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All Journal Al Ishlah Jurnal Pendidikan Jurnal Pendidikan (Teori dan Praktik) QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Pendas : Jurnah Ilmiah Pendidikan Dasar PAUD Lectura: Jurnal Pendidikan Anak Usia Dini Ganaya: Jurnal Ilmu Sosial dan Humaniora Community Development Journal: Jurnal Pengabdian Masyarakat G-Couns: Jurnal Bimbingan dan Konseling Jurnal Mandala Pengabdian Masyarakat TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan EDUTECH : Jurnal Inovasi Pendidikan Berbantuan Teknologi JP (Jurnal Pendidikan) : Teori dan Praktik JGK (Jurnal Guru Kita) JECIE (Journal of Early Childhood and Inclusive Education) Journal Of Humanity Dedication Edu Happiness : Jurnal Ilmiah Perkembangan Anak Usia Dini Indonesian Journal of Early Childhood Education Studies TEMATIK: Jurnal Pemikiran dan Penelitian Pendidikan Anak Usia Dini Lentera Negeri
Dhea Ardiyanti
Universitas Pendidikan Indonesia
Religion Arts Humanities Economics, Econometrics & Finance Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Physics Public Health Social Sciences Other

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PENGARUH AKTIVITAS BERMAIN MENGGUNAKAN MEDIA PLAYDOUGH TERHADAP KREATIVITAS ANAK USIA DINI Fifqi Fauziah Rohmah; Gia Nikawanti; Dhea Ardiyanti
TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/teaching.v6i3.13061

Abstract

ABSTRACT Creativity is an important aspect that should be stimulated from an early age because it contributes to the development of children's thinking skills, problem-solving abilities, and expression of ideas. However, learning activities in Early Childhood Education (ECE) institutions are still often dominated by structured activities, limiting children's opportunities to explore and express their creativity. This study aims to analyze the effect of playdough-based play activities on the creativity of children aged 3–4 years in a playgroup setting. The study employed a quantitative approach using a quasi-experimental method with a Nonequivalent Control Group Design. The participants consisted of children aged 3–4 years who were assigned to an experimental group and a control group. Data were collected through observations based on creativity indicators and activity documentation, and were analyzed using the Mann–Whitney U test and N-Gain Score analysis. The results revealed a significant difference between the two groups, with a significance value of 0.000 (p < 0.05). The experimental group achieved a Mean Rank of 17.92, which was higher than that of the control group (7.08), while the N-Gain Score of the experimental group reached 42.72%, categorized as moderate. These findings indicate that the use of playdough as a learning medium is effective in enhancing the creativity of children aged 3–4 years. ABSTRAK Kreativitas merupakan salah satu aspek penting yang perlu distimulasi sejak usia dini karena berkontribusi terhadap perkembangan kemampuan berpikir, pemecahan masalah, dan ekspresi ide anak. Namun, pelaksanaan pembelajaran di lembaga Pendidikan Anak Usia Dini (PAUD) masih sering didominasi oleh aktivitas yang bersifat terstruktur sehingga kesempatan anak untuk bereksplorasi secara kreatif belum optimal. Penelitian ini bertujuan menganalisis pengaruh aktivitas bermain menggunakan media playdough terhadap kreativitas anak usia 3–4 tahun di Kelompok Bermain (Kober). Penelitian menggunakan pendekatan kuantitatif dengan metode quasi-experimental melalui rancangan Nonequivalent Control Group Design. Sampel penelitian terdiri atas anak usia 3–4 tahun yang dibagi ke dalam kelompok eksperimen dan kelompok kontrol. Data dikumpulkan melalui observasi berdasarkan indikator kreativitas serta dokumentasi kegiatan, kemudian dianalisis menggunakan uji Mann–Whitney U dan N-Gain Score. Hasil penelitian menunjukkan adanya perbedaan yang signifikan antara kedua kelompok dengan nilai signifikansi 0,000 (p < 0,05). Kelompok eksperimen memperoleh Mean Rank sebesar 17,92, lebih tinggi dibandingkan kelompok kontrol sebesar 7,08, sedangkan nilai N-Gain kelompok eksperimen mencapai 42,72% dengan kategori sedang. Temuan ini menunjukkan bahwa penggunaan media playdough efektif dalam meningkatkan kreativitas anak usia 3–4 tahun.
EFEKTIVITAS IMMERSIVE POP-UP BOOK STEAM PAUD PADA PEMBELAJARAN MITIGASI GEMPA UNTUK STIMULASI PERILAKU KESIAPSIAGAAN Nisrina Dhiya Ulhaq; Suci Utami Putri; Dhea Ardiyanti
EDUTECH : Jurnal Inovasi Pendidikan Berbantuan Teknologi Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/edutech.v6i3.13328

Abstract

ABSTRACT Developing earthquake preparedness from an early age requires learning experiences that align with young children's developmental characteristics, allowing disaster mitigation concepts to be translated into observable preparedness behaviors rather than remaining as theoretical knowledge. One instructional approach explored in this study integrates a three-dimensional Immersive Pop-Up Book, STEAM-based learning activities, QR Code technology, and earthquake simulation into a unified learning experience. The study involved 20 children in Group B at KB Wisana Kota Bandung, and adopted a quantitative approach using a one-shot case study design. Earthquake preparedness behaviors were assessed through structured observation sheets and analyzed using descriptive statistics, the Shapiro–Wilk normality test, and a One-Sample t-test with a predetermined cut score of 75. The findings revealed an average preparedness behavior score of 87.00%, indicating a very good level of achievement. Statistical testing further confirmed that the observed performance significantly exceeded the established benchmark (t = 10.046, p < 0.001). These results suggest that combining the Immersive Pop-Up Book with the STEAM approach, QR Code technology, and simulation-based activities effectively strengthens earthquake preparedness behaviors among young children while contributing an innovative, contextualized, and developmentally appropriate learning medium for disaster education. ABSTRAK Penguatan kesiapsiagaan bencana sejak usia dini perlu didukung oleh pengalaman belajar yang sesuai dengan karakteristik perkembangan anak, sehingga materi mitigasi tidak hanya dipahami sebagai pengetahuan, tetapi juga tercermin dalam perilaku. Salah satu alternatif yang dikembangkan adalah pemanfaatan media pembelajaran yang memadukan representasi visual tiga dimensi, aktivitas eksploratif berbasis STEAM, akses informasi melalui QR Code, dan simulasi kebencanaan dalam satu rangkaian kegiatan belajar. Untuk menilai kontribusi pendekatan tersebut, penelitian ini melibatkan 20 anak kelompok B di KB Wisana Kota Bandung, dengan menggunakan pendekatan kuantitatif melalui desain one-shot case study. Perilaku kesiapsiagaan gempa diamati menggunakan lembar observasi yang selanjutnya dianalisis melalui statistik deskriptif, uji normalitas Shapiro–Wilk, serta One Sample t-Test dengan nilai acuan (cut score) sebesar 75. Analisis menunjukkan bahwa rerata capaian perilaku kesiapsiagaan mencapai 87,00%, yang termasuk dalam kategori sangat baik. Hasil pengujian statistik juga mengonfirmasi bahwa capaian tersebut berada secara signifikan di atas nilai acuan (t = 10,046; p < 0,001). Temuan ini memperlihatkan bahwa kombinasi Immersive Pop-Up Book, pembelajaran berbasis STEAM, pemanfaatan QR Code, dan aktivitas simulasi mampu memperkuat perilaku kesiapsiagaan gempa pada anak usia dini sekaligus menawarkan inovasi media pembelajaran kebencanaan yang kontekstual, interaktif, dan relevan dengan kebutuhan perkembangan peserta didik.
EFEKTIVITAS MEDIA IMMERSIVE POP-UP BOOK MITIGASI BENCANA BERBASIS STEAM PAUD UNTUK STIMULASI KECERDASAN VISUAL-SPASIAL Pradnya Syaira Fatanaya; Suci Utami Putri; Dhea Ardiyanti
EDUTECH : Jurnal Inovasi Pendidikan Berbantuan Teknologi Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/edutech.v6i3.13329

Abstract

ABSTRACT The ability to understand spatial relationships, directions, and positions plays an essential role in helping young children respond appropriately during emergencies, particularly when identifying safe evacuation routes during an earthquake. However, learning experiences in many early childhood education settings continue to rely predominantly on two-dimensional instructional media, limiting children's ability to develop a concrete understanding of spatial environments. This study explored the use of a STEAM-based Immersive Pop-Up Book as an alternative learning medium that provides three-dimensional visual experiences in earthquake disaster mitigation education. A quantitative approach employing a One Group Pretest–Posttest design was implemented with 17 children aged 4–6 years in Group B selected through purposive sampling. Data were collected using picture-based tests, structured observations, and documentation, and were analyzed through descriptive statistics, the Shapiro–Wilk normality test, N-Gain analysis, and a Paired Samples t-Test using IBM SPSS Statistics. The findings indicated that the mean visual-spatial intelligence score increased from 71.24 in the pretest to 90.18 in the posttest. The average N-Gain score of 0.6713 represented a moderate level of improvement, while the Paired Samples t-Test revealed a statistically significant difference between the pretest and posttest scores (p = 0.000; p < 0.05). These findings demonstrate that the STEAM-based Immersive Pop-Up Book effectively supports the development of young children's visual-spatial intelligence while enriching contextual and developmentally appropriate approaches to earthquake disaster mitigation education. ABSTRAK Kemampuan memahami ruang, arah, dan posisi memiliki peran penting dalam membantu anak usia dini merespons situasi darurat, terutama ketika mereka perlu mengenali jalur evakuasi saat terjadi gempa bumi. Namun, pengalaman belajar yang tersedia di banyak satuan PAUD masih didominasi oleh media dua dimensi sehingga representasi mengenai kondisi ruang belum dapat dipahami secara optimal oleh anak. Penelitian ini mengeksplorasi pemanfaatan immersive pop-up book berbasis STEAM sebagai alternatif pembelajaran yang menghadirkan pengalaman visual tiga dimensi dalam pendidikan mitigasi bencana. Kajian dilakukan menggunakan pendekatan kuantitatif melalui desain One Group Pretest–Posttest dengan melibatkan 17 anak Kelompok B berusia 4–6 tahun yang dipilih menggunakan teknik purposive sampling. Data diperoleh melalui tes bergambar, observasi, dan dokumentasi, kemudian dianalisis menggunakan statistik deskriptif, uji normalitas Shapiro–Wilk, perhitungan N-Gain, serta Paired Sample t-Test berbantuan IBM SPSS Statistics. Hasil analisis memperlihatkan peningkatan rerata skor kecerdasan visual-spasial dari 71,24 sebelum pembelajaran menjadi 90,18 setelah intervensi. Nilai rata-rata N-Gain sebesar 0,6713 mengindikasikan peningkatan pada kategori sedang, sementara hasil Paired Sample t-Test menunjukkan perbedaan yang signifikan antara skor awal dan akhir pembelajaran (p = 0,000; p < 0,05). Temuan tersebut menguatkan bahwa immersive pop-up book berbasis STEAM mampu mendukung pengembangan kecerdasan visual-spasial anak usia dini sekaligus memperkaya strategi pembelajaran mitigasi bencana gempa bumi yang lebih kontekstual dan sesuai dengan karakteristik perkembangan anak.
Analysis Skills of Early Childhood in The Implementation of Creative Dance Wedcforting Dhea Ardiyanti; Leli Kurniawati; Heny Djoehaeni
Indonesian Journal of Early Childhood Education Studies Vol. 13 No. 1 (2024): June 2024
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ijeces.v13i1.13729

Abstract

This study aims to reveal analytical skills of early childhood as an indicator of critical thinking skills in the implementation of WEDCFORTING creative dance learning. This research is based on optimizing critical thinking skills in children from an early age through fun learning activities. The method used in this research is descriptive qualitative method so that everything that happens in the field can be described in detail. The research activity was carried out by involving 13 young children at one of the kindergarten institutions in Purwakarta Regency. The results of the research show that children get the opportunity to explore ideas and ideas into a series of dance movements. This shows that analytical skills as an indicator of children's critical thinking abilities are well optimized in the implementation of WEDCFORTING creative dance learning. Thus, WEDCFORTING creative dance learning can be used as a reference in implementing dance learning in early childhood as an effort to optimize critical thinking abilities.
Keberlanjutan collaborative reflection berbasis mediasi keluarga: sebuah model pendidikan karakter di lingkungan preschool daycare Lutfiah Nur Azizah; Asep Kurnia Jayadinata; Dhea Ardiyanti
Lentera Negeri Vol. 7 No. 1 (2026): Lentera Negeri
Publisher : Indonesian Institute For Counseling, Education and Therapy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/992440

Abstract

The study aims to comprehensively analyse the role of the family environment in perpetuating the values of Collaborative Reflection as a character education strategy in daycare centers to maximize the development of children’s character. The study was conducted at Jagad Solution Daycare with 9 parents of daycare children and 3 teachers as participants. The research method use was a qualitative approach with an exploratory design. Data collection was conducted through semi structured interviews, non participant observations, documentation and a survey as supporting data. Data analysis was conducted by applying the Miles and Huberman analysis model, which includes data collection, data reduction, data presentation and drawing conclusions. The results of study indicate that the role of the family environment in maximizing the sustainability of Collaborative Reflection practices at the daycare has a positive impact on enhancing children’s character development. However, in reality, parents still face challenges in optimizing the role of the family environment in character based learning. These findings also indicate that, despite the obstacles to implementation, parents and teachers consistently strive to guide, support and foster open communication in creating a supportive family environment to strengthen children’s character.
Integrasi Pendidikan Karakter dalam Pembelajaran PAUD Untuk Mengembangkan Emosi Positif Anak Ghinaa Salsabila Zulya; Asep Kurnia Jayadinata; Dhea Ardiyanti
Ganaya : Jurnal Ilmu Sosial dan Humaniora Vol 9 No 1 (2026)
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/ganaya.v9i1.5039

Abstract

This study aims to examine strategies for integrating character education in Early Childhood Education (ECE) to enhance children’s positive emotional development. Character education is considered a fundamental foundation for fostering personality development, self-regulation, and social skills during early childhood. This study employed a qualitative descriptive approach involving six ECE teachers selected based on teaching experience and active engagement in classroom practices. Data were collected through observations and in-depth interviews conducted in Purwakarta Regency, West Java, Indonesia, in 2025. The findings indicate that character education was consistently embedded in daily learning activities through lesson planning using the B3 approach (Playing, Storytelling, and Singing), supported by teacher modeling. Core character values such as independence, empathy, discipline, and responsibility emerged as dominant outcomes, contributing to children’s emotional regulation, self-confidence, and social awareness. Teacher consistency and parent collaboration were identified as key supporting factors, while diverse child characteristics and limited parental involvement posed challenges. This study offers a theoretical contribution to the discourse on character education in ECE and supports the achievement of SDG 4 (Quality Education) and SDG 3 (Good Health and Well-being). 
Development of E-Book Media to Foster Traffic Awareness in Early Childhood Firda Alfira Muklis; Asep Kurnia Jayadinata; Risty Justicia; Dhea Ardiyanti; Lily Muliana Mustafa
QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Vol. 17 No. 2 (2025): Qalamuna - Jurnal Pendidikan, Sosial, dan Agama
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Program Pascasarjana IAI Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/qalamuna.v17i2.7766

Abstract

Traffic awareness is an important aspect that needs to be instilled from an early age, as children are among the most vulnerable groups to road accidents. This study aims to design an e-book entitled “Let’s Get to Know Traffic Signs” as a learning medium for traffic awareness education in early childhood, intended for use by teachers. The method used is Educational Design Research (EDR), which includes three main stages: analysis and exploration, design and construction, and evaluation and reflection. Data were collected through interviews with early childhood education teachers, validated by media and content experts, and implemented through the traffic awareness e-book. The study was conducted at School X in Sukajaya District, Bogor Regency. The result of this development is an e-book that is considered suitable for early childhood. The validation process involved media and educational content experts using validation questionnaires and usability testing. The research involved 30 students in early childhood education. The findings demonstrate that the e-book, based on expert validation and its application with students, is a feasible educational medium for building traffic awareness in early childhood.
Pengaruh Guru dalam Mengembangkan Kemampuan Berbicara Anak Usia Dini di PAUD Mian Melli Jorika Br Sagala; Agnes Dewi Kartika; Neng Echa Ardila; Eri Rianti; Kartika Trihapsari; Dhea Ardiyanti; Hafiziani Putri; Asep Kurnia Jayadinata
Edu Happiness: Jurnal Ilmiah Perkembangan Anak Usia Dini Vol. 5 No. 1 (2026): January
Publisher : Lembaga Penelitian Dan Pengabdian Masyarakat (LPPM) STITNU Al-Farabi Pangandaran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62515/eduhappiness.v5i1.1276

Abstract

Speech skills in early childhood are the main foundation for children's language development. This study aims to analyze the influence of the role of teachers in developing early childhood speaking skills in An- Nahri Nurjanah Kindergarten. The focus of the research is directed at how teachers' strategies and iteration quality contribute to the enrichment of vocabulary and children's speaking fluency. The method used is a quantitative approach with a descriptive design. The data collection technique used was a likert scale questionnaire and children's speaking ability was measured using a performative test based on five indicators. Furthermore, data analysis techniques using SPSS include descriptive statistics and simple linear regression. The results showed that the role of teachers had a positive influence on the development of children's speech skills but was very small. Most of the development of a child's speaking ability is influenced by other factors such as the home environment, media stimulation, and the child's individual characteristics. This study emphasizes the importance of improving the quality of teacher-child interaction and the implementation of a more structured and consistent language stimulation strategy
Analysis of the Teacher's Role in Digital Media-Based Learning Activities Through the Scaffolding Method in Early Childhood Education Tria Rizky Gantika; Asep Kurnia Jayadinata; Dhea Ardiyanti
Edu Happiness: Jurnal Ilmiah Perkembangan Anak Usia Dini Vol. 5 No. 2 (2026): July
Publisher : Lembaga Penelitian Dan Pengabdian Masyarakat (LPPM) STITNU Al-Farabi Pangandaran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62515/eduhappiness.v5i2.1533

Abstract

This study was motivated by the still low levels of literacy and numeracy achievement in Indonesia in the digital era, highlighting the need for teachers to implement innovative learning approaches that are appropriate for the characteristics of early childhood. One approach that can be applied is the digital media-based scaffolding method, which provides gradual assistance to help children learn and complete tasks independently. This study aims to analyze the teacher's role in implementing digital media-based scaffolding for early childhood education in kindergarten. The research employed a descriptive qualitative approach. The participants consisted of one teacher and Group A children aged 4–5 years. Data were gathered through observation, interviews, and documentation and analyzed using the interactive model of Miles, Huberman, and Saldana, which includes data reduction, data display, and conclusion drawing. The findings show that teachers perform essential roles as educators, facilitators, guides, and motivators in digital media-based learning activities.The most dominant role is that of a guide, as teachers provide gradual assistance through instructions, demonstrations, guiding questions, and direct support until children are able to complete tasks independently. The study concludes that the implementation of digital media-based scaffolding can support early childhood learning when accompanied by optimal teacher involvement. It is expected that the findings of this study will contribute to the development of more effective teaching practices that are aligned with the developmental needs of young children.
Resilience of Male Early Childhood Education Teachers Regina Putri; Asep Kurnia Jayadinata; Risty Justicia; Dhea Ardiyanti
G-Couns: Jurnal Bimbingan dan Konseling Vol. 10 No. 01 (2026): January 2026, G-Couns: Jurnal Bimbingan dan Konseling
Publisher : Universitas PGRI Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31316/g-couns.v10i01.8251

Abstract

This article aims to explore the resilience and strategies employed by male early childhood education (PAUD) teachers in addressing the challenges of gender stereotypes within a female-dominated profession. This study employed a case study method using in-depth interview techniques. The data were analyzed through thematic analysis involving three male PAUD teachers. The interview results revealed that the resilience of male PAUD teachers is shaped by two main categories: internal and external factors. Internal factors include an interest in teaching, affection for children, confidence in one’s career choice, a sense of happiness, a desire to be a role model, and a personal meaning in being a PAUD teacher. External factors include support from colleagues and school administrators. In response to gender stereotypes, male teachers have developed several strategies, including fostering open communication with parents to reduce prejudice, emotionally and methodologically adapting to students, and utilizing social media to enhance their visibility and strengthen the positive image of male PAUD teachers. This study recommends the importance of more gender-inclusive institutional policies, such as anti-stereotyping training in educational institutions and the creation of fair representation in decision-making processes within PAUD settings. Keywords: resilience, male teachers, early childhood education
Co-Authors Agnes Dewi Kartika Amanda Nur Adliyani Anita Puspita Julianti Asep Kurnia Jayadinata Budi Siswanto Devi Aulianti Dwinta Nuha Afifah Eri Rianti Fadhilah Artanti Farel Azzahra Fifqi Fauziah Rohmah Firda Alfira Muklis Ghinaa Salsabila Zulya Gina Kharisma Hammudah Gina Nurhasanah Hafiziani Putri Hayani Wulandari, Hayani Heny Djoehaeni Kartika Trihapsari Kireina Putri Adzkia Latifah Khairiah LELI KURNIAWATI Lily Muliana Mustafa Lutfiah Nur Azizah Mian Melli Jorika Br Sagala Nadhira Aulia Hermawan Nasywa Dhiya Amatulloh Sholihah Naura Shafwah Nazwa Ghaits Aina Salsabila Neng Echa Ardila Nikawanti, Gia Nisrina Dhiya Ulhaq Pradnya Syaira Fatanaya Regina Putri Riani Suci Dewanti Ridwan Risma Koriah Solihat RISTY JUSTICIA, RISTY Rupinis Salma Zuhrotunnasikhoh Saveria Shabrina Zahwa Arsapermana Siti Aliyyah Zarifa Suci Utami Putri, Suci Utami Tria Rizky Gantika Triana Maulida Tuti Alawiyah Wilda Fitria Nurliani Yosifa Qolbi Noor