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All Journal Suluah Pasaman ANTHOR: Education and Learning Journal
Gina Asri Ruwaida
Universitas Pelita Bangsa, Indonesia
Religion Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Social Sciences Other

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Integrating a Character-Based Curriculum to Build Children's Resilience Against Violence and Negative Digital Impacts Yossi Srianita; Azi Matur Rahmi; Gina Asri Ruwaida; Dwiyani Anggraeni
Suluah Pasaman Vol 4 No 1 (2026): April
Publisher : Sekolah Tinggi Agama Islam YDI Lubuk Sikaping

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70588/suluahpasaman.v4i1.1140

Abstract

The development of digital technology presents both opportunities and challenges for early childhood. Increased use of devices without adequate guidance has the potential to lead to digital addiction, exposure to age-inappropriate content, cyberbullying, and impaired social-emotional development. This study aims to analyze the application of character education and patterns of digital media use in early childhood, formulate a curriculum integration model based on character education and healthy digital habits, and examine its implementation in building children's resilience against the negative impacts of digital media. The study used a qualitative descriptive approach with observation, interview, and documentation techniques. Informants consisted of early childhood education teachers, parents, and children aged 4–6 years in Cikedokan Village, Bekasi Regency. Data were analyzed through data reduction, data presentation, and drawing conclusions using triangulation of sources and techniques. The results show that character education has been implemented in learning, but has not been systematically integrated with digital literacy. Children exhibited quite high intensity of device use with limited guidance. The developed integration model combines the values ​​of discipline, responsibility, and empathy through screen time management, media use guidance, and healthy digital behavior habits. Implementation of the model contributed to improving children's ability to control device use and adapt to digital risks. These findings suggest that integrating character education and digital literacy into the early childhood education curriculum can strengthen children's resilience in the digital age
Narrative Pedagogy and Cognitive Development: Storytelling for Problem-Solving Skills in Early Childhood through Islamic Literature Dwiyani Anggraeni; Gina Asri Ruwaida; Azi Matur Rahmi; Putri Ayu Nurkholik; Salsabilla Firdaus
Suluah Pasaman Vol 4 No 1 (2026): April
Publisher : Sekolah Tinggi Agama Islam YDI Lubuk Sikaping

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70588/suluahpasaman.v4i1.1148

Abstract

Problem-solving is a foundational cognitive competency in early childhood development, yet many preschool-aged children exhibit limited capacity to manage interpersonal conflicts and task-related challenges independently. This study aimed to examine the development of problem-solving competencies in early childhood through storytelling-based learning at KB Nurul Athfal, Bekasi, Indonesia. A qualitative descriptive research design was employed, with purposive sampling yielding 20 children aged 3–4 years and 3 classroom teachers as participants. Data were collected through structured observations across six intervention sessions, semi-structured interviews with all three teachers, and documentary evidence. Data analysis followed the interactive model of Miles, Huberman, and Saldaña (2014), comprising data condensation, display, and conclusion drawing. Findings revealed meaningful improvements across four behavioral indicators of problem-solving: independent task-attempt behavior increased from 2 to 15 out of 20 children; turn-taking without adult prompting improved from 4 to 16 children; peer cooperation in group tasks increased substantially; and children demonstrated greater capacity to manage physical and academic setbacks. These results suggest that structured storytelling, particularly fable-based narratives emphasizing prosocial values, effectively scaffolds problem-solving and socioemotional development in early childhood. The findings contribute to the growing literature on narrative-based pedagogy in Indonesian early childhood education contexts
Penerapan Aktivitas Coding Unplugged dalam Pembelajaran Berbasis Bermain untuk Meningkatkan Computational Thinking Anak Usia Dini Mariana Panji Ramadan; Gina Asri Ruwaida; Djoko Nugroho; Siti Kurnia Fauziah
ANTHOR: Education and Learning Journal Vol 5 No 4 (2026): Anthor 2026
Publisher : Institut Teknologi Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/anthor.v5i4.1112

Abstract

Berpikir komputasional perlu diperkenalkan sejak pendidikan anak usia dini melalui pengalaman konkret dan bermain. Penelitian ini bertujuan menganalisis perubahan kemampuan berpikir komputasional anak setelah mengikuti aktivitas coding unplugged berbasis bermain. Penelitian menggunakan desain one-group pretest-posttest dengan 20 anak kelompok B berusia 5–6 tahun di TK Seruni Kabupaten Bekasi. Intervensi dilaksanakan dalam delapan pertemuan melalui permainan pola, urutan, labirin, klasifikasi, algoritma sederhana, dan perbaikan kesalahan. Data dikumpulkan menggunakan lembar observasi yang mengukur dekomposisi, pengenalan pola, pemikiran algoritmik, dan debugging. Rata-rata skor meningkat dari 59,20 pada pretest menjadi 86,95 pada posttest, dengan peningkatan 27,75 poin dan N-gain agregat 0,68. Uji Wilcoxon menunjukkan perbedaan signifikan antara skor sebelum dan sesudah intervensi (W = 0; p < 0,001). Observasi pembelajaran menunjukkan keaktifan, kemampuan mengikuti instruksi, kerja sama, pemecahan masalah, dan antusiasme pada kisaran 89–97%. Temuan menunjukkan bahwa coding unplugged berbasis bermain berpotensi mendukung berpikir komputasional anak usia dini, meskipun generalisasi hasil dibatasi oleh desain tanpa kelompok kontrol dan sampel pada satu sekolah.
Co-Authors Azimatur Rahmi Djoko Nugroho Dwiyani Anggraeni Mariana Panji Ramadan Putri Ayu Nurkholik Salsabilla Firdaus Siti Kurnia Fauziah Yossi Srianita