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All Journal Jurnal Pendidikan Usia Dini Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini Jurnal Dimensi Pendidikan dan Pembelajaran AL-ATHFAAL : JURNAL ILMIAH PENDIDIKAN ANAK USIA DINI Jurnal Ilmiah POTENSIA JCE (Journal of Childhood Education) Jurnal Inovasi Hasil Pengabdian Masyarakat (JIPEMAS) JURNAL PENDIDIKAN TAMBUSAI Aulad : Journal on Early Childhood JISIP: Jurnal Ilmu Sosial dan Pendidikan Jurnal Penelitian dan Pengembangan Pendidikan Anak Usia Dini JUDIKA (JURNAL PENDIDIKAN UNSIKA) as-sibyan : Jurnal Pendidikan Anak Usia Dini Yaa Bunayya : Jurnal Pendidikan Anak Usia Dini Child Education Journal Jurnal Studi Guru dan Pembelajaran Jurnal Pendidikan dan Konseling Jurnal Kajian Gender dan Anak Jurnal Educatio FKIP UNMA Community Development Journal: Jurnal Pengabdian Masyarakat Edunesia : jurnal Ilmiah Pendidikan Journal of Early Childhood Education (JECE) LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran AL IHSAN: Jurnal Pendidikan Islam Anak Usia Dini COMMUNITY : Jurnal Pengabdian Kepada Masyarakat Indonesian Collaboration Journal of Community Services (ICJCS) Almufi Jurnal Pengabdian kepada Masyarakat JURNAL PENDIDIKAN DAN BISNIS Journal of Childhood Development IJIGAEd: Indonesian Journal of Islamic Golden Age Education Jurnal Penyuuhan dan Pemberdayaan Masyarakat (JPPM) Mimbar Pendidikan Indonesia Jurnal Ilmiah Pendidikan Holistik (JIPH) Edukasia: Jurnal Pendidikan dan Pembelajaran Journal of Community Dedication Jurnal Pendidikan, Sains dan Teknologi Journal of Scientific Research, Education, and Technology RENATA Jurnal Pengabdian Masyarakat Kita Semua Ta'dib Journal of Islamic Education Students Indonesian Journal of Early Childhood Educational Research QOSIM: Jurnal Pendidikan, Sosial & Humaniora GEMBIRA (Pengabdian Kepada Masyarakat) EduInovasi: Journal of Basic Educational Studies Jurnal Pendidikan JURNAL PENA PAUD ENDLESS : International Journal of Future Studies International Conferences On Early Childhood Education Proceedings Jurnal Riset Golden Age PAUD UHO Al Ihsan : Jurnal Pendidikan Islam Anak Usia Dini
Nita Priyanti
Univeristas Panca Sakti Bekasi
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Automotive Engineering Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Neuroscience Nursing Public Health Social Sciences Other

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The Implementation of Individualized Learning Programs for Children with Special Needs Roslina, Nurlina; Nita Priyanti; Leroy Holman Siahaan
JURNAL PENA PAUD Vol. 7 No. 1 (2026): FEBRUARY
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jpp.v7i1.46045

Abstract

Early Childhood Education plays an essential role in supporting children’s overall development, including motor skills, particularly for children with special needs who have diverse developmental characteristics. Differences in developmental pace, language abilities, behavior, and social interaction require adaptive learning approaches that respond to individual needs. This study aims toescribe the implementation of the Individualized Learning Program (Program Pembelajaran Individual/PPI) in improving the fine motor skills of children with special needs at Integrated Islamic Kindergarten (Taman Kanak-Kanak Islam Terpadu/TKIT) Sahabat, East Jakarta. This research employed a qualitative approach using a case study design. The subjects consisted of three children with special needs and two accompanying teachers. Data were collected through observations, in-depth interviews with teachers, the principal, and parents, as well as documentation of the learning program. The findings reveal that the PPI supports the development of children’s fine motor skills through activities such as threading, drawing, and pasting that are adjusted to each child’s developmental level. The use of varied learning media and individualized instructional strategies helps increase children’s motivation, confidence, and engagement in learning. Challenges in implementation include limited facilities and infrastructure and the need for continuous teacher professional development. Collaboration among teachers, parents, and the school supports the successful implementation of the program.
The Development of a Mindful Explorer Learning Model to Enhance Emotional Regulation in Children Aged 4–5 Years Rachmawati, Miranti; Priyanti, Nita; Susanti, Debie
Journal of Scientific Research, Education, and Technology (JSRET) Vol. 5 No. 1 (2026): Vol. 5 No. 1 2026
Publisher : Kirana Publisher (KNPub)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58526/jsret.v5i1.1062

Abstract

This study aimed to develop and examine the feasibility and effectiveness of the Mindful Explorer learning model in improving emotional regulation in children aged 4–5 years. The study employed a Research and Development (R&D) approach using the ADDIE development model, which consists of the stages of Analysis, Design, Development, Implementation, and Evaluation. The research subjects were children aged 4–5 years at TK Negeri Pembina Purwakarta. The experimental group consisted of 10 children who received learning activities using the Mindful Explorer model. Data were collected through observations, interviews, expert validation, and assessment sheets. The results of expert validation indicated that the model was highly feasible, with a validation score of 95.56%. This result shows that the model meets the required standards in terms of content suitability, learning methods, media, evaluation instruments, and learning objectives. The effectiveness test showed an improvement in children’s emotional regulation after the implementation of the Mindful Explorer model. Based on the N-Gain calculation, the average N-Gain score was 0.55 (moderate category), with a percentage increase of 31.46% from the pretest to the posttest. The improvement was reflected in children’s ability to recognize emotions, control emotional responses, and express feelings more adaptively during learning activities. Therefore, the Mindful Explorer learning model is considered highly feasible and effective as an innovative learning approach to support emotional regulation development in early childhood.
Development of the DIY (Do-It-Yourself) Learning Model to Improve Problem-Solving Skills of Children Aged 5–6 Years Purbasari, Utami; Susanti, Debie; Priyanti, Nita
Journal of Scientific Research, Education, and Technology (JSRET) Vol. 5 No. 1 (2026): Vol. 5 No. 1 2026
Publisher : Kirana Publisher (KNPub)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58526/jsret.v5i1.1063

Abstract

Problem-solving skills are essential competencies that need to be developed during early childhood education. However, learning practices in many early childhood institutions are still teacher-centered, limiting children's opportunities to explore and solve problems independently. This study aimed to develop and examine the effectiveness of a DIY (Do-It-Yourself) learning model to improve problem-solving skills among children aged 5–6 years. The research employed a Research and Development (R&D) approach adapted from the ADDIE model consisting of analysis, design, development, implementation, and evaluation stages. The effectiveness of the model was tested using a pre-experimental design with a one-group pretest–posttest approach. The research participants consisted of 14 children from Group B at TK Negeri Parakanlima, Purwakarta. Data were collected using observation sheets measuring four indicators of problem-solving ability. The results showed a significant improvement in children's problem-solving skills, with the average score increasing from 52.43 in the pretest (developing category) to 80.36 in the posttest (very well-developed category). The N-Gain value of 0.65 indicated a moderate-to-high effectiveness level. The findings demonstrate that the DIY learning model can provide meaningful learning experiences through hands-on construction activities using recycled materials, encouraging children's independence, creativity, and critical thinking. Therefore, the DIY learning model can serve as an innovative pedagogical alternative to support the development of problem-solving skills in early childhood education.
Development of LULABLOCKS: Textured Color Blocks to Enhance Fine Motor Skills in Children Aged 4–6 Years Nurlaeli, Leli; Priyanti, Nita; Susanti, Debie
Journal of Scientific Research, Education, and Technology (JSRET) Vol. 5 No. 1 (2026): Vol. 5 No. 1 2026
Publisher : Kirana Publisher (KNPub)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58526/jsret.v5i1.1064

Abstract

This study aimed to develop textured color smart blocks called “LULABLOCKS” and examine their feasibility and effectiveness in improving fine motor skills in children aged 4–6 years. The study employed the ADDIE development model consisting of five stages: Analysis, Design, Development, Implementation, and Evaluation. The research subjects consisted of 40 children aged 4–6 years at TK Trisula Perwari, Purwakarta Regency. Data were collected through observations, interviews, expert validation, and fine motor skill assessments using pre-test and post-test measurements. The results of the study indicate that: (1) the LULABLOCKS textured color smart blocks were successfully developed with key features including texture variations, interlocking connection systems, diverse colors and shapes, and comprehensive usage guidelines; (2) expert validation results showed an average feasibility score of 88.8% (very valid category), with the highest score obtained in the aspect of usefulness for fine motor skill development (100%); and (3) there was a significant improvement in children's fine motor skills, increasing from an average score of 2.11 (52.6%) in the pre-test to 3.29 (82.2%) in the post-test, representing an improvement of 29.6%, with statistical significance indicated by t-count 18.72 > t-table 2.02 (p < 0.05). The 4–6 years age group showed the highest improvement (30.7%). Teacher and student responses were highly positive, with an acceptance level exceeding 80%. In conclusion, the LULABLOCKS textured color smart blocks are valid, practical, and effective in improving fine motor skills in early childhood, particularly in the aspects of grasping and manipulating small objects.
Development Of Smart Cube Learning Media To Improve Critical Thinking Skills In Children Aged 4–5 Years Badriah, Dewi; Priyanti, Nita; Susanti, Debie
Journal of Scientific Research, Education, and Technology (JSRET) Vol. 5 No. 1 (2026): Vol. 5 No. 1 2026
Publisher : Kirana Publisher (KNPub)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58526/jsret.v5i1.1065

Abstract

This study aims to develop Smart Cube learning media based on problem-solving activities to improve the critical thinking skills of children aged 4–5 years. The research employed a Research and Development (R&D) approach using the ADDIE model, which consists of the stages of analysis, design, development, implementation, and evaluation. The research subjects included children aged 4–5 years and early childhood teachers. Data were collected through observation, interviews, questionnaires, and documentation. The data were analyzed using descriptive quantitative and qualitative techniques. Product validation was conducted by media experts and material experts to determine the feasibility of the developed learning media. The results of the study indicate that the needs analysis revealed the importance of providing concrete, attractive, and interactive learning media capable of stimulating children's critical thinking activities. The developed Smart Cube met both theoretical and empirical feasibility criteria and was categorized as feasible to highly feasible based on expert validation results. Limited trials showed that the Smart Cube was easy for teachers to use and received positive responses from children during learning activities. Furthermore, the effectiveness test demonstrated that the use of Smart Cube learning media effectively improved the critical thinking skills of children aged 4–5 years. Quantitatively, there was an increase in children's critical thinking abilities after the use of the media. Qualitatively, children showed improvements in activeness, curiosity, simple problem-solving abilities, and confidence in expressing their opinions. Therefore, Smart Cube can serve as an innovative and practical learning medium to support the development of critical thinking skills in early childhood education.
Development Of Pugo Learning Media To Improve Early Childhood Cognitive Skills In Geometry Concepts Putri, Nuryani; Priyanti, Nita; Apriyansyah, Chandra
Journal of Scientific Research, Education, and Technology (JSRET) Vol. 5 No. 1 (2026): Vol. 5 No. 1 2026
Publisher : Kirana Publisher (KNPub)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58526/jsret.v5i1.1070

Abstract

This study aimed to develop PUGO learning media that is feasible and effective in improving early childhood cognitive abilities in understanding geometric concepts. The research employed a Research and Development (R&D) method using the ADDIE model, which consists of the stages of Analysis, Design, Development, Implementation, and Evaluation. The research subjects were 57 children aged 4–6 years at TK Kemala Bhayangkari 11, Purwakarta Regency, divided into three groups: Group A with 17 children aged 4–5 years, Group B1 with 20 children aged 5–6 years, and Group B2 with 20 children aged 5–6 years. The research instruments included expert validation sheets and observation sheets measuring children's geometric cognitive abilities, covering four indicators: recognizing geometric shapes, naming geometric shapes, grouping geometric shapes, and arranging geometric shapes into patterns. The results showed that the PUGO media was highly feasible, with a validation score of 96.7% from three experts. Theoretical feasibility was supported by Piaget’s cognitive development theory, constructivist learning theory, play-based learning theory, multiple intelligences theory, and van Hiele’s geometric thinking theory. The media proved highly effective, increasing children's cognitive performance from 47.0% to 79.0%, representing a 68.1% improvement, with a gain score of 0.60 (moderate to high category). After implementation, 92% of children reached the “Developing as Expected” level or higher, indicating that PUGO media effectively supports early childhood understanding of geometric concepts through concrete and playful learning experiences.
Development Of Puji (Emoji Puzzle) Learning Media Assisted By Picture Cards To Improve Emotional Intelligence Of Children Aged 4–6 Years Sarikasdani, Isti Cintami; Priyanti, Nita; Apriyansyah, Chandra
Journal of Scientific Research, Education, and Technology (JSRET) Vol. 5 No. 1 (2026): Vol. 5 No. 1 2026
Publisher : Kirana Publisher (KNPub)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58526/jsret.v5i1.1071

Abstract

This study aims to develop an emoji puzzle assisted by picture cards to improve the emotional intelligence of children aged 4–6 years. The background of the study indicates that some children at TK Cinta Ibu experience difficulties in identifying and expressing their emotions, while others are not yet able to recognize the emotions of their peers. The limited availability of learning media specifically designed to support emotional intelligence development has become a major challenge in early childhood education institutions. This study employed a Research and Development (R&D) approach using the Four-D model (Define, Design, Develop, Disseminate). The define stage involved needs analysis through observation and interviews. The design stage produced a puzzle prototype representing eight basic emotions (happy, sad, angry, afraid, surprised, shy, proud, and disgusted) supported by contextual situation cards. The develop stage included expert validation and a limited trial using a one-group pretest–posttest design with 30 children (10 children aged 4–5 years and 20 children aged 5–6 years). Effectiveness was analyzed using the Normalized Gain (N-Gain). The results show that the emoji puzzle model is theoretically feasible, highly valid according to expert evaluation, and moderately effective in improving children’s emotional intelligence.
Co-Authors Abda Abda Ailah, Cucu Al-jufry, Lubna Alfiah , Nurul Amelyani Amelyani Amelyani, Amelyani Amperawati, Lilis Anggraini, Catharina Anggrayni, Rice Anjelina, Dewi Apriansyah, Chandra Apriyansyah, Chandra Arfian, Erry Aribasoye, M.R. Ashifuddin, Muhammad Naufal Asmarany Ath Thahirah, Khadijah Atikah Adi Sasmita Ayu Pratiwi, Ika Badriah, Dewi Budiyarti, Erna Carilah, Ilah Chandra Apriansyah Damayanti, Anita Debie Susanti Debora Puji Widiati Debora Pujo Widiati Denni Yuniasih Deria Suryani Devi Devi, Devi Deviyanti, Novita Dewi Sartika Dian Farista Diana Indah Palupi Diana Setyaningsih Durrotul Muniroh Durrotul Muniroh Dwi Maharani Dwi Maharani Eka Mitra Ningsih Eko Kurniasih Eliza Eliza Elminah emelda, emelda EMILIANA, WIDARTI Emma Rahmani Enok Siti Kurniasih Erlin Yusnita Erna Budiarti Erna Budiyarti Ernawati Harahap Euis Agung Sari Euis Agung Sari Fajriah, Dina Faridah Anum Farista, Dian fatimah Fatimah Fransiska Daisiu, Konny Frida Feka Gustina, Hera Hamid Patilima Hariangwibawa, Elyasa Hariyanti, Ninik Harlina Harmiasih, Srie Hasugian, Deborawati Hataul, Santy Hazizah, Eva Retno Nur Hendrarso, Panji Hera Gustina Herawati, Ety Hikmah Pertiwi Hoiriyah, Hoiriyah Husnul Hotimah Ihsan Sujoni, Oni Kelana Imamah Imamah Imamah Innes, Risky Marlianka Intan Anggraeni, Rita IRMA YULIANTINA, IRMA Ismail, Mazeni Isti Sarikasdani Iswan Jamiatun Jhoni Warmansyah Jhoni Warmansyah Juariah Jubaedah Jubaedah Kartikasari, Tanti Kartini, Rima Dewi Kasiati Kasiati Kasiati, ., Kasiati, Kasih, Delina Konny Fransiska Daisiu Kumari, Rini Kusmiati, Sri Lelly Lenny Leni Rohida Lenny, Lelly Lestari, Retno Triwahyuning Lesyani, Zatiah Lia Kurniawaty Lia Rahmawati Lilis Amperawati Lina Herlina Linda Ferawati Lisnawati, Rita Lubna Al Jufri Lubna Al Jufry Lubna Al-jufry Lubna Aljufri Ludgardis Wonna Wara Mai Mutiah Tri Wahyuni Maimunah MANGUNWIBAWA, ARIA AHMAD Mardianingsih Markhumah, Urfah Masitha Nunlehu Masitha Nunlehu Maspupah, Epah Mei Triastutik Mia sumiani Madi Mia Sumiani Madi Miftahul Jannah Mika Sitinjak Mulyani Putri Murni, Irah Wati Musarofah, Musarofah Mutaqqin, Muhammad Zainal Nanik Rahayu Nanik Rahayu Nanik Tri Wiyanti Narsih Naruvita, Sary Rina Neuneu Nur Alam Nia Monthria Panji Buwani Ninik Hariyanti Nofrianto, Robby Noor Ishma Noor Padilah Noor Padilah Noor Padilah Nor Annisa Nor Annisa Novita Novita Deviyanti Nura Lele, Yudit Nida Nurita, Nurita Nurlaeli, Leli Nurlita Sari Nurohman, Abi Nurul Puji Astuti Oliviani Elen Komalig Olliviani Elen Komalig Omas Masfufah Palupi, Diana Indah Patimah Patimah Pertiwi, Hikmah Praesti, Prian Priedarningtyas, Ajeng Prihatiningsih, Meilania Indah Priyanti , Nina Yuminar Purbasari, Utami Purwanti, Enny Putri Amalia Putri, Nuryani Rabiah Al Adawiyah Rabiah Al adawiyah Rachmawati, Miranti Radiah Wakulu, Poppy Rahayu, Balqis Shinta Rahmani, Emma Rd. Heri Solehudin Reni Rulita Renny Yuniar Restu Yuningsih Retno Palupi Sedyowati Rice Anggrayni Rika Sadiyah Rima Dewi Kartini Rima Dewi Kartini Rima Dewi Kartini Rima Dewi Kartini Rini Kumari Rini Kurniawati Rini Kurniawati Risky Marlianka Innes Risman, Vera Rita Mariyana Rivo Panji Yudha Rizawati, Rizawati Rizki Megawati Rizky Megawangi Rofiati, Rofiati Rofiqotul Khusna Roslina, Nurlina Rustatik Saniyya Putri H Saniyya Putri H Saputra, Imam Andika Sari Rina Naruvita Sarikasdani, Isti Cintami Sary Rina Naruvita Setiawan, Imam Shifa Choerun Nisa Siahaan, Leroy Holman Siti Agustiani Rubiah Siti Agustiani Rubiah Siti Nurasiah, Siti Siti Nurhayati Siti Nurhayati Siti Rohmah Siti Rohmah Siti Yasmin Sofhia Aesti Sonjaya, Trisna Sri Endah Wahyuningsih Sri Endah Wahyuningsih Sri Yanti Srie Harmiasih Sukatmi, Sri Suparminah, Mimin Supriati Suryani, Ninin Susanti, Debie Tati Hamdiah Titin Rahayu Titin Rahayu Tjut Dwi Anggraini Damcha Tri Rahayu Budiarti Tri Rahayu Budiarti Twi Endah Twi Endah Kurniyanti Umi Harti Umi Harti Umilia Umilia Usup Usup Vera Dewi, Ayu Vera Risman Vera Risman Wahyuni, Mila Wijiati Wijiati Winarsih, Yayuk Wirastri Setyorini Wirastri Setyorini Wismajaya, Tegar Apriansyah Wiyanti, Nanik Tri Wonna Wara, Ludgardis Wulan Guritno, Ajeng Putri Yandira Siregar, Rahayu Yayuk Winarsih Yogi Kuswantini Yufi Fisalma Yulia Indrawati Yulia Indrawati Yulia Indrawati Yunaini Yunaini Yunita Rahmati Yunitasari, Septiyani Endang Yusnita, Erlin Zakiah, Wiwin Zatiah Lesyani