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All Journal AWLADY Jurnal Pendidikan Anak Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini IJoLE: International Journal of Language Education Kindergarten: Journal of Islamic Early Childhood Education Pendekar : Jurnal Pendidikan Berkarakter Edukasi Islami: Jurnal Pendidikan Islam JURNAL TARBIYAH RAUDHAH Martabe : Jurnal Pengabdian Kepada Masyarakat JURNAL PENDIDIKAN TAMBUSAI Jurnal Basicedu Journal on Education AL-TANZIM : JURNAL MANAJEMEN PENDIDIKAN ISLAM Yaa Bunayya : Jurnal Pendidikan Anak Usia Dini Jurnal Pendidikan dan Konseling JURNAL RAUDHAH Journal On Teacher Education (Jote) Incrementapedia: Jurnal Pendidikan Anak Usia Dini Berajah Journal AL IHSAN: Jurnal Pendidikan Islam Anak Usia Dini Edu Society: Jurnal Pendidikan, Ilmu Sosial dan Pengabdian Kepada Masyarakat Edukasia: Jurnal Pendidikan dan Pembelajaran Jurnal Basicedu Innovative: Journal Of Social Science Research Pedagogik Jurnal Ilmu Tarbiyah dan Keguruan Al Hikmah: Indonesian Journal of Early Childhood Islamic Education Raudhah Proud To Be Professionals: Jurnal Tarbiyah Islamiyah Jurnal Pelita PAUD Jurnal Pendidikan dan Sastra Inggris
Khadijah Khadijah
Universitas Islam Negeri Sumatera Utara
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Public Health Social Sciences Other

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PENGGUNAAN MEDIA TIKTOK DALAM MENINGKATKAN KEMAMPUAN EMOSI ANAK USIA 5-6 TAHUN DI TK IT NURUL I’LMI Winy Wiranti; Khadijah Khadijah
Jurnal Raudhah Vol 14, No 2 (2026): RAUDHAH
Publisher : Universitas Islam Negeri Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30829/raudhah.v14i2.5851

Abstract

Emotional development is a crucial aspect of early childhood education, as it relates to children's ability to understand their emotions, express feelings appropriately, manage emotional responses, and form constructive social relationships. In early childhood education (PAUD) learning, digital media should be used selectively, taking into account the child's developmental stage and remaining within the educator's guidance. This study aimed to improve the emotional skills of children aged 5–6 years through the use of educational TikTok video content about emotions in the learning process at Nurul Ilmi IT Kindergarten. This study employed Classroom Action Research (CAR) that lasted for two cycles, beginning with the pre-cycle stage and continuing through planning, action implementation, observation, and reflection. The study participants consisted of 15 children aged 5–6 years. The intervention was provided by showing educational TikTok video content selected based on age-appropriateness and learning objectives. After the video screening, the activity continued with questions and answers, practice recognizing and demonstrating emotional expressions, habituation, and providing positive reinforcement under teacher guidance. Data collection was conducted through observation using an emotional skills assessment instrument referring to Daniel Goleman's emotional intelligence indicators. The data were then analyzed descriptively by examining changes in emotional literacy achievement at each stage of the study. The research findings showed the development of children's emotional literacy, indicated by a score of 252 in the pre-cycle stage, which then increased to 375 in cycle I and reached 521 in cycle II. In terms of developmental categories, all children in the pre-cycle stage were in the Beginning to Develop (MB) category. In cycle I, 13 children had reached the Developing According to Expectations (BSH) category, while in cycle II, this number increased to 13 children in the Developing Very Well (BSB) category. These findings indicate that educational TikTok content selected based on learning needs and accompanied by teacher guidance has the potential to be used as a supporting medium for early childhood education (PAUD) learning to stimulate the emotional literacy of children aged 5–6 years.
PENGGUNAAN MEDIA TIKTOK DALAM MENINGKATKAN KEMAMPUAN EMOSI ANAK USIA 5-6 TAHUN DI TK IT NURUL I’LMI Winy Wiranti; Khadijah Khadijah
Jurnal Raudhah Vol 14, No 2 (2026): RAUDHAH
Publisher : Universitas Islam Negeri Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30829/raudhah.v14i2.5851

Abstract

Emotional development is a crucial aspect of early childhood education, as it relates to children's ability to understand their emotions, express feelings appropriately, manage emotional responses, and form constructive social relationships. In early childhood education (PAUD) learning, digital media should be used selectively, taking into account the child's developmental stage and remaining within the educator's guidance. This study aimed to improve the emotional skills of children aged 5–6 years through the use of educational TikTok video content about emotions in the learning process at Nurul Ilmi IT Kindergarten. This study employed Classroom Action Research (CAR) that lasted for two cycles, beginning with the pre-cycle stage and continuing through planning, action implementation, observation, and reflection. The study participants consisted of 15 children aged 5–6 years. The intervention was provided by showing educational TikTok video content selected based on age-appropriateness and learning objectives. After the video screening, the activity continued with questions and answers, practice recognizing and demonstrating emotional expressions, habituation, and providing positive reinforcement under teacher guidance. Data collection was conducted through observation using an emotional skills assessment instrument referring to Daniel Goleman's emotional intelligence indicators. The data were then analyzed descriptively by examining changes in emotional literacy achievement at each stage of the study. The research findings showed the development of children's emotional literacy, indicated by a score of 252 in the pre-cycle stage, which then increased to 375 in cycle I and reached 521 in cycle II. In terms of developmental categories, all children in the pre-cycle stage were in the Beginning to Develop (MB) category. In cycle I, 13 children had reached the Developing According to Expectations (BSH) category, while in cycle II, this number increased to 13 children in the Developing Very Well (BSB) category. These findings indicate that educational TikTok content selected based on learning needs and accompanied by teacher guidance has the potential to be used as a supporting medium for early childhood education (PAUD) learning to stimulate the emotional literacy of children aged 5–6 years.
Co-Authors Adawiyah Barus ADELIA RIZKI UTAMI AFRIZA TRI HAYATUN Ahmad Syukri Sitorus Ahsana Zaida Qolbi Aida Suciyanti Nasution Aini Syaroh Aisyah Putri Rambe Ali Ahmad Al-Barakat Almira Esa Nailah Amalia Mahfudza Amalia Qori AMELIA AMELIA Anggi Annisa Pohan Anisa Putri Manik Annisa Hadisti Rahayu Annisa Zaini Rahmah Annisaa Nur Faudillah Anti Pebriani Syahpitri Arlina, Arlina Ashabul Maimanah Asnil Aidah Ritonga Atika Angriani Saragih Ayu Fakhrana Azizah Zein CINDY CINTHIA Cindy Cinthia Citra Amalia CITRA AMALIA HASIBUAN CITRA AMALIA HASIBUAN Della Fadilah Febriaanti Desi Maisura Sidabutar Dhea Dwita Putri DHEA PRIYANTI Dina Hermadani Dinda Asri Ramdhani Dinda Putri Rezeki Dinil Arifah Nasution Dinul Akbar Nasution Ella Ramadani Ritonga Elyca Delvia Emilia Fitri Harahap Emilia Fitri Harahap Fany Chairunnisa Fatma Gustina Fitra Handayani Fitria Nur Afni Siregar Friska Nur Fatimah Hafifah Hamidah Saroh Hanifah Rangkuti Hariati, Rizki Hasan Asari Hilyatul Ulya Najwa Afifah Homsani Nasution Homsani Nasution Homsani NST Hotma Sari Harahap IKMALUL HIKMAH Ilham Karim Parapat Inayah Ramadhani Indah Khairani Hasibuan Indah Khoirunnisah Siregar Intan Puspita Sari Ira Suryani Irda Wahyuni Hasibuan Isnaini Kurnia Syahri Jumli Sabrial Harahap Juni Hati Hangoluan Siregar Kartika Tri Amalia Khairani Munadia Khairun Nis Khairunnisa Khairunnisa Khoilula Hanum Tanjung Lutfia Aini Lu’Lu Rahmadanti Maisarah Maisarah Maisarah Maryanti Maryanti Masdeani Dasopang Mastianur Daulay Masyitah Addina Harahap Mauliza Nabila Maysarah Rabiul Aulia Damanik Media Gusman Mesiono Mesiono Mitha Nur Amalina Muhammad Luthfie Ramadhani Musdalifah Musdalifah Mutiara Azahra Siregar Nabila Dwirizki Handayani Nabilah Araminta Nelly Rahmita Nisafira Yulianti Nita Hayati Nur Aini Nur Asiah Lubis Nur Saadah Nurbaiti Nasution Nurhaliza Hakim Nurhayani Nurhayani Nurhayani Nurhayani Nurtia Sumarni Nurul Oktafianti Nurul Sa'adah br. Batubara Pebrina Hesti Sagala Prima Suci Rohmadheny Pulungan, Enny Nazrah Puput Anjar Lestari Putri Salsabila Putri Salsabila Rahma Yani Rahmania Hasibuan Rahmania Hasibuan Ramita Ramita Rheina Meisyah Siregar Ririn Putri Ali Risa Ummah Pratiwi Riska Wahyuni Hardianti Rizki Nurhalizah Rizky Auliani Rodiyah Pasaribu Rohani rohani Rohani Sitorus Salamiyah Nur Hakim Harahap Salamiyah Nur Hakim Harahap Salminawati Sarina Wahyuni Sekar Ayu Larasati Shofiyatul Af-Idah Sholihatul Hamidah Daulay Silvia Zahra Siska Ayunita Siti Halisah Siti Maysyarah Telaumbanua Siti Nur Jannah Siti Nurul Azida Mohd Noor Ajiba Siti Rahma Dewi Siregar Sri Wahyuni Suci Nadillah Selian Swandari Purnama Ningsih Tara Pratiwi Tety Eviaty Harahap Tiara Winanda Titis Agung Dwi Anjani Vivi Chairani Wadhhah Nabilah HSB Widya Ismayani Widya Sari Nasution Wildani Wildani Winda Syahputri Siregar Winy Wiranti Wirda Hayanai Syahputri Wiwik Indah Handayani Yassinta Amarisa Yolanda Mutiara Yusnaili Budianti Yusnaili Budianti Zahra Afifah Zahra Yunita Zyhan Risty Andini