page: 840
ending page: 853
doi: 10.26877/paudia.v14i4.2389

Implementation of the Pancasila Student Profile Strengthening Project: Critical Thinking Dimension for Children Aged 5-6 Years Through Waste Recycling Activities
type: item
description: 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.
subject: Articles
  topic: section
subject: Projects to Strengthen the Profile of Pancasila Students
  topic: keywords
subject: Waste Recycling
  topic: keywords
subject: Critical Thinking Skills
  topic: keywords
creator: Feza Arhami
creator: Anita Chandra Dewi Sagala
creator: Ismatul Khasanah
creator: Elis Komalasari
creator: Agung Prasetyo
creator: Mila Karmila
creator: Oktavia Indah Permata Sary
rights: 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
date: 2025-11-28
publication date: 2025-11-28
starting page: 913
ending page: 926
doi: 10.26877/paudia.v14i4.2774