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All Journal Bulletin of Early Childhood TEMATIK: Jurnal Pemikiran dan Penelitian Pendidikan Anak Usia Dini
Azizah Amal
Universitas Negeri Makassar, Indonesia
Education Languange, Linguistic, Communication & Media Other

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Development of Emotion Cards as Emotional Literacy Media to Enhance Early Childhood Emotional Intelligence Juliana Selvi; Abdul Saman; Azizah Amal; Herlina; Rusmayadi; Muhammad Akil Musi
TEMATIK: Jurnal Pemikiran dan Penelitian Pendidikan Anak Usia Dini Vol. 12 No. 1 (2026): TEMATIK: Jurnal Pemikiran dan Penelitian Pendidikan Anak Usia Dini (On Progres
Publisher : Program Studi Pendidikan Guru Pendidikan Anak Usia Dini, Fakultas Ilmu Pendidikan, Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/tematik.v12i1.12253

Abstract

The limited availability of interactive emotional literacy materials in the classroom is a major obstacle to the development of emotional intelligence in early childhood. This study aims to develop Emotion Cards, a visual-digital learning tool that integrates illustrated emotion expression cards, QR code-based contextual animated videos, and an implementation guidebook for teachers. The study employed the 4D development model (Define, Design, Develop, Disseminate) with 4 teachers and 10 children aged 5–6 years at ABA III Paranga Kindergarten, selected through purposive sampling. Data were collected via expert validation sheets, teacher response questionnaires, and child emotional intelligence observation sheets, then analyzed using quantitative descriptive and nonparametric statistical methods. The expert validation results fell into the Valid category (mean 3.00), the teachers’ practicality assessment reached the Very Practical category (94.38%), and the Wilcoxon Signed-Rank test indicated a significant increase in children’s emotional intelligence (Asymp. Sig. = 0.04 < 0.05). These findings demonstrate that the Emotion Cards medium effectively stimulates the five dimensions of emotional intelligence: self-awareness, emotion regulation, self-motivation, empathy, and social skills. Further research is recommended to expand implementation across more diverse contexts and levels of early childhood education.
The Effect of Traditional Play Activities on Gross Motor Skills of Children A. Ulmi Juniarti; Azizah Amal; Muhammad Akil Musi; Fitriani Dzulfadhilah
Bulletin of Early Childhood Vol. 4 No. 2 (2025): Bulletin of Early Childhood
Publisher : CV. Creative Tugu Pena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51278/bec.v4i2.2152

Abstract

This study aimed to determine the gross motor skills of children aged 5–6 years before and after engaging in traditional play activities at TK Kemala Bhayangkari 20, Pangkep Branch. A quantitative approach with a quasi-experimental design was employed. The population of this study consisted of all students at TK Kemala Bhayangkari 20, Pangkep Branch, totaling 61 children. Purposive sampling was used to select 20 children, who were divided into two groups: 10 children in the experimental group and 10 children in the control group. Data were collected through observation and performance tests, while data analysis was conducted using descriptive statistics and non-parametric tests. The results showed that the implementation of traditional games significantly contributed to the improvement of children’s gross motor skills, particularly in aspects of balance, agility, and coordination. The findings indicated that: (1) children in the experimental group were initially categorized as “Not Yet Able” before the intervention and improved to the “Very Able” category after the intervention; (2) children in the control group were initially categorized as “Not Yet Able,” and after participating in seesaw play activities, they showed only a slight improvement, placing them in the “Fairly Able” category; and (3) statistical analysis revealed a significant effect of traditional game interventions on the development of gross motor skills among children aged 5–6 years in the experimental group. Therefore, it was concluded that traditional games had a positive effect on the gross motor development of kindergarten children.
Co-Authors A. Ulmi Juniarti Abdul Saman Fitriani Dzulfadhilah Herlina Juliana Selvi Muhammad Akil Musi Rusmayadi