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All Journal Jurnal Kependidikan: Penelitian Inovasi Pembelajaran KUMARA CENDEKIA Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini Jurnal Penelitian Pendidikan IPA (JPPIPA) Al Qalam: Jurnal Ilmiah Keagamaan dan Kemasyarakatan Aulad : Journal on Early Childhood Jurnal Warna : Pendidikan dan Pembelajaran Anak Usia Dini Journal of Innovation in Educational and Cultural Research MURHUM : JURNAL PENDIDIKAN ANAK USIA DINI COMSERVA: Jurnal Penelitian dan Pengabdian Masyarakat Journal of Comprehensive Science JURNAL ILMU PENDIDIKAN Edunity: Kajian Ilmu Sosial dan Pendidikan ABNA : Journal of Islamic Early Childhood Education Return : Study of Management, Economic and Bussines Journal Research of Social Science, Economics, and Management Jurnal Pendidikan Indonesia (Japendi) Eduvest - Journal of Universal Studies Lentera: Multidisciplinary Studies GENIUS: Indonesian Journal of Early Childhood Education Advances In Social Humanities Research Jurnal Penelitian Pendidikan Indonesia Jurnal Pendidikan Anak Asian Journal of Social and Humanities Multidisciplinary Indonesian Center Journal Lentera: Multidisciplinary Studies Indonesian Journal of Social Science and Education
Joko Pamungkas
Pendidikan Anak Usia Dini Fakultas Ilmu Pendidikan Universitas Negeri Yogyakarta
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DIGITAL TECHNOLOGIES IN CHILDREN’S ORAL LANGUAGE LEARNING: A CONCEPTUAL NARRATIVE LITERATURE REVIEW OF TEACHER PRACTICES, PEDAGOGICAL CHALLENGES, AND INSTRUCTIONAL RESPONSES IN EARLY CHILDHOOD AND PRIMARY EDUCATION F. Devi Kurnia; Joko Pamungkas
Multidisciplinary Indonesian Center Journal (MICJO) Vol. 3 No. 3 (2026): Vol. 03 No. 3 Edisi Juli 2026
Publisher : PT. Jurnal Center Indonesia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62567/micjo.v3i3.2550

Abstract

Children’s oral language development is a fundamental component of early literacy, classroom participation, social communication, and later academic achievement. The growing use of digital technologies in early childhood and primary education has created new opportunities for supporting children’s speaking, listening, vocabulary development, storytelling, expressive language, and communicative confidence. However, the pedagogical contribution of digital technologies remains dependent on how teachers design, mediate, assess, and respond to children’s language learning. This article presents a conceptual narrative literature review that maps, integrates, and critically describes theoretical perspectives and empirical findings on the use of digital technologies in children’s oral language learning. The review draws on selected Scopus-indexed studies and relevant theoretical literature on sociocultural theory, scaffolding, pedagogical content knowledge, TPACK, digital play, professional vision, and formative assessment. The analysis identifies four major themes: digital technologies as mediational tools, teacher practices in digitally mediated oral language instruction, pedagogical and institutional challenges, and instructional responses for meaningful digital integration. The findings suggest that digital technologies such as video-recorded performance, SMART boards, e-storybooks, digital drama, robotics-based storytelling, language screening applications, and virtual interactions can support oral language development when embedded in active, dialogic, and teacher-mediated pedagogy. The review concludes that a pedagogy-first approach is needed to ensure that digital technologies are used not as isolated tools, but as resources for scaffolding, dialogue, play, feedback, formative assessment, and children’s active language participation.
LEARN, PLAY, AND EXPLORE: DISCOVERING EDUTECHMENT AT TAMAN PINTAR YOGYAKARTA Sazliana Idmi Martuji; Joko Pamungkas
Multidisciplinary Indonesian Center Journal (MICJO) Vol. 3 No. 3 (2026): Vol. 03 No. 3 Edisi Juli 2026
Publisher : PT. Jurnal Center Indonesia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62567/micjo.v3i3.2551

Abstract

The changing characteristics of children’s learning in the digital era have created a need for learning environments that are more interactive, visual, and experience-based. Conventional learning is increasingly considered less effective in maintaining children’s engagement due to limited opportunities for exploration and direct interaction during the learning process. In response to this condition, the concept of edutechment has emerged as an approach that integrates educational and entertainment elements to create more enjoyable and meaningful learning experiences. This study aims to analyze the implementation of edutechment at Taman Pintar Yogyakarta as a nonformal educational tourism space. This study employed a qualitative approach using a descriptive observational research design. Data were collected through direct observation, semi-structured interviews, documentation, and field notes involving child visitors, guides, and employees of Taman Pintar. The data were analyzed descriptively through the stages of data reduction, data presentation, and conclusion drawing. The findings revealed that Taman Pintar Yogyakarta has implemented the concept of edutechment through the integration of technology, multimedia, simulations, and educational play activities within various interactive attractions. Children were actively involved in exploration, experimentation, and direct interaction with learning media, creating more concrete and enjoyable learning experiences. However, the study also found that some children tended to focus more on entertainment aspects than on understanding educational concepts. Therefore, stronger facilitation and reflective learning strategies are needed to optimize the implementation of edutechment.
Pengembangan Permainan Tradisional Riau Statak untuk Menstimulus Gerak Lokomotor pada Anak TK Usia 5-6 Tahun Hikmatul Aziza; Joko Pamungkas
Murhum : Jurnal Pendidikan Anak Usia Dini Vol. 7 No. 1 (2026): Juli
Publisher : Perkumpulan Pengelola Jurnal (PPJ) PAUD Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37985/murhum.v7i1.2081

Abstract

Penelitian ini bertujuan mengembangkan permainan tradisional  Riau Statak sebagai media pembelajaran untuk menstimulus kemampuan gerak lokomotor anak taman kanak-kanak usia 5–6 tahun. Penelitian dilatarbelakangi oleh rendahnya aktivitas fisik anak serta minimnya pemanfaatan permainan tradisional berbasis kearifan lokal dalam pembelajaran PAUD akibat dominasi permainan digital. Metode yang digunakan adalah penelitian dan pengembangan (Research and Development) dengan tahapan analisis kebutuhan, perancangan, pengembangan produk, uji coba, dan revisi. Subjek penelitian melibatkan guru dan anak TK di Desa Danau Lancang, Provinsi Riau. Teknik pengumpulan data dilakukan melalui observasi, wawancara, angket, dan dokumentasi, sedangkan analisis data menggunakan teknik deskriptif kualitatif dan kuantitatif. Produk yang dihasilkan berupa model permainan tradisional Statak dan buku panduan penggunaan. Hasil validasi menunjukkan bahwa produk berada pada kategori sangat layak. Hasil uji coba membuktikan bahwa permainan Statak efektif dalam menstimulus gerak lokomotor anak dan meningkatkan keaktifan dalam pembelajaran. Model permainan tradisional statak layak digunakan untuk menstimulus gerak lokomotor pada anak TK.
Efektivitas Permainan Tradisional Balogo terhadap Kemampuan Memecahkan Masalah pada Anak Usia 5-6 Tahun Umi Zulaihatun; Joko Pamungkas; Prayitno Prayitno
Murhum : Jurnal Pendidikan Anak Usia Dini Vol. 7 No. 1 (2026): Juli
Publisher : Perkumpulan Pengelola Jurnal (PPJ) PAUD Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37985/murhum.v7i1.2123

Abstract

Kemampuan memecahkan masalah merupakan aspek penting dalam perkembangan anak usia dini. Penelitian ini bertujuan untuk mengetahui efektivitas permainan tradisional Balogo dalam meningkatkan kemampuan memecahkan masalah anak usia 5–6 tahun. Jenis penelitian ini adalah kuasi eksperimen dengan desain Pretest-Posttest Control Group Design. Penelitian dilakukan di TK IT Dhia El Widad dengan jumlah subjek 30  anak usia 5–6 tahun menggunakan teknik total sampling. Data diperoleh melalui observasi selama pretest, treatment, dan posttest. Instrumen penelitian berupa lembar observasi dan dokumentasi yang telah divalidasi oleh ahli, dengan reliabilitas antar-pengamat di atas 75%. Analisis data meliputi analisis deskriptif, uji normalitas Shapiro-Wilk, uji N-Gain, dan uji hipotesis Independent Sample T-Test. Hasil penelitian menunjukkan bahwa permainan Balogo efektif secara signifikan dalam meningkatkan kemampuan memecahkan masalah. (Sig. < 0,001). Efektivitas termasuk kategori tinggi dengan N-Gain 81,88%. Disimpulkan bahwa Balogo mampu mengoptimalkan perkembangan kognitif anak dan layak diterapkan sebagai pembelajaran berbasis kearifan local. Permainan Tradisional Balogo sebagai media bagi guru guna meningkatkan keterampilan problem solving pada anak usia dini terkhusus usia Taman Kanak Kanak.
STRATEGIES AND MODELS OF HIMPAUDI MENTORING IN KRUI, WEST PESISIR, FOR DEVELOPING EARLY CHILDHOOD TEACHER PROFESSIONALISM Suliani Suliani; Joko Pamungkas
Multidisciplinary Indonesian Center Journal (MICJO) Vol. 3 No. 3 (2026): Vol. 03 No. 3 Edisi Juli 2026
Publisher : PT. Jurnal Center Indonesia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62567/micjo.v3i3.2543

Abstract

This study describes the strategies and mentoring model implemented by HIMPAUDI in Krui, West Pesisir Regency, to improve the professionalism of early childhood education teachers. This research employed a descriptive qualitative approach, with primary data collected through a structured interview with a HIMPAUDI board member in West Pesisir Regency. The findings show that HIMPAUDI mentoring is carried out through tiered training, curriculum and learning workshops, teacher working groups, seminars, mentoring, supervision, sharing of good practices, and socialization of professional ethics. The mentoring model is participatory, collaborative, continuous, needs-based, reflective, and ethical-professional. These activities strengthen teachers pedagogical, professional, social, and personal competencies, particularly in understanding child development, designing creative learning, developing learning media, adapting the curriculum, and maintaining professional responsibility. However, implementation is constrained by limited time, training costs, unequal access to information, varied teacher motivation, digital competence, and coastal geographical conditions. The study recommends strengthening local professional development through professional learning communities, mentoring cycles, digital support, and institutional collaboration among HIMPAUDI, local government, higher education institutions, and early childhood education providers.
PROFESSIONALISM AND THE ROLE OF SHADOW TEACHERS IN INCLUSIVE EDUCATION SERVICES AT BUTTERFLY LEARNING CENTER Inayatul Lathifah; Joko Pamungkas
Multidisciplinary Indonesian Center Journal (MICJO) Vol. 3 No. 3 (2026): Vol. 03 No. 3 Edisi Juli 2026
Publisher : PT. Jurnal Center Indonesia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62567/micjo.v3i3.2575

Abstract

This study aims to describe the professionalism and roles of shadow teachers in supporting inclusive education services at Butterfly Learning Center (BLC). As an institution dedicated to transitioning children with special needs (CSN) into formal schooling, BLC implements an intensive one-to-one accompaniment system. This study employed a descriptive qualitative method, with data collected through in-depth interviews, direct observation of accompaniment activities, and document review. The findings indicate that shadow teachers at BLC fulfill multifunctional roles, including identifying each child's specific needs, designing intervention programmes, developing basic independence skills, and providing evaluations and progress reports to parents and classroom teachers. The professionalism of shadow teachers is demonstrated through their ability to adapt instructional strategies in accordance with each child's concentration level, as well as their physical and cognitive limitations. Furthermore, teachers engage in ongoing collaboration with parents to monitor and evaluate children's progress through regular daily reports. This study concludes that the competence and dedication of shadow teachers are critical factors in the successful transition of children with special needs into broader educational settings. An effective shadow teacher does not only focus on academic readiness, but also place equal emphasis on developing independence as a necessary foundation for children's social integration in the future.
FROM DISCIPLINE TO DEVELOPMENT: ADAPTING CORE MARCHING BAND STRUCTURES FOR DEVELOPMENTALLY APPROPRIATE PRACTICE IN INDONESIAN EARLY CHILDHOOD EDUCATION Iwan Kurniawan; Joko Pamungkas
Multidisciplinary Indonesian Center Journal (MICJO) Vol. 3 No. 3 (2026): Vol. 03 No. 3 Edisi Juli 2026
Publisher : PT. Jurnal Center Indonesia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62567/micjo.v3i3.2589

Abstract

This study examines how core marching band structures can be adapted for Indonesian early childhood education through developmentally appropriate practice and performance theory. The study responds to concerns that preschool marching band activities may reproduce discipline-oriented rehearsal models designed for older learners. A one-group pre-test and post-test mixed-methods design was used with twenty Indonesian preschool children aged four to five years. Over six weeks, children participated in twelve adapted marching band sessions that combined simplified rhythmic patterns, child-scaled instruments, neat but developmentally adjusted formations, cooperative music-making, visual-motor activities, and responsive teacher facilitation. Quantitative data were collected using a four-point developmental observation rubric covering rhythmic competence, motor coordination, and socio-emotional engagement. Qualitative data were obtained from teacher reflective journals and post-intervention interviews. Paired-sample analysis showed higher post-test scores across the three developmental domains. The largest observed improvement appeared in socio-emotional engagement, followed by rhythmic competence and motor coordination. However, because the study did not include a control group, the findings should be interpreted as developmental changes observed after participation rather than definitive causal effects of the intervention. Qualitative findings indicated that children participated more confidently when teachers simplified rhythmic tasks, used clear and neat formations with reduced technical pressure, provided child-scaled instruments, supported safe movement, and acted as co-players and emotional co-regulators. The study reconceptualizes marching band routines not as rigid disciplinary scripts, but as adaptable performative frames that may support social participation, emotional regulation, rhythmic learning, motor coordination, cooperation, and creative agency when aligned with children’s developmental readiness.
“Beyond Play” Integrasi Pembelajaran Seni Berbasis Intra-Ekstrakurikuler untuk Mengembangkan Kreativitas, Motorik, dan Kepercayaan Diri Anak Usia Dini Timoteus Mau; Joko Pamungkas; Nuzulia Rizkika Wahyudyanti
Murhum : Jurnal Pendidikan Anak Usia Dini Vol. 7 No. 2 (2026): Desember In Progress
Publisher : Perkumpulan Pengelola Jurnal (PPJ) PAUD Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37985/murhum.v7i2.2400

Abstract

Penelitian ini bertujuan menganalisis integrasi pembelajaran seni berbasis intra–ekstrakurikuler dalam mengembangkan kreativitas, keterampilan motorik, dan kepercayaan diri anak usia dini. Penelitian menggunakan pendekatan kualitatif dengan jenis studi kasus multisitus pada TK Kanisius Demangan Baru dan TK Indriyasana Baciro. Data dikumpulkan melalui observasi, wawancara semi-terstruktur dengan kepala sekolah, guru kelas, dan guru seni, serta dokumentasi kegiatan pembelajaran seni. Analisis data dilakukan melalui kondensasi data, penyajian data, dan penarikan kesimpulan, dengan validitas data diperkuat melalui triangulasi sumber dan teknik. Hasil penelitian menunjukkan bahwa kedua TK mengintegrasikan seni dalam kegiatan kelas dan ekstrakurikuler melalui seni rupa, tari, angklung, drumband, modern dance, vokal, robotik, menggambar, mewarnai, melipat, dan kegiatan performatif. Strategi pembelajaran meliputi bermain sambil belajar, praktik langsung, pemberian contoh, pembiasaan, interaksi dua arah, dan pendampingan bertahap. Pembelajaran seni mendukung kreativitas, motorik, dan kepercayaan diri anak. Penelitian ini menawarkan gagasan model pembelajaran seni PAUD yang integratif, kontekstual, inklusif, dan berorientasi pada perkembangan holistik anak.
Kolaborasi Angklung dan Tari dalam Pengembangan Seni Anak Usia Dini Nafizah Aulia Adiman; Joko Pamungkas
Aulad: Journal on Early Childhood Vol. 9 No. 2 (2026): in Progress
Publisher : Perkumpulan Pengelola Jurnal PAUD Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/aulad.v9i2.1451

Abstract

Pembelajaran seni di PAUD sering kali dilaksanakan secara terpisah, padahal integrasi seni berpotensi memberikan pengalaman belajar yang lebih bermakna dan sesuai dengan tahap perkembangan anak. Penelitian ini bertujuan mendeskripsikan pelaksanaan, peran guru, perkembangan seni anak, serta evaluasi kegiatan kolaborasi musik angklung dan tari. Penelitian ini menggunakan pendekatan deskriptif kualitatif dengan subjek guru kelas, guru ekstrakurikuler, kepala sekolah, serta anak kelompok A dan B. Pengumpulan data dilakukan melalui observasi, wawancara semi-terstruktur, dan dokumentasi dengan analisis data menggunakan model Miles, Huberman, dan Saldaña melalui reduksi, penyajian, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa kolaborasi angklung dan tari dilaksanakan secara bertahap, melibatkan kerja sama guru serta mampu menstimulasi perkembangan musikal, kinestetik, koordinasi motorik, ekspresi diri, dan kepercayaan diri anak. Pembelajaran seni terpadu berbasis budaya lokal ini berpotensi menjadi alternatif pendekatan PAUD yang lebih menyeluruh meskipun sistem penilaian autentik masih perlu dikembangkan.
Kelas Tanpa Kuas : Studi Observasi Adaptasi Guru terhadap Sarana Prasarana dalam Pembelajaran Seni Anak Usia Dini Th Atta Sekar Puspitasari; Joko Pamungkas
Aulad: Journal on Early Childhood Vol. 9 No. 2 (2026): in Progress
Publisher : Perkumpulan Pengelola Jurnal PAUD Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/aulad.v9i2.1454

Abstract

Pembelajaran seni berperan penting dalam mengembangkan kreativitas, ekspresi diri, dan kepekaan estetis anak usia dini, namun pelaksanaannya di lembaga PAUD sering menghadapi keterbatasan sarana dan prasarana. Penelitian ini bertujuan mendeskripsikan bentuk adaptasi dan strategi kreatif guru dalam menyelenggarakan pembelajaran seni pada kondisi tersebut. Penelitian ini merupakan penelitian kualitatif deskriptif yang dilaksanakan di dua taman kanak-kanak di Yogyakarta dengan melibatkan guru kelas dan kepala sekolah sebagai subjek penelitian. Data dikumpulkan melalui observasi, wawancara mendalam, dan dokumentasi, kemudian dianalisis secara tematik melalui tahap reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa guru beradaptasi dengan memanfaatkan bahan alam dan bahan daur ulang sebagai media seni, menjalin kolaborasi dengan orang tua, serta mengintegrasikan kegiatan seni ke dalam tema pembelajaran harian. Temuan ini merekomendasikan penguatan kompetensi guru PAUD dalam pengelolaan sumber daya lokal untuk mendukung pembelajaran seni yang berkelanjutan
Co-Authors Ad Dieni Maulana Rizka Ad Dieni Maulana Rizka Ad Dieni Maulana Rizka Adharina Dian Pertiwi Agatha Puspita Febiyanti Agatha Aidil Putra Aira Ridzqikha Amalia Salsabila Putri Arisman Alfina Nur Khoirani Amini Amini Amir Syamsuddin Amir Syamsudin Amiroh Amiroh Amiroh Anastasia Arum Anatasya Ristu Pratiwi Aqiela Fadhila Haya Arief Nurrahman Arneta Prabani Arneta Arsy Istiana Auliyah Lisyuffah Riuddani Azahra Shalsabila Bayu Purwo Adhi Cepi Safruddin Abdul Jabar Cepi syafruddin Abd jabar Dhafirah Jaya Wita Cirbany Diliya Luth Fiatunnabilah Dinar Salasatun Ashar Doni Fathurrahman Eka Suprapti Eka Erina Putri Anggra Erina Putri Anggraeni Erina Putri Anggraeni Erina Putri Anggraeni Erma Darmayanti Ernintje Koodho Esti Retnaningrum F. Devi Kurnia Farhana Djibran Fitri Annisa Fitriah Fitriah Fitriah Kunti Wikansari Harun, Harun Hasna Auliya Labib Hikmatul Aziza Himatul Muslikhah Ika Budi Maryatun Ikhwan Ikhwan Inayatul Lathifah Indrawati Indrawati Iqra Rizki Fikrianti Iwan Kurniawan Lailatus Sangadah Laksmita Wahyu Chandra Utami Macchiavelli Herman T Maghfirota Auriza Mami Hajaroh Marsini Meida Afina Putri Meylisia Kurnia Putri Mujiyem Mujiyem Muqaddas Sajjad Muthmainah Muthmainah Nafizah Aulia Adiman Nihayatu Rohmah Ningrum, Nur Cahaya Nur Cahya Ningrum Nur Cahya Ningrum Nur Cholimah Nur Hayati Nuri Aprilia Handayani Nurul Rahmawati Nuzulia Rizkika Wahyudyanti Oktaviana Maharani Prayitno Prayitno Putri Nur Rahmawati Rahajeng Silmi Nuswantari Rara Dini Pebrianty Retno Dewi Yatmi Retno Riska Avi Aryani Rizka Risdianty Rizki Sevi Triana Rizkyka Nur Annisa Rosa Virginia Ratih Krisnani Rukiyati Rukiyati Safariyatul Mahmudah Safira Nugraini Sazliana Idmi Martuji Septi Puspita Sari Septika Cahya Rahmawati Septika Cahya Rahmawati Septika Cahya Rahmawati Septika Cahya Rahmawati Shelfi Eka Prasasti Shely Cathrin Silfia Novita Rizki Silfia Novita Rizki St. Nur Almaidah Rs. Sudaryanti Sudaryanti Sudaryanti Sudaryanti Sudaryanti Sudaryanti Sujarwo Suliani Suliani Sumiyati Sumiyati Susanti Etnawati Sutiyem, Sutiyem Suwarti Suwarti Th Atta Sekar Puspitasari Timoteus Mau Tintin Wulandari Titi Nugraini Tiyas Widanty Tri Susanti Umi Zulaihatun Veronika Iryouw W, Yourma Osnithia Wahyu Pratiwi Widya Dwi Hardiyanti Wildiani Lathifah Wildiani Lathifah Winarso Winarso Winnuly Winnuly