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All Journal Cakrawala Pendidikan Jurnal Pendidikan Anak Usia Dini Undiksha Indonesian Journal of Educational Review (IJER) Erudio: Journal of Educational Innovation Jurnal Counsellia OKARA: Jurnal Bahasa dan Sastra Jurnal Pendidikan Usia Dini Indonesian Journal of Early Childhood Education Studies IJIET (International Journal of Indonesian Education and Teaching) Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini DWIJA CENDEKIA: Jurnal Riset Pedagogik Indonesian Journal of Educational Counseling Jurnal SOLMA Visipena Journal of Teaching and Learning in Elementary Education Jurnal Ilmiah POTENSIA Perspektif Ilmu Pendidikan VISI : Jurnal Ilmiah Pendidik dan Tenaga Kependidikan Pendidikan Non Formal Aulad : Journal on Early Childhood JETL (Journal Of Education, Teaching and Learning) Child Education Journal Budapest International Research and Critics Institute-Journal (BIRCI-Journal): Humanities and Social Sciences Jurnal Jendela Bunda Program Studi PG-PAUD Universitas Muhammadiyah Cirebon KIDDO: Jurnal pendidikan Islam Anak Usia Dini MURHUM : JURNAL PENDIDIKAN ANAK USIA DINI These proceedings represent the work of researchers participating in The International Conference on Elementary Education (ICEE) which is being hosted by the Elementary Education Study Programme School of Postgraduate Studies, Universitas Pendidikan Journal of Early Childhood Education Prosiding Konferensi Nasional PKM-CSR Prosiding Seminar Nasional Pengabdian Kepada Masyarakat Indonesian Journal of Early Childhood : Jurnal Dunia Anak Usia Dini Amal Ilmiah: Jurnal Pengabdian Kepada Masyarakat RESLAJ: Religion Education Social Laa Roiba Journal Asian Journal of Social and Humanities Hexagon: Jurnal Ilmu dan Pendidikan Matematika International Conferences On Early Childhood Education Proceedings Al Hikmah: Indonesian Journal of Early Childhood Islamic Education PAUDIA: JURNAL PENELITIAN DALAM BIDANG PENDIDIKAN ANAK USIA DINI Journal of Educational Studies Exploration In Early Childhood Research
Sofia Hartati
Universitas Negeri Jakarta
Religion Aerospace Engineering Arts Humanities Control & Systems Engineering Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Energy Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Nursing Public Health Social Sciences Other

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Meningkatkan Pengetahuan Kesiapsiagaan Gempa Bumi melalui Video Animasi pada Anak Usia 5-6 Tahun Afifaturrahmi, Afifaturrahmi; Hartati, Sofia; Akbar, Zarina
Aulad: Journal on Early Childhood Vol. 5 No. 3 (2022): December 2022
Publisher : Perkumpulan Pengelola Jurnal PAUD Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/aulad.v5i3.388

Abstract

Anak usia dini merupakan salah satu kelompok rentan yang paling beresiko terkena dampak bencana. Kerentanan tersebut dikarenakan kurangnya pengetahuan anak terkait siaga bencana gempa bumi. Kurangnya pengetahuan anak mengenai siaga bencana gempa bumi menjadi salah satu masalah yang perlu segera diatasi dan diberikan solusi. Salah satunya dengan meningkatkan pengetahuan kesiapsiagaan anak melalui pembelajaran siaga bencana menggunakan video animasi sebagai media pembelajaran di Sekolah. Penelitian ini bertujuan untuk meningkatkan pengetahuan kesiapsiagaan bencana gempa bumi anak TK B Negeri Pembina Tanjung. Penelitian ini menggunakan penelitian tindakan kelas dengan desain model penelitian Kemmis & Mc Taggart. Subjek penelitian adalah anak kelompok B TK Negeri Pembina Tanjung. Pengumpulan data menggunakan lembar observasi, wawancara, dan dokumentasi. Instrumen penelitian yang digunakan merupakan modifikasi dari instrument yang sudah ada dan telah divalidasi oleh ahli. Analisis data menggunakan analisis data kualitatif dan kuantitatif. Hasil penelitian menunjukkan adanya peningkatan secara signifikan dilihat dari perolehan skor pengetahuan kesiapsiagaan sebelum tindakan dan setelah tindakan di siklus I maupun siklus II yang telah memenuhi standar ketuntasan minimal.   Penggunaan video animasi dalam pembelajaran siaga bencana dapat meningkatkan pengetahuan kesiapsiagaan bencana gempa bumi anak
Competency Development of Early Childhood Educators through Social Emotional Learning Program to Prevent Bullying Behavior Ramadan, Mariana Panji; Dhieni, Nurbiana; Hartati, Sofia
JOURNAL OF TEACHING AND LEARNING IN ELEMENTARY EDUCATION (JTLEE) Vol. 8 No. 1 (2025): February 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/

Abstract

Bullying is a social problem that can occur starting from childhood, and not only occurs in the social environment where people live but also includes the school environment including in Early Childhood Education units. Bullying is a condition when children are faced with negative actions carried out by individuals or groups with frequent frequency and considerable intensity. Bullying in the school environment as a form of one of the aggressive behaviors carried out repeatedly by individuals or groups who feel they have power over other individuals who are considered weaker. Bullying behavior is related to the lack of social emotional skills possessed by children. The research has implications for interventions or prevention that seek to focus on social emotional skills, which can be a factor in maintaining relationships so that no child is victimized, as it is associated with significant behaviors among children who are bullies in peer friendships. Cruel treatment of others. Educators in ECD settings can assist young children in developing important social-emotional skills that can be used to prevent bullying behavior. These activities include teaching children to empathize with the feelings of others, differentiate between their own and others' emotions, take on new roles, and become more emotionally responsive.
Ethnomathematics Integration to Enhance Preschoolers’ Early Math Problem-Solving Skills: A Qualitative Case Study Ndeot, Felisitas; Hartati, Sofia; Hapidin, Hapidin
Hexagon: Jurnal Ilmu dan Pendidikan Matematika Vol. 3 No. 1 (2025): April
Publisher : LPPM Universitas Terbuka

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Abstract

This study investigates how integrating ethnomathematics into early childhood education can improve the early math problem-solving skills of preschoolers aged 5–6 years. Conducted in Manggarai, Indonesia, the research employed a qualitative case study approach to explore learning activities infused with local cultural elements, including the spider-web rice field layout (lingko), traditional Manggarai houses (mbaru niang), and woven fabric patterns (songke). These cultural artifacts were adapted into problem-based learning tasks to develop children’s mathematical thinking. Data were collected through classroom observations, semi-structured interviews with the teacher, and documentation of children's learning outcomes, such as photographs, drawings, and activity records. The data obtained from classroom observations, teacher interviews, and documentation of children's learning outcomes are transcribed verbatim. The coding process is conducted inductively, meaning the codes are not predetermined but emerge from the data itself. The researchers read each transcript and documentation repeatedly to identify statements, actions, or interactions relevant to problem-solving skills. Codes that have similar meanings are then grouped into categories. These subthemes are analyzed further to identify the main theme that reflects the phenomenon as a whole. After the main theme is formed, the researcher interprets the findings by relating them to the research objectives, research questions (RQ1 and RQ2), as well as previous theories or findings. The findings reveal that embedding familiar cultural representations in mathematics instruction enhanced children’s problem-solving strategies, persistence, and conceptual understanding. Moreover, using culturally relevant contexts increased children’s engagement and confidence. This study highlights the importance of integrating local wisdom into early math education as a pathway to inclusive and resilient learning environments.
Development of a Project-Based Learning Model Using Science Games to Enhance Social Skills in Early Childhood: PjBL Model, Science based game, Social skills huda, khairulhuda; Sofia Hartati; Ade Dwi Utami
Exploration in Early Childhood Research Vol. 1 No. 2 (2024): Exploration in Early Childhood Research
Publisher : Sekolah Pascasarjana Universitas Negeri Jakarta

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Abstract

This study examines the effectiveness of project-based learning (PBL) using science-themed games in early childhood education. Through a qualitative research approach, the study explores how integrating science games within the PBL framework can enhance children's social skills. It identifies the importance of engaging children in science-themed projects to foster responsibility, cooperation, active participation, communication, sharing, and adaptability from an early age. By analyzing participants' responses and learning outcomes, the study highlights the potential benefits of this approach, including improved collaboration and adaptability skills among young children. The findings suggest that science-themed project-based learning enriches educational experiences and plays a crucial role in shaping socially skilled future generations.
IMPLEMENTATION OF THE PAUD-SD TRANSITION IS ENJOYABLE FROM THE PERSPECTIVE OF PAUD AND ELEMENTARY SCHOOL EDUCATORS IN WEST SUMATERA Kusuma, Tesya Cahyani Kusuma; Hartati, Sofia
Al Hikmah Indonesian Journal of Early Childhood Islamic Education Vol 8 No 1 (2024): IJECIE
Publisher : Universitas Al-Hikmah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35896/ijecie.v8i1.800

Abstract

This study aims to identify and analyze the implementation of a pleasant PAUD-SD transition. The type of research used is descriptive qualitative, which provides an in-depth description of the transition process from Early Childhood Education (ECE) to Primary School (SD) in the context of the understanding of ECE and SD educators in West Sumatra. The data collection method was conducted through a survey distributed using Google Form. In addition, literature review was used to enrich the analysis and provide a strong theoretical foundation. The results show that a pleasant transition is characterized by interactive and interesting activities, adequate emotional support from teachers and parents, and a learning environment that supports children's development. The findings are expected to serve as a reference for educators and policy makers in designing effective and enjoyable transition programs for children. The active involvement of parents in the transition process is crucial to ensure children feel comfortable and motivated in the new learning environment. The research emphasizes that synergy between educators, parents and the school environment is critical to creating a positive transition experience. The implementation of appropriate strategies to facilitate this transition is expected to improve children's readiness to face the challenges of higher levels of education and promote their optimal holistic development. Thus, the results of this study not only provide practical guidance but also strengthen the relevant theoretical basis in the context of educational transitions.
Enhancing Early Childhood Social-Emotional Skills through Innovative Interactive Learning Media Hikmah, Hikmah; Wongsonadi, Sri Kuswantono; Hartati, Sofia; Jahja, Yudrik
Asian Journal of Social and Humanities Vol. 3 No. 3 (2024): Asian Journal of Social and Humanities
Publisher : Pelopor Publikasi Akademika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59888/ajosh.v3i3.460

Abstract

This study evaluates the impact of innovative interactive learning media on social-emotional skill development in preschool-aged children. Using a mixed-methods approach, the research compared social-emotional growth between an experimental group that engaged with interactive media and a control group that used traditional storybooks. Six key social-emotional skills were assessed: empathy, emotional regulation, cooperation, communication, conflict resolution, and self-awareness. Results indicated significant improvements in the experimental group across all skill parameters, with the greatest gains in communication and conflict resolution. Independent t-tests revealed that the experimental group’s progress was significantly greater than that of the control group, with large Cohen’s d effect sizes underscoring the practical relevance of these outcomes. Qualitative feedback from educators and parents further supported these findings, emphasizing how interactive media fostered active engagement and offered opportunities for children to practice social skills in real-time scenarios. This study highlights the effectiveness of interactive media as a tool for early childhood social-emotional learning and recommends further exploration of its potential across varied educational settings.
Penggunaan Teknik Socratic Questioning oleh Guru TK dalam Pembelajaran Projek : Sebuah Studi Pendahuluan Gestasia, Ros; Hartati, Sofia; Sarifah, Iva
PAUDIA: Jurnal Penelitian dalam Bidang Pendidikan Anak Usia Dini Vol 14 No 4 Periode September - November 2025
Publisher : Pendidikan Guru PAUD Universitas Persatuan Guru Republik Indonesia Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/paudia.v14i4.2377

Abstract

Teacher questioning skills play an essential role in project-based learning in early childhood education, particularly in stimulating children’s critical thinking skills. However, the Socratic Questioning technique as a reflective questioning approach has not been widely implemented at the kindergarten level. This study aims to describe the implementation of Socratic Questioning by kindergarten teachers in project-based learning, identify the challenges they face, and explore their needs for media that support reflective questioning skills. This research employed a descriptive qualitative approach involving eleven kindergarten teachers in Depok City selected through purposive sampling. Data were collected through observations, semi-structured interviews, and document analysis. Data were analyzed using Miles and Huberman’s interactive model, consisting of data reduction, data display, and conclusion drawing. The findings indicate that teachers have not yet applied Socratic Questioning optimally. Teachers predominantly use closed-ended questions, which are less effective in stimulating children’s critical thinking. The main challenges include limited conceptual understanding, time constraints in lesson planning, and concerns regarding children’s ability to respond to reflective questions. Teachers expressed the need for practical media, particularly visual guides, to support the application of reflective questioning techniques. Therefore, teachers require applicable Socratic Questioning-based learning media tailored to the early childhood context to enhance the quality of questioning skills in project-based learning.
Penguatan Kompetensi Guru Tk Melalui Pelatihan Inovatif Pembelajaran Berbasis Bermain di Parung, Jawa Barat Hartati, Sofia; Utami, Ade Dwi; Syamsiatin, Eriva; Budi Utami, Fitria; Simanjuntak, Anita Roslina; Rahman, Umi Waheeda binti H Abdul
Jurnal SOLMA Vol. 14 No. 3 (2025)
Publisher : Universitas Muhammadiyah Prof. DR. Hamka (UHAMKA Press)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/solma.v14i3.20481

Abstract

Background: Pendidikan Anak Usia Dini (PAUD) berperan penting dalam membentuk perkembangan kognitif, afektif, sosial, dan motorik anak. Guru Taman Kanak-kanak (TK) menjadi fasilitator utama pembelajaran yang efektif, menyenangkan, dan sesuai tahap perkembangan anak. Namun, di wilayah Parung, Jawa Barat, sebagian guru TK masih mengalami keterbatasan dalam mengimplementasikan strategi pembelajaran inovatif berbasis bermain. Program pengabdian kepada masyarakat ini bertujuan meningkatkan kompetensi guru TK melalui pelatihan inovatif yang mengintegrasikan prinsip pembelajaran berbasis bermain, pendekatan partisipatif, dan pemanfaatan sumber daya lokal. Metode: Kegiatan menggunakan pendekatan partisipatif dengan melibatkan 20 guru TK dari berbagai lembaga pendidikan di Parung. Tahapan meliputi analisis kebutuhan, penyusunan modul, pelaksanaan workshop interaktif, praktik lapangan, serta sesi refleksi dan evaluasi. Data diperoleh melalui pre-test dan post-test kompetensi pedagogik, observasi aktivitas guru, dan wawancara mendalam. Hasil: Pelatihan menghasilkan peningkatan signifikan kompetensi guru pada aspek perencanaan pembelajaran, pemilihan media dan metode bermain, serta keterampilan mengelola interaksi belajar. Guru menunjukkan penerapan strategi pembelajaran yang lebih kreatif, kolaboratif, dan berpusat pada anak. Kesimpulan: Program pelatihan inovatif berbasis bermain ini efektif meningkatkan kompetensi pedagogik guru TK di Parung. Keberlanjutan dampak positif dapat diperkuat melalui pembentukan komunitas belajar guru dan dukungan kebijakan dari pemerintah daerah.
Penguatan Guru TK dan SD Kelas Awal dalam Menghadapi Masa Transisi Dari TK Ke SD Yang Menyenangkan Bagi Anak Salwiah; Hartati, Sofia; Abubakar, Sitti Rahmaniar; Saranani, Muh. Safiuddin; Nurjannah; Hidayat, Ahid; Gadafi, Muamal; Yuliani M, Sri; Hidayah, Afifah Nur
Amal Ilmiah: Jurnal Pengabdian Kepada Masyarakat Vol. 6 No. 3 (2025)
Publisher : FKIP Universitas Halu Oleo

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Tujuan dari kegiatan pengabdian ini adalah untuk memberikan pengetahuan dan wawasan bagi guru TK dan SD Kelas Awal terkait dengan masa transisi anak dari TK ke SD sehingga pembelajaran di kelas Awal dapat menyenangkan bagi anak. Metode yang digunakan dalam pelaksanaan kegiatan ini meliputi tahap persiapan, tahap pelaksanaan, tahap evaluasi dan pelaporan. Kegiatan ini diharapkan menjadi kontribusi nyata dalam mendukung kebijakan transisi PAUD ke SD serta meningkatkan kualitas pembelajaran di masa transisi. Hasil yang didapatkan dalam kegiatan ini adalah meningkatnya pemahaman mengenai masa transisi, penguasaan dan kemampuan merancang program transisi. Hal ini ditunjukkan dengan pemahaman guru terhadap masa transisi meningkat secara signifikan. Sebanyak 85% guru menunjukkan pemahaman yang baik terkait masa transisi anak, dan 87% mampu menguasai materi mengenai pemberian program transisi. Bahkan, 88% guru menunjukkan kemampuan dalam merancang program yang sesuai dengan kebutuhan anak di masa transisi. Dari pelatihan ini dapat disimpulkan bahwa pelatihan berbasis partisipatif mampu mendorong transformasi praktik pembelajaran pada guru TK dan SD kelas awal dalam mendukung masa transisi PAUD-SD.
Early Childhood Education: Integrative Holistic Early Childhood Development Program Implementation Apriyansyah, Chandra; Awaluddin Tjalla; Ari Saptono; Hartati, Sofia; Jalal, Fasli; Sukatmi, Sri; Ismail , Mazeni; Lia Kurniawaty
Jurnal Pendidikan Anak Vol 6 No 2 (2024): Child Education Journal August
Publisher : Universitas Nahdlatul Ulama Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33086/cej.v6i2.5990

Abstract

This study aims to observe how the Integrative Holistic Early Childhood Development Program is implemented in ECCE units. The survey's conclusion that Bogor Regency's use of Integrative Holistic ECCE is still subpar served as the impetus for this investigation. This study uses a descriptive, qualitative research design. The PAUD unit in Bogor Regency hosted the study for three months, from March to May 2024. This study includes principals and instructors as subjects. Qualitative descriptive analysis is the data analysis method that is applied. Data reduction, data visualization, conclusion drafting, and data verification are among the stages of data analysis. Using triangulation, the data's veracity is verified. According to the study's findings, principals and teachers have a positive attitude toward PAUD HI, employ effective strategies or methods in their programs, and work together with the government, non-governmental organizations, parents, and the private sector. However, one of the main challenges in putting PAUD HI programs into practice in ECCE units is the lack of funding, facilities, and teaching staff, as well as a lack of resources for the learning environment and parent involvement. The study's conclusion The Integrative Holistic Early Childhood Development (PAUD HI) program faces a number of obstacles during implementation. To overcome these obstacles, the community, government, and educational institutions must work together well, actively involve parents, improve infrastructure and human resources, and conduct periodic evaluations.
Co-Authors Ade Dwi Utami Ade Dwi Utami AFIFAH NUR HIDAYAH, AFIFAH NUR Afifaturrahmi, Afifaturrahmi Agus Sujarwanta, Agus Amir Syamsudin Annisa Mawaddah Mutiara Sari Apriyansyah, Chandra Aris Ciptaningtyas Awaluddin Tjalla Azhara, Azka Cici Ratna Sari Dadan Nugraha Dede Rahmat Hidayat Desi Nurillah Dwiyani Anggraeni Dzikriyanti, Riri Elindra Yetti Erdawati Erdawati Fadilla Ayuningtyas Fasli Jalal Fasli Jalal Faza Karimatul Akhlak Fitri, Ilya Aida Darliyan Fitria Budi Utami Gadafi, Muamal Gardini, Timmy Gestasia, Ros Hanifa, Rizkha Hapidin, Hapidin Hidayat, Ahid Hidjanah Hikmah Hikmah Hikmah Hikmah Hikmah Munawaroh huda, khairulhuda Ikrima Adawiyah Indah Dwi Sartika Irfan Fauzi Rachmat Is Diana Towoliu Isabella Yusuf Ismail , Mazeni Iva Sarifah JahJa, Yudrik Khairul Huda Kusuma, Tesya Cahyani Kusuma Lestiawati, I Made Lia Kurniawaty Lidia Anjelina Dey Putri Luky Adrianto MAHYUMI RANTINA, MAHYUMI Maria, Ilga Meilani, R.Sri Martini Meilanie, Sri Martini Meyke Garzia, Meyke Mohamad Syarif Sumantri Myrnawati Crie Handini Myrnawati Crie Handini Myrnawati Myrnawati Ndeot, Felisitas Niken Pratiwi Nofita Sari Nurbiana Dhieni Nurjannah Nurjannah Nurjannah Nurjannah Nurul Qorini Nurwijayanti Pamungkas, Joko Putri Fatmawati Arinal Hasanah Putri Rahmatika R. Sihadi Darmo Wihardjo R. Sri Martini Meilani Rabiah Al'adawiya Rahman, Umi Waheeda binti H Abdul Ramadan, Mariana Panji Ratu Linda Martina Andryani Rizkha Hanifa Rohita Sabila Nur Masturah Sakri Alfaregi, Ilham Salwiah Sandy Tegariyani Putri Saptono, Ari Saranani, Muh. Safiuddin Simanjuntak, Anita Roslina Siswahyudianto Sitti Rahmaniar Abubakar, Sitti Rahmaniar Sri Indah Pujiastuti Sri Kuswantono Sri Kuswantono Wongsonadi Sri Martini Maelani, R Sri Martini Meilanie Sri Wulan, Sri Sukatmi, Sri Sumadi, Tjipto Sumantri Sumantri Syamsiatin, Eriva Tjipto Sumadi Triani, Lili Usep Suhud Utin Supartini Wahyuni, Lora Widya Pramesti Wongsonadi, Sri Kuswantono Yasmin Faradiba Yetti Supriyati Yolanda Pahrul Yudrik JahJa Yudrik Yahya Yufiarti Yuliani M, Sri Yuliani Nurani Zaida, Nur Aini Zarina Akbar