<![CDATA[Anak usia dini dengan karakteristik slow learner di PAUD RA Yaa Bunayya Darussalam Surabaya memerlukan pembelajaran yang adaptif, interaktif, dan berulang untuk mendukung perkembangan regulasi emosi. Kegiatan pengabdian ini bertujuan meningkatkan kemampuan regulasi emosi anak slow learner melalui penerapan Edugame Wordwall Inklusi (EWOLI), serta meningkatkan kompetensi guru dan pemahaman orang tua dalam mendampingi regulasi emosi anak. Metode pelaksanaan meliputi identifikasi kebutuhan dan asesmen awal, sosialisasi, pelatihan regulasi emosi dan penggunaan Wordwall, praktik pembuatan konten EWOLI, implementasi, pendampingan, monitoring, dan evaluasi melalui pretest dan posttest. Hasil kegiatan menunjukkan peningkatan pada tiga kelompok sasaran. Kemampuan regulasi emosi 20 anak berdasarkan enam dimensi meningkat dari rata-rata 49,5% pada pretest menjadi 77,7% pada posttest, atau peningkatan sebesar 28,2%. Kemudian, pemahaman 20 orang tua meningkat dari awal skor pretest 53,7% menjadi 83% pada soal posttest, sedangkan kompetensi 8 guru meningkat dari 49% pada saat pretest menjadi 81,3%pada saat post test, atau peningkatan sebesar 32,3%. Disimpulkan bahwa pelatihan penerapan EWOLI berpotensi mendukung peningkatan regulasi emosi anak slow learner sekaligus memperkuat kompetensi guru dan pemahaman orang tua dalam memberikan pendampingan yang lebih tepat. EWOLI disarankan untuk diterapkan secara berkelanjutan di sekolah dan rumah dengan pengembangan konten sesuai kebutuhan anak. Abstract. Young children with slow learner characteristics at RA Yaa Bunayya Darussalam Surabaya require adaptive, interactive, and repetitive learning approaches to support the development of emotion regulation. This community engagement program aimed to improve emotion regulation skills among children with slow learner characteristics through the implementation of the Inclusive Wordwall Edugame (EWOLI), while also enhancing teachers’ competencies and parents’ understanding of how to support children’s emotion regulation. The implementation process included needs identification and initial assessment, program orientation, training on emotion regulation and the use of Wordwall, hands-on practice in developing EWOLI content, implementation, mentoring, monitoring, and evaluation using pretest and posttest measures. The results demonstrated improvements across all three target groups. Emotion regulation skills among 20 children, assessed across six dimensions, increased from an average of 49.5% at pretest to 77.7% at posttest, representing a 28.2 percentage-point increase. Parents’ understanding among 20 participants increased from 53.7% at pretest to 83.0% at posttest. Similarly, the competencies of eight teachers increased from 49.0% at pretest to 81.3% at posttest, representing a 32.3 percentage-point increase. These findings indicate that training in the implementation of EWOLI has the potential to support improvements in emotion regulation among children with slow learner characteristics while simultaneously strengthening teachers’ competencies and parents’ understanding in providing more appropriate support. EWOLI is recommended for sustained implementation at both school and home, with further content development tailored to children’s individual needs.]]>
