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All Journal Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini Kindergarten: Journal of Islamic Early Childhood Education Jurnal Ilmiah POTENSIA Didaktik : Jurnal Ilmiah PGSD STKIP Subang Early Childhood Research and Practice Journal of Research in Social Science and Humanities
Dwi Nomi Pura
Universitas Dehasen Bengkulu
Religion Arts Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Social Sciences Other

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Penerapan Evaluasi Pembelajaran Berbasis Digital Untuk Menilai Perkembangan Kognitif Anak Usia Dini Dwi Nomi Pura; Zona Junita Sari; Despi Despi; Novita Sari
Early Childhood Research and Practice Vol 7 No 1 (2026): Early Child Research and Practice, Juli
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/ecrp.v7i1.10944

Abstract

The development of digital technology has significantly influenced various aspects of life, including education. In the context of early childhood education, the use of digital technology can support a more effective and engaging learning evaluation process for children. Digital-based learning evaluation is an innovation in education that allows educators to conduct assessments in a more systematic, interactive, and efficient manner (Rahmawati & Handayani, 2023).Learning evaluation in early childhood education is essential to determine children's cognitive development, such as thinking skills, concept understanding, problem-solving abilities, and memory of learned information. Through appropriate evaluation, teachers can obtain information about children's cognitive development levels and design learning strategies that align with their developmental needs (Hidayat & Lestari, 2024). In this regard, the use of digital media such as learning applications, online assessment platforms, and other technological tools can assist teachers in assessing children's cognitive development more effectively and engagingly (Sari & Wibowo, 2023).This article aims to describe the implementation of digital-based learning evaluation in assessing early childhood cognitive development and to explain the benefits of using digital technology in the learning evaluation process. The research method used in this study is a literature review by examining various sources such as books and scientific journals relevant to the research topic (Nugraha & Damayanti, 2025). The findings indicate that the implementation of digital-based learning evaluation provides several benefits in assessing early childhood cognitive development. Digital evaluation improves the effectiveness of the assessment process, provides faster feedback, and helps teachers document children's learning progress more systematically (Putri & Kurniawan, 2024). Furthermore, the use of digital technology in learning evaluation can increase children's motivation and interest in learning because evaluation activities can be presented in more interactive and enjoyable forms (Marlina & Setiawan, 2023). Therefore, the implementation of digital-based learning evaluation can be an effective alternative to support the assessment of cognitive development in early childhood education.
Pendekatan Penilaian Autentik Berbasis Digital dalam Evaluasi Pembelajaran Anak Usia Dini Dwi Nomi Pura; Mimpira Haryono; Adefia Marsa Gella; Dhera Calista Febriana; Rennia Syfutri
Early Childhood Research and Practice Vol 7 No 1 (2026): Early Child Research and Practice, Juli
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/ecrp.v7i1.10946

Abstract

Evaluation in early childhood education plays an important role in understanding children's developmental progress comprehensively. One of the approaches that can be applied is authentic assessment, which evaluates children's abilities through real activities carried out during the learning process. Along with the rapid development of information technology, the implementation of authentic assessment has begun to integrate digital technology to support the evaluation process. This study aims to analyze the implementation and benefits of digital-based authentic assessment in evaluating early childhood learning. The research uses a qualitative descriptive approach with a literature study method. Data were obtained from various scientific sources, including academic books, national and international journal articles, and research reports related to authentic assessment and the use of digital technology in early childhood education. Data collection was carried out through documentation and literature review, while data analysis used content analysis techniques to identify concepts, patterns, and relationships among the reviewed literature. The results of the study indicate that digital-based authentic assessment provides several advantages in evaluating early childhood learning. The use of digital media such as photos, videos, audio recordings, and digital portfolios enables teachers to document children's learning activities more systematically and accurately. In addition, digital systems facilitate the storage, organization, and monitoring of children's developmental data continuously. Digital-based assessment also encourages greater parental involvement because parents can access information about children's learning progress more transparently. However, its implementation still faces several challenges, such as teachers' digital competence and the availability of technological infrastructure in early childhood education institutions. Therefore, support in the form of teacher training and adequate technological facilities is needed to optimize the implementation of digital-based authentic assessment.
Pengembangan Kreativitas Anak Usia Dini Melalui Pemanfaatan Teknologi Digital di PAUD Dwi Nomi Pura; Tri Imanda Aulia; Sintia Olivia; Mela Oktavia
Early Childhood Research and Practice Vol 6 No 2 (2026): Early Child Research and Practice, Januari
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/ecrp.v6i2.10949

Abstract

The development of digital technology has created many opportunities in the field of education, including early childhood education. The use of digital technology in learning can be an alternative way to support the development of children's creativity. This study aims to examine how digital technology can be utilized to develop creativity in early childhood education. This research uses a descriptive approach with a literature study method by reviewing various sources such as journals, books, and previous studies related to the topic. The results of the study show that the use of digital technology, such as interactive learning applications, educational videos, and other digital media, can provide more engaging and varied learning experiences for children. Through these media, children are able to express ideas, develop imagination, and participate in creative activities during the learning process. However, the use of digital technology still requires guidance from teachers so that it can be used appropriately according to learning objectives and children's developmental needs. Therefore, digital technology can be an effective learning medium to support the development of creativity in early childhood education..
Penilaian Kemampuan Literasi Dini melalui Metode Bercerita (Storytelling) Dwi Nomi Pura; E. Jusmadi; R. Aulia Chadhavi; A. Fatma Gusmiarti; A. Nur Rahma
Early Childhood Research and Practice Vol 7 No 1 (2026): Early Child Research and Practice, Juli
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/ecrp.v7i1.11032

Abstract

Early literacy is an important foundation in the language and cognitive development of early childhood. The development of early literacy skills needs to be carried out through meaningful and engaging learning activities that are appropriate to children's developmental characteristics. One of the learning methods that can support the development of early literacy is storytelling. This study aims to analyze the assessment of early literacy skills through storytelling activities in early childhood learning. The research used a qualitative approach with a descriptive method. The subjects of this study were children aged 5–6 years at an early childhood education institution in Bengkulu City. The selection of research subjects was conducted using purposive sampling based on children's involvement in storytelling activities. Data were collected through observation, documentation, and performance assessment during storytelling activities. The indicators used to assess early literacy skills included the ability to listen to stories, understand story content, recognize new vocabulary, answer questions related to the story, and retell stories using their own language. The data were analyzed using qualitative descriptive analysis through data reduction, data presentation, and conclusion drawing. The results of the study indicate that storytelling activities contribute positively to the development of early literacy skills in children. Most children showed good ability in listening to stories, understanding story content, and responding to questions given by the teacher. In addition, several children were able to retell the story in simple language and even develop the story with their own imagination. Therefore, storytelling can be used not only as a learning method but also as an authentic assessment tool to evaluate early literacy development in early childhood education.
Metode Pendidikan Dalam Keluarga Rohayu Fadilla; Dwi Nomi Pura; Dahlia Dahlia; Zakia Jumatul Aini; Anggi Regia Anandari
Early Childhood Research and Practice Vol 7 No 1 (2026): Early Child Research and Practice, Juli
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/ecrp.v7i1.11442

Abstract

Education within the family is the primary foundation for character building and early childhood development. Parents play a crucial role in instilling moral values, religion, discipline, and positive habits in children. This article discusses family education methods based on the results of an interview with a housewife who has two elementary school-aged children. The study was conducted using a semi-structured interview method. The results of the interview show that the educational methods used include setting an example, giving advice, enforcing discipline, and habituating positive activities. Parents also adapt their parenting style to the unique character of each child. The main obstacle in educating children at home is the excessive use of gadgets, which affects the children's learning focus. To overcome this issue, parents limit gadget use and redirect their children to more beneficial activities, such as playing with friends and reciting the Quran.
Analisis Perkembangan Peserta Didik dalam Aspek Kognitif, Sosial, dan Emosional pada Proses Pembelajaran Dwi Nomi Pura; Rohayu Fadilla; Rara Sartika; Nuriana Nuriana; Susanti Susanti
Early Childhood Research and Practice Vol 7 No 1 (2026): Early Child Research and Practice, Juli
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/ecrp.v7i1.11458

Abstract

Student development is a process of change encompassing cognitive, social, emotional, and physical aspects that occurs gradually according to age. Understanding this development is important for educators in adapting the learning process to student characteristics. This study aims to analyze student development based on a literature review. The method used is a literature study by examining various relevant scientific sources regarding student development. The results of the study indicate that student development includes cognitive development related to thinking skills, social development in interactions with the environment, and emotional development in controlling feelings. The conclusion of this study shows that understanding the stages of student development is very important as a basis for designing an effective learning process that is appropriate to student needs.
Peningkatan Kognitif Anak Melalui Kegiatan Bermain Warna Menggunakan Kertas Origami Pada Anak Usia Dini Affrita Destri Murni; Asnawati Asnawati; Dwi Nomi Pura
Early Childhood Research and Practice Vol 7 No 1 (2026): Early Child Research and Practice, Juli
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/ecrp.v7i1.11745

Abstract

The ability to recognize colors is a crucial component of early childhood cognitive development. At this stage, color recognition is part of a learning process that fosters cognitive thinking and memory, thereby supporting overall cognitive growth. Early childhood color recognition encompasses three specific aspects: correctly naming, pointing to, and categorizing colors. The researcher addressed these skills through Classroom Action Research aimed at enhancing color recognition in children aged 3–4 years via color-based play activities using origami paper at PAUD Cita Ananda in Central Bengkulu. This study is intended to serve as a reference for educational institutions, teachers, and early childhood educators in selecting appropriate teaching methods and media to stimulate cognitive development in alignment with children's developmental stages. The study employed a Classroom Action Research (CAR) methodology with a quantitative descriptive approach, conducted over two cycles. Each cycle comprised stages of planning, action implementation, observation, and reflection, and spanned two face-to-face sessions. A cycle was repeated if learning outcomes failed to meet the established mastery indicators. The results demonstrated a significant improvement in color recognition abilities among children aged 3–4 years. The achievement rate was 60% in Cycle I and rose to 92% in Cycle II, representing a 32% increase. These findings indicate that color-based play activities utilizing origami are effective in optimally enhancing color recognition skills in accordance with early childhood developmental stages.
Implementasi Media Tanaman Pisang Untuk Peningkatan Perkembangan Motorik Halus Anak Usia Dini Ani Malisa; Dwi Nomi Pura; Syisva Nurwita
Early Childhood Research and Practice Vol 7 No 1 (2026): Early Child Research and Practice, Juli
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/ecrp.v7i1.11750

Abstract

This study aims to determine whether the implementation of banana plant-based media—such as banana fruit, stems, and leaves—in the learning process can enhance the fine motor skill development of early childhood children aged 4–5 years. This study employed classroom action research. The subjects were 15 children from Group A at PAUD Cita Ananda, Kelindang Village. The results showed that: (1) teacher activity improved from a score of 50 (73.5%, categorized as "Good") in Cycle 1 to a score of 61 (89.7%, categorized as "Good") in Cycle 2; and (2) children's fine motor skill development improved, with the number of children in the "Developing Very Well" (BSB) category rising from 3 (20%) in Cycle 1 to 12 (80%) in Cycle 2, thereby meeting the success criterion of having 75%–100% of children in the BSB category. Implementing banana plant-based media in the teaching-learning process can enhance the fine motor skill development of children in Group A at PAUD Cita Ananda, Kelindang Village. Such media can be utilized in the teaching-learning process for children aged 4–5 years to improve their fine motor skills.
Penggunaan Media Kartu Emosi Bergambar Untuk Memahami Jenis-Jenis Emosional Anak Usia Dini Yodelara Yodelara; Dwi Nomi Pura; Rika partikasari
Early Childhood Research and Practice Vol 7 No 1 (2026): Early Child Research and Practice, Juli
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/ecrp.v7i1.11751

Abstract

The ability to understand emotions is a crucial aspect of early childhood socio-emotional development that requires appropriate stimulation during the "golden age" period. Preliminary observations at PAUD Aulia Tusyifa (Lubuk Sini Village, Taba Penanjung District, Central Bengkulu Regency) revealed that most children in Group B (aged 5–6 years) struggled to recognize and distinguish between various emotions—particularly complex ones such as shame, confusion, annoyance, disgust, mockery, and fatigue. Furthermore, the teaching methods employed were conventional and lacked support from concrete visual aids. This study aimed to describe the use of illustrated emotion cards in instruction, assess children's understanding of different emotions after using these cards, and identify the supporting and inhibiting factors involved. A descriptive study with a qualitative approach was conducted, involving a school principal, three Group B teachers, and five boys (aged 5–6 years) as research subjects. Data were collected through observation, interviews, and documentation, and subsequently analyzed using the Miles, Huberman, and Saldaña model. The results demonstrated that the systematic use of illustrated emotion cards—incorporating card recognition, question-and-answer sessions, storytelling, and reflection—was effective in helping children recognize the eleven introduced emotions, verbally express their feelings, and foster empathy toward their peers. Four of the five children met all performance indicators, while one child had not yet achieved the indicator for speaking confidently in front of the class. These findings highlight the need for the sustained use of concrete visual learning aids within the early childhood education curriculum to optimize children's socio-emotional development.
Peran Guru Dalam Bermain Permainan Tradisional Egrang Boloak Untuk Meningkatkan Perkembangan Motorik Kasar Pada Anak Usia Dini Lestri Anggraini; Dwi Nomi Pura; Syisva Nurwita
Early Childhood Research and Practice Vol 7 No 1 (2026): Early Child Research and Practice, Juli
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/ecrp.v7i1.11758

Abstract

Gross motor development is a crucial aspect requiring optimal stimulation in early childhood; it encompasses body balance, movement coordination, muscle strength, and self-confidence during physical activities. Preliminary observations at PAUD Aulia Tusyifa (Lubuk Sini Village, Taba Penanjung District, Central Bengkulu Regency) revealed that most children aged 5–6 years exhibited suboptimal gross motor skills, and teachers had not fully utilized traditional games as learning media. This study aimed to describe the teacher's role as a facilitator and motivator during *egrang boloak* (traditional stilts) play activities and to identify the factors supporting or hindering their implementation. A qualitative method with a descriptive approach was employed, involving two teachers and ten children from Group B as research subjects. Data were collected through observation, interviews, and documentation, and subsequently analyzed using the Miles and Huberman model. The results indicated that the teachers performed their roles as facilitators and motivators reasonably well, although there were limitations regarding equipment readiness and motivational approaches that were not yet fully individualized. The *egrang boloak* game proved to have a positive impact on the children's gross motor development: four children showed excellent development, three developed as expected, two were beginning to develop, and one had not yet developed. These findings highlight the need to enhance teacher competence in integrating traditional games as effective educational media within early childhood education institutions.
Co-Authors A. Fatma Gusmiarti A. Nur Rahma Ade Irma Adefia Marsa Gella Affrita Destri Murni Aisyah Wulandari Anggi Regia Anandari Anggun Dwi Putri Ani Malisa Asnawati Asnawati Dahlia Dahlia Despi Despi Dhera Calista Febriana Dinda Okta Olipia E. Jusmadi Gusniarti Gusniarti Haryono, Mimpira Ica Imelia Intan Tiara Shoti Jesi Pitriya Kesya Syakirah Putri Lestri Anggraini Lydia Margaretha Mela Oktavia Melia Distri Yeni Melia Distri Yeni Mutia Khoirunnisya Nasution Novita Sari Nuriana Nuriana R. Aulia Chadhavi Rara Sartika Rennia Syfutri Rika Partikasari Rika partikasari Rinda Suryani Rita Prima Bendriyanti Rohayu Fadilla Sintia Olivia Susanti Susanti Syisva Nurwita Syisva Nurwita syisva nurwita Tri Imanda Aulia Trisnayanti, Yetty Yodelara Yodelara Yoka Apriza Yuliza Andriyani Siregar Zakia Jumatul Aini Zakya Nesa Prastiti Zona Junita Sari Zuzanti Ulan Dari