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All Journal Perspektif Ilmu Pendidikan VISI : Jurnal Ilmiah Pendidik dan Tenaga Kependidikan Pendidikan Non Formal Aulad : Journal on Early Childhood PENGABDI: Jurnal Hasil Pengabdian Masyarakat PERDULI: Jurnal Pengabdian kepada Masyarakat Global Education Journal Aktual : Jurnal Pengabdian Kepada Masyarakat GENIUS: Indonesian Journal of Early Childhood Education Jurnal Pendidikan Anak Jurnal Pelita PAUD
Sri Indah Pujiastuti
Universitas Negeri Jakarta
Religion Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Economics, Econometrics & Finance Education Engineering Environmental Science Languange, Linguistic, Communication & Media Public Health Social Sciences Other

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Multimodal SEL Interventions in Preschool Settings: A Review of Methodologies and Measured Outcomes Hikmah Munawaroh; Asep Supena; Sri Indah Pujiastuti
Global Education Journal Vol. 4 No. 2 (2026): Global Education Journal (GEJ)
Publisher : Civiliza Publishing, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59525/gej.1805

Abstract

Social-Emotional Learning (SEL) interventions in preschool settings are increasingly recognized as foundational for children's holistic development, fostering crucial skills in emotional regulation, social interaction, and school readiness. This systematic literature review aimed to examine methodologies, measured outcomes, and implementation strategies of multimodal SEL interventions globally between 2016 and 2025. Utilizing Scopus as the primary database, the review applied rigorous inclusion and exclusion criteria, resulting in the analysis of empirical studies evaluating diverse SEL modalities, teacher professional development (PD), and cultural adaptations. Results revealed significant positive impacts from multimodal SEL interventions, including mindfulness practices, play-based learning, digital approaches, and parent involvement, across various developmental domains such as emotional competencies, social skills, and academic performance. Notably, structured and ongoing teacher PD emerged as essential for ensuring high program fidelity and effective SEL delivery. Culturally responsive adaptations were identified as critical factors enhancing program relevance and acceptance, especially in multilingual and multicultural contexts. Despite these promising findings, methodological variability and inconsistencies in measuring long-term impacts indicate a pressing need for standardized approaches and more rigorous longitudinal research. The study provides compelling evidence supporting integrative theoretical frameworks by CASEL, Vygotsky, and Bronfenbrenner, advocating holistic and contextually responsive SEL implementation. Key implications include prioritizing comprehensive teacher training, community and family engagement, and culturally adaptive curricula. Future research directions emphasize the importance of longitudinal studies, consistent fidelity assessments, and broader representation of diverse global contexts to enrich the SEL literature and practice.
Developing Early Childhood Self-Protection Skills Through Role-Playing: Insights from Bandura’s, Vygotsky’s, and Bronfenbrenner’s Theoretical Perspectives Mutiara Magta; Asep Supena; Sri Indah Pujiastuti
GENIUS: Indonesian Journal of Early Childhood Education Vol. 7 No. 1 (2026): GENIUS: Indonesian Journal of Early Childhood Education
Publisher : Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/gns.v7i1.272

Abstract

Ensuring children’s growth and development within the school environment is critical to helping them develop self-protection skills. The purpose of this study is to describe how role-playing activities can develop self-protection skills in early childhood based on an analysis of three developmental theories: Bandura’s social cognitive theory, Vygotsky’s sociocultural theory, and Bronfenbrenner’s ecological theory.  This study employed a qualitative research method, with data collected through observation during role-playing activities.  Observations were conducted in two kindergartens in Indonesia, each of which implemented micro and macro types of role-playing. The observational data obtained through documentation and field notes were analyzed using the Miles and Huberman framework, involving the collection, reduction, and presentation of data in accordance with the thematic patterns of the three developmental theories. The results of the analysis of these three theories indicate that role-playing—whether at the micro or macro level—provides children with opportunities to practice self-protection skills through observation, imitation, scaffolding, and social support. Teachers need to incorporate role-playing as a targeted and collaborative learning strategy that involves both the school and family contexts to ensure that children’s protective skills develop optimally.
JUMPING AND LOCOMOTOR COMPETENCE IN EARLY CHILDHOOD: A SYSTEMATIC REVIEW Yenti Juniarti; Asep Supena; Sri Indah Pujiastuti
Jurnal Pelita PAUD Vol 10 No 2 (2026): Jurnal Pelita PAUD
Publisher : Universitas Muhammadiyah Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33222/pelitapaud.v10i2.5785

Abstract

Masa anak usia dini merupakan periode penting untuk mengembangkan kompetensi lokomotor, termasuk melompat, berlari, meloncat, bergeser, dan galloping. Perkembangan kemampuan ini tidak hanya menunjukkan performa fisik, tetapi juga mencerminkan koordinasi motorik, kontrol postural, fungsi tungkai bawah, aktivitas fisik, dukungan sosial, dan kualitas pembelajaran. Tinjauan sistematis ini mensintesis bukti tentang kemampuan melompat dan kompetensi lokomotor anak usia dini melalui perspektif konstruktivis, sosiokultural, dan behavioristik. Sebanyak 43 referensi berbasis Scopus dianalisis melalui penyaringan sistematis, sintesis naratif, dan ekstraksi tematik. Temuan menunjukkan bahwa kompetensi melompat berkembang secara tidak linear dan dipengaruhi usia, keseimbangan, koordinasi, penggunaan umpan balik, serta stabilitas tubuh. Intervensi berbasis bermain efektif jika dirancang dengan tugas yang jelas, intensitas cukup, dan kesempatan gerak berulang. Dukungan guru, keluarga, lingkungan sekolah, serta umpan balik sistematis menjadi faktor penting dalam meningkatkan kemampuan lokomotor anak prasekolah secara optimal. Dengan demikian, pembelajaran gerak perlu menggabungkan eksplorasi, pendampingan sosial, penguatan, dan asesmen yang terarah di kelas PAUD.
Pet Attachment pada Anak Usia Dini terhadap Hewan Peliharaan dan Dampaknya pada Perkembangan Sosio-Emosional Sintha Puspa Paramitha; Nurbiana Dhieni; Sri Indah Pujiastuti
Aulad: Journal on Early Childhood Vol. 8 No. 3 (2025): September-December 2025
Publisher : Perkumpulan Pengelola Jurnal PAUD Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/aulad.v8i3.1384

Abstract

Fenomena pet attachment pada anak usia dini penting dikaji karena berkontribusi pada perkembangan sosial-emosional, empati, dan regulasi emosi anak. Penelitian ini bertujuan mengeksplorasi bentuk keterikatan anak terhadap hewan peliharaan serta memahami faktor yang memengaruhi hubungan tersebut. Metode yang digunakan adalah studi literatur berbasis PRISMA dengan menelaah artikel ber-ISSN, full-text, dan terbit tahun 2020–2025. Data dianalisis melalui reduksi, klasifikasi temuan, dan sintesis untuk mengidentifikasi pola, perbedaan, dan celah penelitian. Hasil kajian menunjukkan bahwa pet attachment berkaitan dengan peningkatan empati, penurunan kecemasan, penguatan regulasi emosi, serta perkembangan sosial yang lebih baik pada anak usia dini. Selain itu, kualitas interaksi anak–hewan menjadi penentu utama munculnya manfaat. Temuan ini mengimplikasikan perlunya pemanfaatan hewan peliharaan sebagai media dukungan perkembangan anak serta perlunya penelitian lanjutan dalam konteks budaya Indonesia
Community Service: Development of Indonesian Traditional Games for Early Childhood Education for Teachers in Germany and Indonesia Sri Indah Pujiastuti; Nadia Apriliani; Dhiya Nada Nisrina; Lusyana Lusyana; Nurhalizha Amalia Putri; Astrid Kaiser
Aktual: Jurnal Pengabdian Kepada Masyarakat Vol. 3 No. 1 (2025): Aktual: Jurnal Pengabdian Kepada Masyarakat January 2025
Publisher : CV Media Inti Teknologi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58723/aktual.v3i1.342

Abstract

This community service activity aims to introduce and develop traditional Indonesian games for early childhood to kindergarten teachers in Germany and Indonesia. The games developed include Dhakon, Genteuk Bruek, Bakiak, Cenge-Cenge, and Kotak Karet. Through this program, teachers are trained on how to adapt traditional Indonesian games to the context of early childhood education, as well as how to utilize these games to support children's cognitive, motor, social, and emotional development. The activities are conducted using lectures, Q&A sessions, and hands-on practices involving teachers from both countries. In addition to enriching pedagogical approaches, this program also contributes to the preservation of local culture amidst globalization. The data produced in this community service program is derived from a comprehensive evaluation of the impact of traditional Indonesian games on early childhood education in Germany and Indonesia. The primary data sources include pre-test and post-test scores, observational data, and feedback collected through questionnaires and interviews. The pre-test and post-test scores provide quantitative evidence of the improvement in teachers' understanding of the educational value of traditional games. Observational data captures the engagement and active participation of teachers during workshops, while qualitative feedback from questionnaires and interviews highlights the perceived benefits and challenges of integrating traditional games into early childhood curricula. This data underscores the effectiveness of traditional games in enhancing cognitive, motor, social, and emotional development in young children, as well as promoting cross-cultural understanding and cultural preservation. This program not only fosters cross-cultural understanding but also encourages the use of creative, local wisdom-based teaching methods.
Co-Authors Adelita Noviandra Uli Sibarani Afifah Nur Azizah Agustini, Rini Alfiah Nurapnida Arlinda Asykarina Aryanti Aryanti Asep Supena Asep Supena Astrid Kaiser Dhiya Nada Nisrina Elindra Yetti Eriva Syamsiatin Finka Rachmawati Hikmah Hikmah Hikmah Munawaroh Hilda Fajrina Chaerunnisa Iva Sarifah Lusyana Lusyana Meilanie, Sri Martini Meri Anggiani Muhammad Adji Pangestu Mutiara Magta Nadia Apriliani Naur, Angela Yuliani Niken Pratiwi Nurbiana Dhieni Nurhalizha Amalia Putri R. Sri Martini Meilanie, R. Sri Martini Ratih Yusnimartika Sintha Puspa Paramitha Sukmawati, inda Tiara Siti Sarah Yenti Juniarti