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All Journal Jurnal Bunga Rampai Usia Emas Jurnal Pendidikan Ilmu Sosial Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini AL-ATHFAL : JURNAL PENDIDIKAN ANAK Kindergarten: Journal of Islamic Early Childhood Education Child Education Journal Buletin KKN Pendidikan MURHUM : JURNAL PENDIDIKAN ANAK USIA DINI Proceeding ISETH (International Summit on Science, Technology, and Humanity) Jurnal Mutiara Pendidikan Jurnal Ilmiah Multidisiplin Keilmuan Mandira Cendikia (JIMK-MC) Early Childhood Research Journal (ECRJ) ThufuLA: Jurnal Inovasi Pendidikan Guru Raudhatul Athfal
Tri Asmawulan
Universitas Muhammadiyah Surakarta
Agriculture, Biological Sciences & Forestry Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Medicine & Pharmacology Social Sciences Other

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Implementasi Huruf Menari dalam Meningkatkan Kemampuan Kognitif Yuliati, Ade; Asmawulan, Tri
Murhum : Jurnal Pendidikan Anak Usia Dini Vol. 7 No. 1 (2026): Juli In Progress
Publisher : Perkumpulan Pengelola Jurnal (PPJ) PAUD Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37985/murhum.v7i1.1878

Abstract

Penelitian ini bertujuan untuk mengkaji efektivitas media huruf menari sebagai media pembelajaran interaktif dalam meningkatkan kemampuan kognitif dan literasi dasar anak usia dini di TK Pertiwi Mojolegi. Penelitian menggunakan pendekatan deskriptif kualitatif dengan subjek sebanyak 18 anak usia dini yang memiliki kemampuan literasi awal yang beragam. Teknik pengumpulan data meliputi observasi terstruktur, wawancara dengan guru, dan dokumentasi kegiatan pembelajaran. Penilaian perkembangan anak didasarkan pada empat indikator, yaitu kemampuan menyimak dan mengucap ulang, mengingat dan menunjuk huruf, mengenal huruf, serta menyebutkan huruf, yang diklasifikasikan ke dalam kategori BB, MB, BSH, dan BSB. Hasil penelitian menunjukkan bahwa penggunaan media huruf menari mampu meningkatkan atensi, keterlibatan, serta pemahaman anak terhadap huruf secara lebih optimal, dengan mayoritas anak berada pada kategori Berkembang Sesuai Harapan dan Berkembang Sangat Baik. Temuan ini menunjukkan bahwa pembelajaran berbasis eksplorasi dan interaksi sosial melalui media dinamis dapat memperkuat proses kognitif anak, sejalan dengan teori Piaget dan Vygotsky. Dengan demikian, media huruf menari berpotensi menjadi alternatif inovatif dalam pembelajaran literasi anak usia dini yang menyenangkan dan bermakna.
An analysis of green school facility management for children with special needs in inclusive early childhood education Katoningsih, Sri; Dwi Wardhani, Junita; Budi Hastuti, Isnaini; Asmawulan, Tri; Faizatul Fitriyah, Qonitah; Shari, Destita; Kartika Ananda
Jurnal Pendidikan Anak Vol 7 No 2 (2025): Child Education Journal August
Publisher : Universitas Nahdlatul Ulama Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33086/cej.v7i2.7324

Abstract

This study analyses the management of child friendly facilities and infrastructure in inclusive early childhood education. The research uses a qualitative approach, data were collected through observations of school activities and interviews with principals, teachers, and parents. The purpose of this study is to analyse the management of green school facilities in inclusive early childhood education and to identify the problems and impacts related to their implementation for children with special needs. This study uses a qualitative approach to understand in depth the management of environmentally friendly school facilities for children with special needs in inclusive early childhood education. Collecting data by observation, interview. Data analysis techniques are triangulated data and literature review. The study analyses inclusive facility management requires not only physical adaptation but also an infrastructure, supporting facilities, tools and learning media, tools, Infrastructure management, parent participation management and technology.Inclusive and eco-friendly early childhood education. Good infrastructure, supportive facilities, engaging learning tools, strong management, active parents, and smart use of technology. Classrooms should be more than just accessible they need to be green, safe, and friendly for every child’s growth. Facilities like quiet rooms, sensory spaces, and adaptive playgrounds are not luxuries but essentials for learning and healing. Teachers also need the right training to use assistive tech and eco-friendly resources effectively, while parents play a key role as partners in shaping schools. Inclusive education offers a fresh framework that supports global goals for quality education and sustainable communities.
Developing Critical Thinking Skills and Early Childhood Creativity through The National Geographic Kids App Anisa, Ahbib; Asmawulan, Tri
Proceeding ISETH (International Summit on Science, Technology, and Humanity) 2025: Proceeding ISETH (International Summit on Science, Technology, and Humanity)
Publisher : Universitas Muhammadiyah Surakarta

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Abstract

Objective: This study aims to analyze the improvement of critical thinking skills and creativity in early childhood through the use of the National Geographic Kids digital application as an interactive learning medium in KB & Kindergarten Aisyiyah Pracimantoro. This research also aims to understand how the integration of digital media can create meaningful learning experiences that are appropriate for the development of children aged 5-6 years.Methodology: This study used a descriptive qualitative approach involving 14 children of group B (7 boys and 7 girls), one classroom teacher, and five parents as supporting informants. The activity lasted for six weeks (September-October 2025) in three learning phases, namely introduction, exploration, and reflection. Data were collected through participatory observation, in-depth interviews, documentation of children's work, and Focus Group Discussions (FGDs). Data analysis is carried out through the process of condensation, presentation, and drawing conclusions.Results: This study showed significant improvements in two main aspects. Critical thinking skills increased from 35.7% to 92.8%, indicated by the child's ability to ask questions, cause and effect reasons, and draw logical conclusions. Creativity increased from 28.6% to 78.6%, as seen in children's ability to produce original visual works and add personal ideas in drawing and digital games. The results of the FGD confirmed an increase in the child's focus, motivation, and active participation during the learning process.Application/Originality/Value: This research makes a practical contribution to the development of early childhood learning through the application of targeted and interactive educational digital media. The National Geographic Kids app has proven to be effective in stimulating children's critical thinking and creativity through a fun and contextual approach to exploration.
Improving Critical Thinking Skills in Early Childhood through Science Activities Suranti, Lilis; Asmawulan, Tri
Proceeding ISETH (International Summit on Science, Technology, and Humanity) 2025: Proceeding ISETH (International Summit on Science, Technology, and Humanity)
Publisher : Universitas Muhammadiyah Surakarta

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Abstract

Early childhood education serves as a crucial foundation for shaping children’s thinking abilities, character, and personality, which in turn determine the quality of future human resources. Critical thinking skills are essential competencies that must be nurtured from an early age so that children are able to analyze, solve problems, and make evidence-based decisions. This study aims to analyze the implementation of science activities as a medium for developing critical thinking skills in early childhood at KB Aisyiyah Pracimantoro. A qualitative approach with a case study design was used to gain an in-depth understanding of the dynamics of science learning. Data were collected through participatory observations, in-depth interviews with teachers and four children aged 4-5 years, and documentation analysis covering the learning period from May to August 2025. The findings indicate that the science activity themed "A Balloon Inflates Without Being Blown" successfully stimulated all indicators of critical thinking, including the ability to ask questions through "why" and "how," observe and analyze process details, make proportional predictions about the relationship between quantity and outcome, solve problems with perseverance, evaluate results by providing reasons, as well as communicate and argue through sequential explanations and articulation of causal understanding. This study highlights that simple inquiry-based science activities are effective strategies for developing early childhood critical thinking skills and are highly suitable for integration into sustainable early childhood education curricula.
Introduction to Coding through Digital Storytelling to Enhance The Creativity of Early Childhood Sulistyaati, Warni; Asmawulan, Tri
Proceeding ISETH (International Summit on Science, Technology, and Humanity) 2025: Proceeding ISETH (International Summit on Science, Technology, and Humanity)
Publisher : Universitas Muhammadiyah Surakarta

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Abstract

Purpose: This study aims to understand how the process of learning coding through digital storytelling takes place in early childhood education settings, as well as how children's experiences in participating in these activities emerge as a form of creativity.Methodology: This study used a descriptive qualitative method with a focus on children's experiences, perceptions, and interactions during the activities. The study was conducted at Aisyiyah Kemlayan Kindergarten, involving children aged 5-6 years old in group B. Data were collected through observation, group interviews with teachers, children, and parents, documentation of children's digital works, and focus group discussions (FGD).Results: Research shows that digital storytelling helps children explore, organize ideas, convey concepts, and tell stories more freely. Children are very interested in digital media, and they begin to show changes in creative behavior, such as the emergence of unique ideas, the courage to try new methods, and improved storytelling skills. The process of learning coding through visual and narrative elements in digital storytelling provides children with the opportunity to build story logic, enrich their imagination, and enhance their creative thinking skills.Application/Originality/Value: This study provides an understanding that digital storytelling can be a meaningful and enjoyable approach to introducing coding while facilitating creativity in early childhood in the context of technology-based learning.
Play-Based Unplugged untuk Mendukung Pembelajaran STEAM pada Anak Usia Dini Qonitah Faizatul Fitriyah; Choiriyah Widyasari; Irma Yuliana; Tri Asmawulan
Murhum : Jurnal Pendidikan Anak Usia Dini Vol. 7 No. 1 (2026): Juli In Progress
Publisher : Perkumpulan Pengelola Jurnal (PPJ) PAUD Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37985/murhum.v7i1.2075

Abstract

Penelitian ini membahas kebutuhan yang semakin meningkat untuk mengintegrasikan pemikiran komputasional (CT) ke dalam pendidikan anak usia dini dengan cara yang sesuai dengan perkembangan. Penelitian ini bertujuan untuk mengkonseptualisasikan dan menyempurnakan kerangka kerja pedagogis yang mengintegrasikan pembelajaran berbasis bermain dan pemikiran komputasional tanpa perangkat digital untuk mendukung pembelajaran STEAM di usia dini. Pendekatan penelitian berbasis desain kualitatif digunakan melalui siklus iteratif desain, implementasi, observasi, dan penyempurnaan di kelas anak usia dini. Data dikumpulkan melalui observasi kelas yang direkam video, catatan lapangan, jurnal reflektif guru, artefak anak-anak, dan diskusi kelompok fokus. Temuan menunjukkan bahwa konstruksi CT seperti decomposition, pattern recognition, abstraction, algorithmic thinking muncul secara alami dalam skenario bermain terstruktur ketika didukung oleh perancah guru yang disengaja. Analisis interaksi menunjukkan bahwa perkembangan CT dimediasi secara sosial melalui dialog, pemecahan masalah kolaboratif, dan keterlibatan material daripada bergantung pada alat digital. Studi ini menghasilkan kerangka kerja pedagogis yang disempurnakan yang terdiri dari desain bermain terstruktur, perancah strategis, dan mediasi material nyata untuk memperkuat kompetensi STEAM di usia dini.
Examining the Emergence of Computational Thinking through Unplugged Coding Games in Early Childhood: Evidence from a Multiple Case Study in Indonesia Fitriyah, Qonitah Faizatul; Asmawulan, Tri; Faza, Atika Tsania; Wafa, Khadijah; Susilo, Taufik Eko
Al-Athfal: Jurnal Pendidikan Anak Vol. 12 No. 1 (2026): Issue in Press
Publisher : Islamic Early Childhood Education Study Program, Faculty of Tarbiyah and Education, UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/al-athfal.2026.121-02

Abstract

Purpose – Computational Thinking (CT) is widely recognized as a key competency in 21st-century education; however, its implementation in early childhood settings remains predominantly associated with digital technologies, leaving its development in low-resource contexts underexplored. This study aims to examine how CT skills emerge through unplugged coding games in early childhood education and to identify the contextual factors shaping their implementation.Design/methods/approach – This study employed a qualitative multiple case study design across three early childhood education settings in Surakarta, Indonesia. Data were collected through six weeks of non-participatory classroom observations and semi-structured interviews with teachers. Observational data were analyzed using a computational thinking framework, while interview data were examined inductively to uncover enabling and constraining factors.Findings – Findings reveal that unplugged coding games, grounded in concrete materials and play-based activities, facilitate the emergence of core CT skills, including sequencing, decomposition, pattern recognition, abstraction and problem-solving. These skills develop through embodied, collaborative, and iterative play processes, where children actively construct solutions within meaningful contexts. However, teachers tend to mediate these processes implicitly, often without explicitly recognizing or articulating them as CT practices, which may limit pedagogical intentionality.Research implications/limitations – The study is limited to three cases within a single regional context and a relatively short observation period, which may constrain the transferability of findings. Nevertheless, it contributes to the conceptualization of CT as a socially mediated and play-based learning process in early childhood, extending beyond technology-centric approaches.Practical implications – The findings highlight the feasibility of integrating CT into early childhood education through unplugged, play-based pedagogies, offering an accessible and contextually adaptable approach for low-resource settings.Originality/value – This study advances the CT literature by demonstrating that computational thinking can emerge through non-digital, play-based interactions in early childhood contexts, challenging dominant technology-driven paradigms and providing empirical evidence from the Global South to broaden theoretical and geographical representation in the field.Paper type Research paper  
Evaluation of the Parenting Program in Kindergarten Asmawulan, Tri; Hastuti, Isnaini Budi; Fitriyah, Qonitah Faizatul
THUFULA Vol 10, No 1 (2022): ThufuLA: Jurnal Inovasi Pendidikan Guru Raudhatul Athfal
Publisher : PIAUD Universitas Islam Negeri Sunan Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/thufula.v10i1.13485

Abstract

This research is motivated by the low level of understanding of parents about early childhood education. In addition, there is still a lack of synergy between the school and parents in educating children. The method used in this research is qualitative research, with interview, observation and documentation techniques. The results of this study are: a. the parenting program implemented at Al Fajar Kindergarten has generally been running according to the standard parenting activity program, namely the existence of programs related to parent meetings (KPO), parental involvement in class (KOK), parent involvement in joint events (KODAB) , parent consultation days (HKO), and home visits. c. Parenting programs that have been running at Al Fajar Kindergarten include parent meetings, involving parents or guardians in learning activities and institutional activities, consulting children's problems with school consultants, and regular home visits to children. d. The results of the parenting program implementation at Al Fajar Kindergarten show that the better the understanding of parents towards early childhood education, children's health and hygiene, and also the increasing positive synergy between the school and parents.
Co-Authors Andini, Shifa Jasyira Andri Wahyu Puspo Sejati Anisa, Ahbib AZZAHROH, FATIMAH Budi Setiani Choiriyah Widyasari Destita Shari Dinda Kurnianingrum Dwi Purnomo Wati Evi Nur Alamsyah Faizatulfitriyah, Qonitah Farica, Meshcah Claula Faza, Atika Tsania Hapsari, Carla Raysatama Hesti Ayu Mahayanti Irma Yuliana Isnaini Budi Hastuti Junita Dwi Wardhani Kartika Ananda Kasmi Kayati, Nur khusnul khotimah Latifah Siti Nurjanah Lina Agustina Mahaeswari, Arreta Chori Maya Nur Laila Nailil Muna Nana Yuliyantini Nasywa, Nabila Mar’atus Novia Herawati Novitasari, Yosi Pangastuti Rahayu Primastuty, Isnania Qonitah Faizatul Fitriyah Rustiana, R Sabar Narimo Setianingsih, Ambar Setiningsih Sholeha, Vera Siti Syamsiah Sri Katoningsih Sri Muryani, Sri Sri Slamet Sulistyaati, Warni Sunaryo, Ilham Suranti, Lilis Taufik Eko Susilo Thifal Alhatiri, Ghaisani Tri Kristina Tri Rahayu Argo Putri Wafa, Khadijah Wida Nur Fatimah Yetty Sarjono Yuliati, Ade Zulkarnaen Zulkarnaen