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All Journal Jurnal Penelitian dan Pengembangan Pendidikan Anak Usia Dini Journal of Early Childhood Education (JECE) Jurnal Impresi Indonesia JURNAL PENDIDIKAN DAN BISNIS Journal of Innovative and Creativity Jurnal Pendidikan Indonesia Indonesian Journal of Early Childhood Education Studies
Choiriyah Choiriyah
PGPAUD, Fakultas Ilmu Pendidikan, Universitas Pancasakti Bekasi
Religion Arts Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Neuroscience Nursing Social Sciences Other

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Pengaruh Kecerdasan Emosional Ibu Terhadap Regulasi Emosi Anak Usia Dini Zahra Nur Afiya; Choiriyah Choiriyah; Arie Widiyastuti
Journal of Innovative and Creativity Vol. 5 No. 3 (2025)
Publisher : Fakultas Ilmu Pendidikan Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joecy.v5i3.4091

Abstract

Penelitian ini bertujuan untuk menguji secara empiris pengaruh kecerdasan emosional ibu terhadap regulasi emosi anak usia dini (4–6 tahun). Regulasi emosi merupakan aspek perkembangan yang sangat penting pada masa prasekolah karena berperan dalam kemampuan anak menyesuaikan diri, berinteraksi sosial, serta menghadapi situasi baru baik di lingkungan keluarga maupun sekolah. Peran ibu sebagai figur utama dalam kehidupan anak menjadi krusial karena kecerdasan emosional ibu diyakini memiliki kontribusi besar dalam membentuk pola regulasi emosi anak. Penelitian ini menggunakan pendekatan kuantitatif dengan desain regresi linier sederhana. Sampel penelitian berjumlah 72 ibu yang memiliki anak usia 4–6 tahun di RT 10 dan RT 11/RW 16, yang ditentukan dengan teknik purposive sampling. Instrumen penelitian meliputi Brief Emotional Intelligence Scale (BEIS-10) untuk mengukur kecerdasan emosional ibu dan Emotion Regulation Checklist (ERC) untuk menilai regulasi emosi anak. Analisis data menunjukkan adanya pengaruh positif dan signifikan kecerdasan emosional ibu terhadap regulasi emosi anak, dengan nilai t hitung = 8,346 > t tabel = 1,994 dan signifikansi p = 0,000 < 0,05. Koefisien determinasi (R²) sebesar 0,499 menunjukkan bahwa 49,9% variasi regulasi emosi anak dipengaruhi oleh kecerdasan emosional ibu, sedangkan sisanya 50,1% dipengaruhi faktor lain. Hasil ini menegaskan pentingnya program edukasi orang tua untuk memperkuat kecerdasan emosional ibu sehingga mampu menciptakan pola asuh yang hangat, responsif, dan penuh empati.
The Role of Parents in Development Creative Thinking of Children Aria Ahmad Mangunwibawa; Olliviani Elen Komalig; Choiriyah Choiriyah
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.v13i1.13697

Abstract

Creativity has a very important role in the individual growth of a child, creativity is a skill that is needed in the 21st century to adapt to the world today and the future. Creative experiences help children express and deal with their feelings. Creativity also fosters mental growth in children by providing opportunities to try new ideas and new ways of thinking and problem solving. Research recommends pre-school education as one of the tools that really helps children's creative development. Although this period of pre-school and early childhood education is very important for the development of children's creativity, many children do not or do not attend regular pre-school education, especially in countries where pre-school education is not compulsory. Therefore, attitudes and behavior as well as the role of parents in the development of children's creativity, especially in the pre-school period is very important and necessary. The methodology used is an approach through literature studies. The author collects references from previous related research results, and sees that when parents understand creative concepts and find ways to support children, children experience very rapid growth in creative thinking.
Teacher’s Perspectives on Young Children's Computational Thinking Skills through Unplugged Coding Activities, A Case Study of Children Aged 5-6 Years Choiriyah Choiriyah; Linda Pertiwi; Rohanah Rohanah; Elen Valencia
Indonesian Journal of Early Childhood Education Studies Vol. 14 No. 1 (2025): June 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ijeces.v14i1.29613

Abstract

This study explores the development of computational thinking (CT) skills in early childhood through unplugged coding activities, focusing on the perspectives of teachers as observers and facilitators. Using an assessment instrument centered on four core CT components such as decomposition, algorithmic thinking, pattern recognition, and abstraction, the research was conducted with children aged 5–6 years engaging in a fruit skewer-making activity. The results demonstrate a strong alignment between assessment findings and teacher observations. Children showed progress in following procedural steps, recognizing and replicating patterns, breaking down tasks, and abstracting essential information. Teachers reported increased motivation, confidence, and problem-solving abilities among the children. These findings emphasize the importance of integrating unplugged coding into early childhood curricula and highlight the crucial role of teachers in creating supportive learning environments. The study suggests that teacher insights are essential for bridging theory and practice in CT education and recommends institutional support for resources and training to sustain effective implementation.
Exploring Loose Parts Media in Developing Early Childhood Creativity and Independence Lela Afrilla; Kulsum Nur Hayati; Choiriyah Choiriyah
Jurnal Impresi Indonesia Vol. 5 No. 9 (2026): Jurnal Impresi Indonesia
Publisher : Riviera Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58344/jii.v5i9.8059

Abstract

Loose parts media are open-ended materials that can be moved, combined, and redesigned in various ways, providing an alternative approach to stimulating early childhood development. The golden age period (0–6 years) requires appropriate learning approaches and optimal stimulation to support children’s growth and development. This research aimed to explore and comprehensively analyze the implementation of loose parts media in early childhood development, including implementation strategies, impacts on various developmental domains, supporting and inhibiting factors, and integration strategies within early childhood education curricula. The research employed a Systematic Literature Review (SLR) method using the Kitchenham and Charters protocol, which was adapted to the context of early childhood education. Scientific articles published in Sinta-accredited national journals and reputable international journals from 2021 to 2025 were analyzed using a thematic synthesis approach that integrated findings from 15 selected studies. The results showed that loose parts media positively influenced children’s cognitive development (executive function, cognitive self-regulation, reasoning, and problem-solving skills), fine motor skills, creativity, and socio-emotional development. Successful implementation was influenced by educator competence, effective facilitation strategies, and collaboration with parents. However, implementation challenges included limited educator understanding and resource availability. Loose parts media supported holistic early childhood development through child-centered learning approaches aligned with the concept of independent learning. The integration of loose parts media into early childhood education curricula based on local wisdom not only supported child development but also fostered environmental conservation values and appreciation of local culture.
Pengaruh Perlibatan Peran Ayah dalam Pengasuhan Perkembangan Emosional Anak Usia 4-5 Tahun di TK Darussalam Annisa Nurul Humaida; Choiriyah Chalid; Nina Yuminar Priyanti
Jurnal Pendidikan Indonesia Vol. 4 No. 3 (2026): September : Jurnal Pendidikan Indonesia
Publisher : PT. ALHAFI BERKAH INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62007/joupi.v4i3.1019

Abstract

This study aims to determine The Effect of Father’s Involvement on the Emotional Development of 4-5 Years Old Children at Darussalam Preschool. To collect data, a questionnaire measuring father’s involvement and emotional development in the form of a likert scale was used. This study employed a quantitative approach using an ex post facto method. The sample consisted of 52 respondents. Data were collected using a questionnaire designed to assess father’s involvement and their children’s emotional development. The data obtained were analyzed using statistical test, including normality test, linearity test, simple linear regression, the coefficient of determination, t-test, and f-test. The results of the study indicate that a father’s involvement in child-rearing has an effect on a child’s emotional development, with an r value og 0,649, a t value of 6,037, an F value of 36,444, on significance at the 0,001 < 0,05 level. The coefficient of determination (R2) is 0,422, meaning that a father’s involvement in parenting contributes 42% to a child’s emotional development, while 58% is influenced by other factors.
Co-Authors Annisa Nurul Humaida Aria Ahmad Mangunwibawa Arie Widiyastuti Astrid Nurfebrianti Elen Valencia Erna Puji Astuti Erwin Sulaeman Fitri Yani Kulsum Nur Hayati Lela Afrilla Linda Pertiwi Luh Santi Swastika Nina Yuminar Priyanti Olliviani Elen Komalig Qibtiyatul Quro Rizawati Rizawati Rohanah Rohanah Salsa Amania Fatiha Sri Sundari Sumiyarti Jamilah Yuntina, Lily Zahra Nur Afiya