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Maulana, M. Azka
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PENGARUH EMOTIONAL CHECK-IN DALAM MENDUKUNG REGULASI EMOSI ANAK USIA DINI DI TK ISLAM AR-RAHMAT Nur Ayesha, Fidhea; Syarif Hidayatullah, M. Arif; Maulana, M. Azka
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 3 (2026): Volume 11 No. 3, September 2026
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i3.61948

Abstract

This research was motivated by the limited emotional regulation ability among early childhood students at TK Islam Ar-Rahmat, indicated by behaviors such as hitting peers, prolonged crying, and the use of harsh language. This study aimed to: (1) describe children's emotional regulation before emotional check-in; (2) describe children's emotional regulation after emotional check-in; and (3) analyze the effect of emotional check-in on early childhood emotional regulation. A quantitative approach with true experimental design (pretest-posttest control group design) was used. The sample consisted of 20 children aged 5–6 years, divided into an experimental group (n=10) and a control group (n=10). The instrument was an emotional regulation observation sheet of 8 valid items (from 12 tested) on a 1–4 scale. Data were analyzed using the Shapiro-Wilk test, Levene's Test, Independent Sample t-Test, and Cohen's d effect size. Results showed the experimental group's mean posttest score (2.980) was significantly higher than the control group (2.480). The Independent Sample t-Test yielded t = −2.751, Sig. (2-tailed) = 0.013 < 0.05, so H₀ was rejected. Cohen's d = −1.231 indicated a large effect. Therefore, emotional check-in significantly affects emotional regulation of early childhood students at TK Islam Ar-Rahmat.
PENGGUNAAN BUKU DIGITAL UNTUK MENINGKATKAN KEMAMPUAN BAHASA ANAK USIA 4-5 TAHUN DENGAN METODE STRUKTURAL ANALITIK SINTETIK (SAS) DI KOBER FAJAR MULIA Damayanti, May; Hizriyani, Rina; Maulana, M. Azka
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 3 (2026): Volume 11 No. 3, September 2026
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i3.62710

Abstract

Language development is a fundamental aspect of early childhood development. Preliminary observations at Kober Fajar Mulia indicated that the language skills of children aged 4-5 years were still at the Beginning to Develop level, highlighting the need for innovative learning approaches to optimally stimulate language development. This study aimed to examine the effect of using digital books integrated with the Structural Analytic Synthetic (SAS) method on the language skills of children aged 4-5 years. A quantitative approach with a quasi-experimental method and a pretest-posttest control group design was employed. The participants consisted of 20 children divided into an experimental group and a control group. Data were collected using a validated and reliable observation sheet and analyzed using descriptive statistics, the Shapiro–Wilk normality test, Levene’s homogeneity test, N-Gain analysis, and the Independent Samples t-test. The results showed that the experimental group achieved an N-Gain score of 0.601 (moderate category), while the control group obtained an N-Gain score of 0.037 (low category). The Independent Samples t-test yielded a significance value of p < 0.001, indicating a statistically significant difference between the two groups. Therefore, the use of digital books integrated with the Structural Analytic Synthetic (SAS) method significantly improved the language skills of children aged 4-5 years.
Co-Authors Damayanti, May Hizriyani, Rina Nur Ayesha, Fidhea Syarif Hidayatullah, M. Arif