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All Journal Jurnal Pendidikan Anak Usia Dini Undiksha Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini JURNAL INDRIA (Jurnal Ilmiah Pendidikan Prasekolah dan Sekolah Awal) AL-ATHFAAL : JURNAL ILMIAH PENDIDIKAN ANAK USIA DINI Pendas : Jurnah Ilmiah Pendidikan Dasar Jurnal Golden Age Aulad : Journal on Early Childhood PengabdianMu: Jurnal Ilmiah Pengabdian kepada Masyarakat Seling: Journal of PGRA Study Program Jurnal Pengabdian Masyarakat Ilmu Keguruan dan Pendidikan (JPM-IKP) Jurnal PAUD: Kajian Teori dan Praktik Pendidikan Anak Usia Dini Jurnal Pedagogi dan Pembelajaran Jurnal Anak Usia Dini Holistik Integratif (AUDHI) Ceria: Jurnal Program Studi Pendidikan Anak Usia Dini JP2KG AUD (Jurnal Pendidikan, Pengasuhan, Kesehatan dan Gizi Anak Usia Dini) Transformasi dan Inovasi : Jurnal Pengabdian Masyarakat Abimanyu: Journal of Community Engagement Prosiding Seminar Nasional Pengabdian Kepada Masyarakat Indonesian Journal of Early Childhood Educational Research Jurnal Madinasika: Manajemen dan Keguruan Al Hikmah: Indonesian Journal of Early Childhood Islamic Education Jurnal Kajian Bimbingan dan Konseling Academia Open
Wulan Patria Saroinsong
Universitas Negeri Surabaya
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Energy Engineering Environmental Science Law, Crime, Criminology & Criminal Justice Medicine & Pharmacology Public Health Social Sciences Other

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PENGARUH METODE MIND MAPPING TERHADAP PEMAHAMAN POLA HIDUP BERSIH DAN SEHAT PADA ANAK USIA 4-5 TAHUN Salsabila Adinda Putri; Muhammad Reza; Dewi Komalasari; Wulan Patria Saroinsong
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i01.42671

Abstract

This study aims to determine the effect of the Mind Mapping method on the understanding of clean and healthy lifestyles in children aged 4-5 years, especially in the aspect of personal hygiene which includes bathing, shampooing, brushing teeth, cleaning the nose, cutting nails, washing hands, cleaning ears, wiping after defecation and urination. The background of this study is based on the condition of understanding of clean and healthy lifestyles in the aspect of personal hygiene that has not developed optimally and is still routine without being based on understanding. This Mind Mapping method is used as a learning strategy to provide knowledge to children about clean and healthy lifestyles through the presentation of main concepts and simple branches, so that children are able to group, connect, and understand various aspects of personal hygiene in a structured manner. This study uses a quasi-experimental method with a design (nonequivalent Pretest-Posttest control group design) which was implemented at TK Negeri Pembina 2 Surabaya with two classes, namely class A1 as the experimental group and class A2 as the control group with a total of 15 children in each class. The results of the Mann Whitney U Test showed that in the initial test (Pretest) there was no significant difference between the two groups, whereas after being given Treatment there was a significant difference, where the experimental group experienced an increase in understanding of clean and healthy lifestyle patterns as indicated by the children's ability to recognize, group, and explain aspects of personal hygiene through Mind Mapping. Based on these results, it can be concluded that the Mind Mapping method has an effect on understanding clean and healthy lifestyle patterns in children aged 4-5 years..
PENGARUH MEDIA FLASH CARD UNTUK MENINGKATKAN KEMAMPUAN MENGENAL EMOSI ANAK USIA 3-4 TAHUN Widya Khoirun Nisa’; Muhammad Reza; Dewi Komalasari; Wulan Patria Saroinsong
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i01.42672

Abstract

This research aims to analyze improving the ability of 3-4 year old children to recognize emotions. The background of this research is based on the low and underdeveloped ability to recognize emotions in early childhood, which is often caused by limited media and opportunities for direct exploration of emotional recognition thru Flash Cards. The main difference between the Flash Cards for emotional recognition in this study and other Flash Cards lies in the focus of the material and the depth of emotional stimulation. These Flash Cards are specifically designed to develop children's ability to recognize emotions, displaying illustrations of facial expressions and body language that are easily recognizable by young children. The presentation of positive and negative emotional variations helps children understand the diversity of emotions as part of everyday experience. This study uses a quantitative approach with a Quasi-Experimental design of the Nonequivalent Control Group type, involving an experimental group and a control group, each consisting of 20 children. Data was collected thru observation and documentation and analyzed using the Mann-Whitney U Test manually and with the help of SPSS version 26. The research results show that the experimental group receiving treatment thru emotion recognition activities using Flash Cards experienced a more significant improvement compared to the control group in terms of content, process, and context of emotion recognition. The Mann Whitney U Test, conducted manually, showed a significance value, with the smallest U value obtained being U₁ = 1.5. Therefore, the U table value was 13, leading to the conclusion that there was a significant difference between the experimental and control groups. The rejection of H₀ indicates that the treatment given to the experimental group influenced the improvement in students' learning outcomes compared to the control group. The average posttest score for the experimental group was 54.69%, which was higher than the control group's average score of 25.62%. This finding indicates that the Flash Card media for recognizing emotions significantly improved the ability of 3-4 year old children to recognize emotions. Therefore, Flash Card media can be considered an effective learning model for stimulating the development of emotional recognition in early childhood.
Literasi Digital Guru PAUD dalam Mengembangkan Inovasi Pembelajaran Maghfiroh, Zesika Dwi; Adhe, Kartika Rinakit; Saroinsong, Wulan Patria; Kristanto, Andi; Istiq'faroh, Nurul; Haq, Mohammad Syahidul
Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini Vol. 10 No. 1 (2026)
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/obsesi.v10i1.7779

Abstract

Fenomena digitalisasi dalam dunia pendidikan pada era society 5.0 menuntut guru pendidikan anak usia dini (PAUD) memiliki kemampuan literasi digital sebagai dasar pengembangan inovasi pembelajaran yang relevan dan bermakna. Penelitian ini bertujuan untuk menganalisis kemampuan literasi digital guru PAUD serta penerapan inovasi pembelajaran berbasis teknologi. Metode penelitian ini menggunakan kualitatif deskriptif dengan teknik pengumpulan data melalui observasi, wawancara dan dokumentasi. Hasil penelitian ini menunjukkan bahwa kemampuan literasi digital guru PAUD berada pada kategori sangat baik, yang tercermin dari kemahiran penggunaan teknologi, kreativitas dalam pengembangan buku cerita digital dan video pembelajaran. Inovasi pembelajaran diterapkan melalui pemanfaatan media digital dalam kegiatan bermain dan penilaian menggunakan jurnal digital. Kebaruan dari penelitian ini terletak pada pemanfaatan literasi digital guru dalam penerapan penilaian berbasis jurnal digital yang memudahkan guru melakukan penilaian dan menjalin komunikasi dengan orang tua. Penelitian ini menegaskan pentingnya penguatan literasi digital guru secara berkelanjutan.
Manajemen Sarana Prasarana Kelas dalam Mendukung Regulasi Emosi Anak Kelompok B di PAUD Urban Indhiraswari, Saraswati; Setyowati, Sri; Hasibuan, Rachma; Adhe, Kartika Rinakit; Saroinsong, Wulan Patria; Fitri, Ruqoyyah; Arianto, Fajar
Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini Vol. 10 No. 1 (2026)
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/obsesi.v10i1.7994

Abstract

Penelitian ini bertujuan untuk menganalisis peran manajemen ruang kelas dalam mendukung regulasi emosi anak usia dini di lembaga Pendidikan Anak Usia Dini (PAUD) lingkungan urban. Penelitian dilakukan di lembaga PAUD yang menghadapi keterbatasan lahan sebagai tantangan utama penataan ruang kelas. Penelitian menggunakan pendekatan studi kasus kualitatif dengan teknik pengumpulan data melalui observasi, diskusi dengan guru, dan dokumentasi tata letak kelas. Hasil penelitian menunjukkan bahwa desain ruang kelas berbasis prinsip affordance, melalui pembagian area aktivitas, area guru, dan pojok aman, membantu anak menenangkan diri, memilih aktivitas sesuai kondisi emosional, serta memulihkan fokus belajar. Penataan meja berbentuk L dan akses terhadap alat permainan edukatif juga mendukung interaksi sosial positif dan mengurangi konflik antar anak. Temuan ini menunjukkan kebaruan berupa model pengelolaan ruang kelas adaptif pada lahan terbatas yang berkontribusi dalam mendukung regulasi emosi anak usia dini. Secara teoretis, hasil penelitian ini menguatkan teori ekologi Bronfenbrenner dan tahap perkembangan psikososial Erikson, sekaligus memberikan implikasi praktis bagi penataan ruang kelas PAUD urban dengan keterbatasan fisik.
Instilling Social Care Character in Children Aged 4–5 Years Through the IHF 9 Character Pillars Book Sri Indahyani; Kartika Rinakit Adhe; Wulan Patria Saroinsong; Nurul Istiq’faroh; Andi Kristanto; Sayhidul Haq
Academia Open Vol. 11 No. 1 (2026): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.11.2026.13022

Abstract

General Background Character education in early childhood is a critical foundation for developing prosocial behavior, particularly helping behavior as part of social-emotional development. Specific Background In Indonesian early childhood education settings, many children aged 4–5 years still demonstrate low initiative in sharing, cooperating, and assisting peers, partly due to the absence of structured and systematic learning media. Knowledge Gap Although the Indonesia Heritage Foundation (IHF) 9 Character Pillars Book is widely recognized in practice, empirical studies focusing on its use as a single, structured medium to instill the value of helping others remain limited. Aims This study aims to analyze the implementation process and outcomes of using the IHF 9 Character Pillars Book to cultivate helping behavior among Group A children aged 4–5 years in a formal early childhood education context. Results Using a descriptive qualitative case study approach at RA Al-Falah Tuban, the findings indicate that staged implementation of the IHF book—integrated into daily learning activities—was associated with observable improvements in children’s willingness to help, share, and participate in cooperative tasks, with the proportion of children demonstrating spontaneous helping behavior increasing from initial observations to the end of the intervention period. Novelty This study provides in-depth evidence on the use of a standardized character education book as a focused medium for instilling helping values in early childhood. Implications The findings offer a practical, structured model for teachers to integrate story-based character education into routine classroom practices, while highlighting the importance of consistency between school and home environments.Highlights: Staged classroom integration of character storybooks supported observable growth in children’s prosocial actions. Teacher-guided reflection and role play facilitated the internalization of care and cooperation values. Consistency between educational settings and home practices emerged as a key supporting condition. Keywords: Early Childhood Education, Character Education, Helping Behavior, IHF 9 Character Pillars, Storybook Media
Empowering Elementary School Teachers through the Integration of Education for Sustainable Development (ESD) into the National Curriculum to Create Sustainable Schools Setiawan, Ricky; Saroinsong, Wulan Patria; Sujarwanto, Sujarwanto; Zamania, Zeni Zakia; Anisa Ummami, Rifka; Naufal, Moch.; Akmalia, Zinni
Abimanyu : Jornal of Community Engagement Vol 7 No 1 (2026): February 2026 (In Press)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

ESD (Education for Sustainable Development) is oneof the important approaches in realizing 21st century learning that isoriented towards sustainability. However, teachers at SD Labschool 2 UNESA still have limited understanding of integrating the concept of ESD into thenational curriculum. In addition, the unavailability of implementation guidelines andsystematic learning resources has resulted in suboptimal sustainability-based learning practices. Objective: This program aims to empower teachers in education management through the integration of Education for Sustainable Development (ESD) into the elementary school curriculum and the development of the ESD Connect platform as a collaborative tool to connect sustainable learning practices in schools. Methods: The method used in this study was the Project Action Plan (PAP), which was divided into three stages: (1) the preparation stage, (2) the implementation stage, and (3) the monitoring stage. Results: Based on the test results, the success rate for website creation was 100%, the participant attendance rate for the training was 86.67%, and the material delivery rate was 100%. Furthermore, based on observations, participants' ability to understand the material and fill in web content was considered good.Conclusion: These results show that the service program has been able to improve participants' ability to share and adopt best practices from other schools in sustainable education. Keywords: Teacher Empowerment; Education for Sustainable Development (ESD); National Curriculum.
Co-Authors Aini, Marinda Nur Akmalia, Zinni Amalia Ihza Nurria Syah Yunda Andi Kristanto Anggraeni, Novi Anisa Ummami, Rifka Aryn Rusdiyanti Ashar, S.Pd., M.Ed., Muhammad Nurul Ayuni, Yasmin Reza Putri BENI SETIAWAN Budiyanto Budiyanto Choirinah Azizah Uswatun Hasanah Citra Fitri Kholidya Damayanti, Maryam Isnaini Dewi Asitta Suroyya Dewi Komalasari Dewi Komalasari Dewi Komalasari Dhian Ghowinda Luh Safitri Dhian Gowinda Luh Safitri, Dhian Gowinda Luh Eka Cahya Maulidiyah Eka Cahya Maulidiyah Eka Cahya Maulidiyah, Eka Cahya Elsa Fatimatuz Zahro Evi Winingsih, Evi Fajar Arianto Faradilla Mustafa Faridah Ummu Imara Fauziyah, Cicik Henry Praherdhiono Ima Widiyanah Indhiraswari, Saraswati Intan Kurnianingtyas Istiq'faroh, Nurul Kaniati Amalia Kartika Rinakit Adhe, Kartika Rinakit Maghfiroh, Zesika Dwi Mallevi Agustin Ningrum Mallevi Agustin Ningrum, Mallevi Agustin Miftahurrohmah, Linda Mochamad Nursalim Mohammad Syahidul Haq Muchamad Arif Al Ardha Muhammad Afifuddin Ghozali Muhammad Nurul Ashar Muhammad Reza Nanda Audia Vrisaba Naufal, Moch. Ningrum, Mallevi Nor, Azmawaty Binti Mohamad Nur Ika Sari Rakhmawati Nur, Devina Rahmadiani Kamaruddin Nurhenti Dorlina NURHENTI DORLINA SIMATUPANG Nurhenti Dorlina Simatupang Nurhenti Dorlina Simatupang Nurul Istiq'faroh Nurul Istiq’faroh nurul khotimah Onny Fransinata Anggara Punaji Setyosari Puspitasari, Tuti Rachma Hasibuan RACHMADYANTI, PUTRI Rahmi, Fairuzah Shofiyah Rakhmawati, Nur Ika Sari Ricky Setiawan Ricky Setiawan Rohmatul Maulidiya Rossa Ragil Pangestuti Ruqoyyah Fitri Saida Ulfa Salsabila Adinda Putri Sayhidul Haq Shelly Andari Siti Ina Savira, Siti Ina Sri Indahyani Sri Setyowati Sri Widayati Suharti SUJARWANTO Sujarwanto Sujarwanto, Sujarwanto Suroyya, Dewi Asitta Sya’dullah, Achmad Tuti Puspitasari Vania Ardelia Widayanti, Melia Dwi Widya Khoirun Nisa’ Winda Afni Farikhah YATIM RIYANTO Yes Matheos Lasarus Malaikosa Zamania, Zeni Zakia Zeni Zakia Zamania