Jurnal Pendidikan Anak Usia Dini Undiksha

Interactive Daily Spin Board: Revolutionizing Language Learning for Young Children

Ni Kadek Dian Priani — 2024-08-25

Children often encounter challenges in learning new materials, necessitating the development of educational media that stimulates their growth. This study aims to develop an interactive PowerPoint-based daily spin board to enhance language skills in Group B children. The research employed the ADDIE development model (Analyze, Design, Development, Implementation, Evaluation). The product was evaluated by one content expert, one instructional design expert, and one instructional media expert. The study subjects included three children in individual trials, nine children in small group trials, and 16 children for effectiveness testing. Data were collected through questionnaires and observation and analyzed using quantitative descriptive and inferential statistical methods. The expert evaluations yielded excellent results, with scores of 100% for product design, 98.33% for content, 90.63% for instructional design, and 92.18% for instructional media. Individual and small group trials received scores of 93.33% and 93.89%, respectively, classified as excellent. Effectiveness testing indicated a significant impact, with t-statistics > t-table (9.079 > 1.753). The findings confirm that the interactive PowerPoint-based daily spin board is both feasible and effective for improving language skills in Group B children. This study implies that the daily spin board facilitates language learning by providing an engaging alternative to traditional book-based approaches, reducing monotony and increasing children’s learning engagement.

Fostering Creative Thinking in Early Childhood: An Analysis of Developmental Stimulation

Novita Eka Nurjanah — 2024-08-25

Creative thinking skills in early childhood refer to the ability to generate new ideas, creative solutions, and view problems from different perspectives. These skills form an essential foundation for the development of a child's potential in the future. However, in practice, the development of creative thinking skills in early childhood is not adequately facilitated. This is primarily due to the lack of stimulation from the surrounding environment, leading children to become passive and less motivated to engage in creative thinking. This study aims to analyze and describe the level of creative thinking skills in 5–6-year-old children. The research method used is a survey of 147 children, with data collected through questionnaires completed by class teachers. The data were analyzed using descriptive quantitative techniques and presented in graphical form. The results show that, on average, the creative thinking skills of early childhood children in Surakarta are at the "beginning to develop" stage. These findings suggest the need for more systematic and developmentally appropriate stimulation to optimize the creative thinking potential of young children. The implications of this study provide a foundation for designing interventions and educational programs that support the development of creative thinking skills in early childhood.

The Exploring West Sumatra E-Book: Enhancing Early Reading Skills and Literacy in Early Childhood Education

Nilawati — 2024-08-25

Early childhood reading readiness often presents challenges, particularly in preparing children for subsequent educational stages. Thus, engaging, effective, and technologically relevant instructional media are required. This study aims to develop the e-book Exploring West Sumatra as a learning tool to enhance early reading skills and foster a love for books within the framework of the Kurikulum Merdeka. The e-book incorporates letters and vocabulary specifically designed to support literacy development in early childhood. The study employs the ADDIE development model, encompassing analysis, design, development, implementation, and evaluation stages. The research subjects consist of children from Taman Kanak-Kanak Islam Terpadu. Research instruments include assessments of validity, practicality, and effectiveness. Findings indicate that the Exploring West Sumatra e-book is highly valid, practical, and effective in improving early reading skills and literacy among children aged 5–6 years. Featuring topics relatable to children and leveraging their immediate environment, the e-book allows them to revisit their favorite stories repeatedly, which significantly strengthens their reading skills and boosts their confidence.

Preserving Sundanese Pupuh Culture through Flipbook Media: Strengthening Mutual Cooperation in Early Childhood Education

Yayu Mega Purnamasari — 2024-08-25

The Sundanese Pupuh culture has begun to experience a decline, characterized by the limited introduction and implementation of Sundanese culture in schools, particularly in early childhood education. There is a need for the preservation of the Sundanese Pupuh culture starting from an early age, which can be integrated with the P5 program (Project for Strengthening the Profile of Pancasila Students). This study aims to develop a flipbook media product based on Sundanese Pupuh culture to strengthen P5, particularly in the dimension of mutual cooperation. The media product is a story derived from the adaptation of the Gambuh pupuh, which has been transformed into a flipbook format. The approach used in this research is the ADDIE model, consisting of analysis, design, development, implementation, and evaluation steps. The developed product was evaluated for feasibility by media experts and content experts. After being deemed feasible, the product was tested for effectiveness with 8 teachers and 34 students from two schools. Data were collected through expert questionnaires, teacher responses, and observations. The data obtained were analyzed using a descriptive quantitative approach. The feasibility test results showed that content experts rated it 92% and media experts rated it 91%, both in the "very feasible" category. The teacher response test yielded 80%, indicating that it is suitable for use. The effectiveness test results showed that 88% of the children were in the "emerged" category, while 12% had not yet emerged. This indicates that the flipbook based on Sundanese Pupuh can be used to strengthen the dimension of mutual cooperation in early childhood education.

Factors Influencing Receptive Language Skills in Preschoolers: The Role of Intelligence, Social Environment, and Family Background

Shofia Hikmatuzzohrah — 2024-08-25

Receptive language ability in early childhood is an important indicator of language development, influenced by various factors. However, the understanding of the factors that contribute most significantly to receptive language remains limited, warranting further investigation. This study aims to confirm the factors affecting receptive language and identify the most significant contributors to children's receptive language development. This research employs a quantitative method with an ex post facto design. The sample consists of 87 children from five kindergartens. Data were collected using a 1-5 Likert scale questionnaire, which was then analyzed through descriptive analysis and confirmatory factor analysis (CFA) using Partial Least Squares Structural Equation Modeling (SEM-PLS). The analysis also includes t-test values, p-values, and original samples through bootstrapping, with the use of SPSS 25.0 and SmartPLS software. The results of the study indicate that the intelligence construct has a significant effect on receptive language, contributing 62.8% (t = 20.543 > 1.9; p-value = 0.00 < 0.05). The social and cultural environment construct has a significant impact on receptive language, contributing 22.5% (t = 6.707 > 1.9; p-value = 0.00 < 0.05). The family environment construct also significantly influences receptive language, contributing 25.3% (t = 6.991 > 1.9; p-value = 0.00 < 0.05). The most influential factor on receptive language is intelligence, with the highest contribution of 62.8%. The conclusion of this study is that intelligence is the primary factor influencing children's receptive language ability, followed by the social and cultural environment and the family environment.

Fun Cognitive Games: A Play Therapy Approach to Alleviate Anxiety in Preschool Children with Thalassemia

Silvie Mil — 2024-08-25

Anxiety is a form of unpleasant emotional response commonly experienced by children with thalassemia during hospitalization. This study aims to analyze the effect of play therapy using fun cognitive games on anxiety disorders in children with thalassemia. The research employed a quantitative pre-experimental approach with a One Group Pretest-Post test design involving preschool-aged children undergoing treatment at the mother and child hospital (RSIA). The sample was selected using purposive sampling, consisting of five preschool-aged children. The instrument used was an adaptation of the HARS instrument, which had been validated and tested for internal and external reliability. Data were collected through questionnaires and analyzed using the SPSS program. The pretest and post test results indicated a reduction in anxiety levels, shifting from severe anxiety to mild anxiety after the children underwent play therapy with fun cognitive games. The Wilcoxon test revealed an Asymp.Sig. (2-tailed) value of 0.042 < 0.05, indicating a significant effect of fun cognitive games on reducing anxiety disorders in preschool-aged children with thalassemia at RSIA. In conclusion, fun cognitive games are effective in reducing anxiety levels in preschool-aged children with thalassemia, making it a recommended intervention to support the emotional well-being of children during hospitalization.

Efforts to Prevent Stunting Through Fun Cooking Activities in Kindergarten Group A

Riza Umami — 2024-08-25

Efforts to prevent stunting are generally implemented through activities such as integrated health posts (posyandu), exclusive breastfeeding, improving environmental capacity, economic stability, community welfare, and healthcare. This study aims to analyze the validity, effectiveness, and practicality of fun cooking activities as a stunting prevention effort for Group A kindergarten children. The research adopts a development approach using the ADDIE model. Data analysis techniques include validity testing, effectiveness testing, and practicality testing. The results indicate that children’s understanding of healthy and nutritious food remains limited. The fun cooking activity conducted over two sessions provides a solution to introduce healthy eating habits to children. On the first day, children were introduced to local food ingredients along with their nutritional content and benefits, while on the second day, they were guided in processing these local ingredients. The activities were designed based on two indicators of stunting prevention: encouraging children to prefer local food ingredients and reducing their consumption of unhealthy food. The development results demonstrated a very high level of validity based on expert evaluations, making the activity highly feasible for implementation. In terms of effectiveness and practicality, the fun cooking activities were rated as highly effective and practical by educators and parents. These findings suggest that fun cooking can serve as an innovative educational method to support stunting prevention efforts in early childhood education.

Educational Services for Early Childhood: Hyperactive Child Behavior Management in Kindergarten

Risti Andriana Putri — 2024-08-25

Educational services at the early childhood level are designed to be inclusive and accessible to all, without discrimination based on background, race, ethnicity, religion, or other differences. This study aims to analyze early childhood education services in managing hyperactive child behavior in kindergarten settings. The research employs a qualitative descriptive method, with data collected through observation, interviews, and document analysis. The collected data were then categorized, processed, presented, and analyzed to draw conclusions. An ideal regular early childhood education program for children with special needs necessitates an inclusive and responsive approach. Such an approach requires appropriate support and a commitment to meeting the individual needs of each child. The findings underscore the critical importance of early childhood education services in addressing hyperactive child behavior. The effectiveness of these services in managing hyperactive behavior in kindergarten can be evaluated across several dimensions. These include structured lesson planning aligned with educational modules and curriculum standards, the multifaceted role of teachers encompassing their responsibilities as educators, facilitators, and evaluators, as well as the supporting and inhibiting factors influencing the quality of educational services. These factors must be addressed comprehensively to ensure the success of early childhood education in fostering optimal development and learning for hyperactive children.

Advancing 21st-Century Skills in Early Childhood Through the Project-Based Learning Model: Evidence from Children Aged 5–6 Years

Azka Arina Nur Kamila Shiddiq — 2024-08-25

The paradigm shift in 21st-century education emphasizes equipping children not only with knowledge but also with essential skills. These skills include communication, critical thinking, creativity, and collaboration, commonly referred to as the 4Cs. In early childhood education, it is crucial for teachers to implement learning models that stimulate 21st-century skills, one of which is the project-based learning model. This study aims to analyze the effect of the project-based learning model on the 21st-century skills of children aged 5–6 years. The study subjects were group B children from schools that had begun implementing the project-based learning model. The research design used was a Nonequivalent Control Group Design. Data were collected through participatory observation using observation sheets that had been tested for reliability and construct validity. In the experimental class, the average pretest score was 41.813, and the average posttest score was 80.938, indicating an improvement in 21st-century skills after the implementation of the project-based learning model. Hypothesis testing using the Mann-Whitney U Test yielded a significance value of < 0.001 (< 0.05). Thus, it can be concluded that the project-based learning model has a significant effect on the 21st-century skills of children aged 5–6 years.

Stimulating Early Childhood Digital Literacy Through the Innovative Kiddyfun Platform

Novi Eka Putri — 2024-12-30

The globalization era significantly impacts daily behavior, including the field of education. This highlights the necessity for individuals to continuously adapt to avoid being left behind by rapid advancements. However, in practice, the utilization of digital literacy remains suboptimal, as teachers often rely solely on books as learning resources, which can lead to student disengagement when faced with lengthy texts. This study aims to produce the Kiddyfun platform, designed to be effective, efficient, and engaging in stimulating digital literacy skills among children aged 4–6 years. The study subjects included two material expert validators, two media expert validators, four teacher users, 40 children aged 4–5 years, and 40 children aged 5–6 years. The research employed a development method based on the ADDIE model. Data collection techniques involved observation sheets and questionnaires, analyzed using quantitative descriptive methods. The results showed that the media validity test scored 89% (highly feasible), the material validity test scored 94% (highly feasible), the user test scored 97% (highly feasible), the small group test scored 100% (highly feasible), and the large group test scored 96% (highly feasible). Based on these results, it can be concluded that the Kiddyfun platform is highly feasible and engaging. The implication of this media development is its potential to enrich digital learning resources to stimulate literacy skills in children aged 4–6 years.

Busy Book: Educational Tool to Enhance Language Skills in Early Childhood Education

Ni Made Riska Yanti — 2024-08-25

Children often face challenges in learning new material, requiring teachers to develop appropriate instructional media to support the learning process. This study aims to develop a busy book as an educational medium to stimulate children’s language development. The research employed the ADDIE development model (Analyze, Design, Development, Implementation, Evaluation). The product was evaluated by one content expert, one instructional design expert, and one media expert, involving three children in individual trials, five children in small group trials, and 19 children in effectiveness testing. Data were collected through questionnaires and non-test observations, with data analysis conducted using inferential statistics and quantitative descriptive analysis. Expert evaluations revealed that the instructional design scored 88.88% (classified as good), instructional media 95.83% (very good), individual trials 94.16% (very good), and small group trials 92.5% (very good). The product design scored 90.90% (very good). Effectiveness testing indicated a significant impact, with t-statistics > t-table (12.325 > 1.734). These findings suggest that the busy book is a feasible and effective educational medium for stimulating language skills in Group B children.

Enhancing Early Childhood Social Development: An Analysis Through the Lens of Multicultural Education

Clera Agretyas Nur Anisa — 2024-08-25

Social development is a critical aspect of early childhood growth. This study aims to analyze the social development of children aged 5–6 years and the supporting and inhibiting factors from the perspective of multicultural education. The research employed a qualitative approach with a case study design. Data were collected through interviews with teachers, classroom observations in early childhood education (PAUD), and documentation. The data analysis process focused on three stages: data reduction, data presentation, and conclusion drawing or verification. The findings revealed that the social development of 2 out of 6 children aged 5–6 years was categorized as Developing as Expected (BSH), while the other 4 children were in the Beginning to Develop (MB) category. Children’s social competencies are interrelated; weaknesses in one social competency can influence others. Inhibiting factors in the implementation of education include parents, children, and teachers, while supporting factors involve parents, peers, and teachers. Thus, multicultural education plays a strategic role in optimizing the social development of early childhood learners.

Game LoP: Fostering Logical-Mathematical Intelligence in Early Childhood

Widi Wulansari — 2024-08-25

Logical-mathematical intelligence is one of the essential skills that early childhood must develop to support their future educational journey. However, many children are reluctant to learn logical mathematics as it is often perceived as difficult to understand. To address this issue, an educational medium in the form of an educational game is needed to attract children's interest in learning logical mathematics. This study aims to evaluate the effectiveness of the educational media Game LoP in enhancing early childhood logical-mathematical skills. The research employs a quasi-experimental design involving pretest-post-test and control group comparisons. Research instruments include pretest and post-test assessments analyzed using paired t-tests and independent t-tests. The findings reveal a significant difference in early logical-mathematical abilities between the control and experimental groups following the implementation of Game LoP. Additionally, there was a notable improvement in the logical-mathematical abilities of children using this educational medium. Therefore, Game LoP has been proven to yield positive and significant outcomes in enhancing early childhood logical-mathematical skills. This study implies that the application of Game LoP can serve as an innovative solution to support the development of children's logical-mathematical intelligence.

Enhancing Environmental Awareness in Early Childhood Through the Trash Tracking Game

Halida — 2024-08-25

This research is based on observation data and interviews with kindergarten teachers, which revealed a low level of environmental care behaviours among children. The observed behavior includes the children's lack of attention to wet and dry waste scattered around the kindergarten environment. Sensitivity to a clean environment is essential to achieving optimal learning and character development in children. This study aims to improve environmental care behaviours through the Trash Tracking game. The research uses a quantitative approach with an experimental design of one group pretest-post-test. The subjects of the study were 17 children aged 5-6 years, consisting of 8 girls and 9 boys. Data were collected through observation with the same instrument related to environmental care behaviours administered during the pretest and post-test. The data were analyzed using paired t-test. The results showed that the Trash Tracking game, which is engaging and enjoyable, positively influenced the children's behavior toward environmental care. This game also helped children get accustomed to cleaning up waste inside and outside the classroom, as well as distinguishing between wet and dry waste. The children's awareness of preserving a clean environment improved, supporting a conducive and comfortable learning process both inside and outside the classroom.

Foot Hula Hoop Game: An Innovative Approach to Stimulating Agility in Early Childhood Education

Irana Anwar — 2024-08-25

The issue identified in this study is the low level of agility in children aged 5-6 years, which affects their motor skills. One way to address this issue is through games that can stimulate the agility of children. The aim of this study is to develop a foot hula hoop game that is suitable for stimulating agility in children aged 5-6 years. This research employs the Research and Development (R&D) method, adapted from the Borg and Gall model as modified by Sugiyono. The study follows nine steps: identifying potential and problems, data collection, product design, product design validation, product design revision, small group trial, revision based on small group trial results, large group trial, and final product refinement. Quantitative data were collected through questionnaires validated by early childhood game experts, content experts, and user validation (teachers) during the small and large group trials. Qualitative data were obtained from expert feedback, teacher input, initial interviews, and observational notes. The research subjects were 5-6-year-old children, with 6 children involved in the small group trial and 41 children in the large group trial. The conclusion of this study is that the foot hula hoop game is highly suitable for stimulating agility in children aged 5-6 years.

The Impact of Stunting Prevention Content on Parental Caregiving Skills for Early Childhood Development

Krisnaeni — 2024-08-25

Parental caregiving plays a pivotal role in the growth and development of children. High-quality caregiving ensures that children grow and develop optimally according to their developmental stages. Parenting practices also significantly influence children's nutritional status. The better the parenting skills, the better the nutritional status of the child. Good nutritional status is essential in preventing stunting. Currently, stunting poses a serious threat to Indonesian children, with a prevalence rate of 21.6% in 2022. Therefore, enhancing parental caregiving skills is crucial to ensuring a better quality of life for all Indonesian children. This study aimed to examine the effect of stunting prevention content on parental caregiving skills. A pre-experimental method with a one-group pretest-posttest design was employed in this study, involving 43 participants. Data were analyzed using descriptive statistics and a t-test. The results revealed an improvement in posttest scores compared to pretest scores. Additionally, the t-test analysis showed a significance value of < 0.001 (p < 0.05). These findings indicate that stunting prevention content has a positive impact on the caregiving skills of parents with children aged 0–2 years.

Enhancing Early Childhood Education through a Local Wisdom-Based K4 Pillar Module with an Ethnoscience Approach

Muhammad Iqbal — 2024-08-25

The learning environment in early childhood education institutions still faces challenges in implementing the values of cleanliness, neatness, health, and security (K4 Pillars). This study aims to develop a K4 Pillar module based on local wisdom through an ethnoscience approach within the context of early childhood education. The research employs the Educational Design Research (EDR) method to produce an innovative educational product. The subjects of the study include randomly selected early childhood students and teachers. Data collection methods encompass questionnaires, observations, and interviews. Data analysis utilizes statistical techniques for quantitative data and thematic analysis for qualitative data. The research findings indicate that the majority of students (87.5%) strongly support the use of the module as a learning tool, emphasizing its critical role in early childhood education. However, most teachers (62.5%) did not attempt to link the module with local wisdom, and 75% did not employ an ethnoscience approach, highlighting the need for increased teacher engagement in integrating local cultural elements and ethnoscience concepts into teaching. High levels of support from both students and teachers (87.5%) for the local wisdom-based module with an ethnoscience approach underscore its potential to enhance the effectiveness of early childhood education. The study concludes that the local wisdom-based module with an ethnoscience approach has significant potential to improve the effectiveness of early childhood education.

Fostering Interpersonal Intelligence in Early Childhood Through Traditional Gobak Sodor Game

Nur Fairuz Faizatul Masudah — 2024-08-25

The golden age of early childhood is a crucial period for developing multiple intelligences, including interpersonal intelligence. Interpersonal intelligence refers to the ability to relate to and collaborate with others. This intelligence can be stimulated through traditional games, one of which is gobak sodor. This study employed a quantitative research approach with a descriptive design using correlational analysis. The objective was to examine the relationship between the traditional gobak sodor game and the interpersonal intelligence of children. The study population comprised all children aged 5–6 years, with a purposive sampling technique used to select 35 participants. Data collection methods included observation and documentation. The data were analyzed using simple correlational analysis through IBM SPSS Statistics version 26.0, preceded by a normality test. The results of the correlation test showed a significance value of 0.000 < 0.05, indicating a significant relationship. Furthermore, the Pearson correlation coefficient of 0.810 suggests a strong and positive correlation between the variables. These findings highlight that the traditional gobak sodor game is an effective medium for stimulating interpersonal intelligence in children. It underscores the importance of integrating traditional games into early childhood education to enhance social and collaborative skills, contributing to holistic development.

The Impact of Illustrated Storybooks on Enhancing Reading Skills in Children Aged 7-8 Years

Pipin Indarini — 2024-08-25

Early childhood reading skills often present challenges, particularly during the transition from kindergarten to elementary school. At the ages of 7–8 years, children require appropriate stimulation to develop their reading skills optimally. This study aims to analyze the impact of illustrated storybook media on improving the reading abilities of children aged 7–8 years. The aspects of reading skills examined in this study include accuracy in intonation, tone, articulation, and emphasis; clarity of voice; understanding of punctuation; and fluency and reading speed. The subjects of this study were first-grade elementary school students at the initial stage of learning to read. This research employed a descriptive quantitative approach using a pre-experimental method with a One Group Pre-Test Post-Test Design. Data were collected through observation and analyzed using descriptive quantitative analysis and hypothesis testing with a Paired Sample t-test, preceded by normality testing as a prerequisite. The findings revealed that illustrated storybook media had a significant impact on improving children's reading abilities, with a significance value of 0.001 < 0.05. Children demonstrated enhanced accuracy, clarity, and fluency in reading, including better intonation, voice clarity, and understanding of punctuation. The study concludes that illustrated storybook media is effective in enhancing the reading skills of children aged 7–8 years, particularly in terms of accuracy, clarity, and reading fluency.

Mobile Solution for Child Abuse Reporting: Enhancing Accessibility and Protection through SI-ADU

Pupung Puspa Ardini — 2024-12-30

This study is motivated by the increasing cases of child abuse in Indonesia, with perpetrators often coming from close family members. This study to design an application that facilitates abuse victims in filing complaints. The research method used is Research & Development (R&D). Data collection techniques include field observation using observation sheets and interviews, a checklist for assessing abuse cases, questionnaires, expert assessment instruments, field notes, a questionnaire for evaluating the effectiveness of the application, and a checklist for assessing the application's usefulness. The subjects of this research are children, particularly those in early childhood. The result of this research is the design of a mobile-based child protection application, SI-ADU, which can be accessed by children or parents to file complaints. The implications of this study suggest that it can help the Gorontalo local government reduce the number of child abuse cases by up to 19% since the pilot testing was conducted. The easy access and use of techniques to defend or protect oneself from abuse, as well as rapid mitigation for child victims of abuse through smartphones, can contribute to improving safety and preventing violence within children's communities. The conclusion of this study is that the SI-ADU application can be an effective solution in addressing child abuse by providing victims with quick and easy access to report abuse cases and involve authorities in the handling of these cases.