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All Journal DWIJA CENDEKIA: Jurnal Riset Pedagogik Seling: Journal of PGRA Study Program Jurnal Pendidikan dan Konseling ABATA : Jurnal Pendidikan Islam Anak Usia Dini Journal of Childhood Education (JCE)
Lina Eka Retnaningsih
STAIN Sultan Abdurrahman Kepulauan Riau
Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Pengembangan Alat Permainan Edukatif (APE) Robot Jati Diri sebagai Media Pembelajaran untuk Implementasi Kurikulum Merdeka PAUD Lina Eka Retnaningsih; Mahfuzah Saniah; Aidillah Suja; Sri Amanda; Karni; Enggel Purnama Wulandari
JCE (Journal of Childhood Education) Vol 9 No 2 (2025): September-Februari
Publisher : Universitas Islam Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30736/jce.v9i2.2572

Abstract

The Merdeka Curriculum for Early Childhood Education introduces a novel component termed the Self-Identity element; however, learning media that adequately support its associated learning outcomes remain limited. This study aimed to develop an educational play tool, the "Robot Jati Diri," as an instructional medium to facilitate the implementation of the Self-Identity element for children aged 5–6 years. Employing a Research and Development (R&D) design with the 4D model (Define, Design, Develop, Disseminate), product feasibility was validated by content and media experts. The results indicated that the product met the criteria of "highly feasible," with validation scores of 84% (media expert) and 86% (content expert). A small-group trial at TK Negeri Pembina Bintan further demonstrated positive pedagogical responsiveness, wherein 90% of children engaged autonomously and exhibited high levels of enthusiasm across all four instructional facets (self-recognition, emotional identification, gender differentiation, and family roles). The novelty of this development lies in the comprehensive operationalization of the Self-Identity element into a single four-sided physical APE, enabling simultaneous stimulation of cognitive, socio-emotional, fine motor, and language domains. The findings underscore the potential of the Self-Identity Robot as a practical pedagogy-supporting medium for Merdeka Curriculum implementation in PAUD settings and as an effective alternative for promoting meaningful play-based learning experiences aligned with Self-Identity learning outcomes.
Peningkatan Kompetensi Guru RA Se-Kota Tanjungpinang dalam Mengembangkan Fundamental Motor Skills Anak Usia Dini Melalui Strategi Pembelajaran Rangkaian Permainan Nadya Nela Rosa; Nisrina Nuraini; Dilvia Suriski Rahmayani; Lina Eka Retnaningsih
JCE (Journal of Childhood Education) Vol 9 No 2 (2025): September-Februari
Publisher : Universitas Islam Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30736/jce.v9i2.2619

Abstract

The improvement of Fundamental Motor Skills (FMS) in early childhood can be achieved through the effective implementation of Play-Based Learning Strategies by RA teachers in Tanjungpinang City. This study aims to enhance the Fundamental Motor Skills (FMS) of early childhood students through the application of Play-Based Learning Strategies by RA teachers in Tanjungpinang City. The method applied in this community service program is Participatory Action Research (PAR). RA teachers who participated in the training gained new knowledge and understanding of the fundamental concepts of early childhood Fundamental Motor Skills (FMS), including proper forms and movements that can be appropriately stimulated in their respective schools. In addition, they acquired insights into play-based learning strategies and skills to implement these strategies effectively. The new strategies are designed with a fun play-based approach, which not only helps develop children's FMS but also increases their enthusiasm. The implementation of Play-Based Learning Strategy training for RA teachers in Tanjungpinang City has been deemed effective in supporting the development of Fundamental Motor Skills (FMS) in early childhood. Given the importance of FMS development, these strategies assist teachers in facilitating learning effectively.
Co-Authors Aidillah Suja Dilvia Suriski Rahmayani Dwi Ismawati Dwi Lyna Sari Enggel Purnama Wulandari Ferri Yonantha Heny Ekawati Haryono Karni Khairiyah, Ummu Mahfuzah Saniah Masruroh Masruroh Nadya Nela Rosa Nadya Nela Rosa Nisrina Nuraini Roby Maiva Putra Sayyidah Azimah Shidratul Attika Sri Amanda Sri Zulfida