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All Journal PAUDIA: JURNAL PENELITIAN DALAM BIDANG PENDIDIKAN ANAK USIA DINI Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini
Handayani, Oktarina Dwi
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Education Social Sciences Other

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Pengaruh Secure Attachment Ibu-Anak terhadap Kemandirian Anak Usia 5-6 Tahun di RA Kelurahan Lagoa Jakarta Utara Handayani, Oktarina Dwi; Robbi, Anisa Kamila
SAAT INI WEBSITE PAUDIA TELAH BERMIGRASI KE (https://journal2.upgris.ac.id/index.php/paudia) Vol 12, No 2 (2023): Desember 2023 : PAUDIA (Jurnal Penelitian Dalam Bidang Pendidikan Anak Usia Din
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/paudia.v12i2.15897

Abstract

This research is motivated by the importance of independence in children. Based on initial observations in several RAs in Lagoa Village, North Jakarta, researchers found several independence problems in children including; the child does not want to be left by his mother. When at school, the child cannot store things in their place, and the child cannot complete their activities. The aim of this study was to find out whether there is an effect of mother-child safety attachment on the independence of children aged 5-6 years in RA, Lagoa Village, North Jakarta. This study use a quantitative approach, with a simple linear regression analysis of 0.001 <0.05 which shows that the hypothesis is accepted, namely that there is an effect of secure attachment to the independence of children aged 5-6 years in RA Lagoa, North Jakarta.Keywords: Secure Attachment; Independence; Child
The Influence of Social-Emotional Development on School Readiness in Early Childhood: A Study of 5–6 Year-Olds in Bogor Regency Handayani, Oktarina Dwi; Kaffa, Silmi
Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Vol. 10 No. 1 (2025)
Publisher : Program Studi Pendidikan Islam Anak Usia Dini, Fakultas Ilmu Tarbiyah dan Keguruan, UIN Sunan Kalijaga, Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jga.2025.101-10

Abstract

Many young children enter formal schooling without adequate social-emotional skills, which hampers their ability to adapt, engage, and succeed in early academic environments. This study aimed to examine the influence of social-emotional development on school readiness among children aged 5–6 years attending preschool in Bogor Regency, Indonesia. The research employed a quantitative correlational design, using purposive sampling to select 152 children enrolled in seven early childhood education institutions. Two validated instruments were used to assess social-emotional development and school readiness. Data were analyzed using Spearman’s rank correlation in SPSS to determine the strength and direction of the relationship between the two variables. The results revealed a strong and statistically significant positive correlation (rs = 0.670, p < 0.01), indicating that children with higher levels of social-emotional competence—particularly in areas such as emotional regulation, independence, cooperation, and empathy—demonstrated greater readiness for school. These children were more capable of adapting to classroom routines, participating in group learning, and performing academically. The study provides empirical evidence supporting the inclusion of structured social-emotional learning (SEL) components in early childhood education programs. It highlights the importance of early intervention strategies to foster emotional and behavioral development as a foundation for formal schooling. However, the study is limited by its restricted geographic scope and relatively small, homogeneous sample, which may limit the generalizability of the findings. Future studies should expand to multiple regions and include more diverse populations to validate and enrich the current results. Longitudinal research is also recommended to explore the sustained impact of early social-emotional development on long-term academic and social outcomes. The findings emphasize the need for integrated efforts among educators, parents, and communities to strengthen children’s readiness for school.
Augmented Reality-Based Learning for Tidal Flood Mitigation in Early Childhood Education: An ADDIE-Based Development Study Tri Tamiyati, Annisa; Handayani, Oktarina Dwi
Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Vol. 10 No. 4 (2025)
Publisher : Program Studi Pendidikan Islam Anak Usia Dini, Fakultas Ilmu Tarbiyah dan Keguruan, UIN Sunan Kalijaga, Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jga.2025.104-06

Abstract

Flood disaster preparedness education for early childhood remains a global challenge, especially in coastal communities facing flood threats in North Jakarta. Although the literature acknowledges the need for crisis mitigation education in early childhood, there remains a significant gap in the development of child-friendly, technology-integrated learning media. This study addresses this gap by developing MITBAR (Mitigasi Bencana Banjir Rob), an Augmented reality-based learning medium designed to improve the cognitive abilities and general knowledge of children aged 5 to 6 years. The research employed a research and development approach using the ADDIE model, encompassing needs analysis, instructional design, prototype development, implementation, and evaluation. The developed media integrates an AR mobile application with print-based materials that present comprehensive content on definitions, causal factors, impacts, and stages of disaster mitigation. Expert validation demonstrated high effectiveness across material experts (N Gain = 1.0), technology experts (0.96), language experts (0.92), and educator practitioners (0.91 to 0.87). Field testing conducted in a kindergarten in North Jakarta, involving five children in a small-group trial and sixteen children in a larger implementation stage, showed substantial improvements in conceptual understanding, with N-Gain values exceeding 0.79 and categorized as highly effective. These findings indicate that Augmented Reality can effectively transform abstract disaster preparedness concepts into experiential learning appropriate for early childhood contexts. Beyond the local setting, this study contributes to broader debates on immersive technology in early childhood disaster education by offering a developmentally grounded, systematically validated AR-based instructional model applicable to flood-prone coastal regions globally. However, the study is limited by its small sample size and short-term evaluation period, and it focuses primarily on cognitive outcomes. Future research is recommended to employ longitudinal designs and examine affective, behavioral, and long-term preparedness outcomes. 
Co-Authors Kaffa, Silmi Robbi, Anisa Kamila Tri Tamiyati, Annisa