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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 Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini 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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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
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 Progess
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.
Implementasi Huruf Menari dalam Meningkatkan Kemampuan Kognitif Ade Yuliati; Tri Asmawulan
Murhum : Jurnal Pendidikan Anak Usia Dini Vol. 7 No. 1 (2026): Juli
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.
Adaptive Dialogic Digital Parenting and Screen Time Regulation in Indonesian Early Childhood Families: An Explanatory Sequential Mixed Methods Study Asmawulan, Tri; Katoningsih, Sri; Kunca Az Zahra, Ichita; Wafa, Khadijah; Diaz Aziz Pramudita
Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Vol. 11 No. 2 (2026)
Publisher : Program Studi Pendidikan Islam Anak Usia Dini, Fakultas Ilmu Tarbiyah dan Keguruan, UIN Sunan Kalijaga, Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jga.2026.112-11

Abstract

Children’s encounters with digital media have intensified debate on how families regulate screen exposure while sustaining its educational, social, and relational value. Although screen time and parental mediation have been widely examined, less is known about how regulation is enacted in collectivist family ecologies where parents, grandparents, siblings, and caregivers may share authority over children’s daily routines. This study examined the association between digital parenting mediation and screen time regulation among Indonesian families with children aged 4 to 6 years. Using an explanatory sequential mixed methods design, data were collected from 30 purposively selected parents at Al Fajar Juwiring Kindergarten through a 24-item questionnaire, semi-structured interviews, home observations, and documentation review. Quantitative data were analysed descriptively and through Pearson correlation, while qualitative data were analysed thematically and integrated through connected and merged interpretation. The findings show that active mediation, content selection, consistent rule communication, and parental involvement were associated with children’s screen time regulation. The strongest association was found between consistency and parental control and children’s regulation behaviour (r = .701, p < .001), indicating that predictable boundaries supported by warm explanation were more meaningful than restriction alone. Qualitative findings revealed responsive mediation, negotiated household regulation, meaningful non-digital substitution, and emotional accompaniment as key mechanisms for managing transitions away from screens. The study contributes to international family media mediation scholarship by proposing adaptive dialogic digital parenting as a culturally situated framework for understanding how stable rules, responsive communication, parental modelling, and intergenerational coordination support children’s digital habits and emerging self-regulation.
Developing Critical Thinking Skills and Early Childhood Creativity through The National Geographic Kids App Ahbib Anisa; Tri Asmawulan
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.
Utilization of Wordwall Applications in Cognitive Development in Early Childhood Wahyuni, Sri Eti; 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

This study aims to describe the use of the Wordwallapplication in developing the cognitive abilities of early childhood students at BA Aisyiyah Kalimandi. The background of this research is based on the importance of cognitive stimulation during the golden age, which requires teachers to present engaging, contextual, and technology-based learning experiences. Wordwall, as an interactive digital learning medium, is believed to create enjoyable learning experiences through educational game-based activities. This research employed a descriptive qualitative approach involving teachers and group B students at BA Aisyiyah Kalimandi. Data were collected through observation, interviews, and documentation, and analyzed using the interactive Miles and Huberman model, including data reduction, data display, and conclusion drawing. The results indicate that the implementation of Wordwall enhances children's logical thinking, pattern recognition, and problem-solving abilities. Moreover, it increases learning motivation and encourages active participation in the learning process. These findings affirm that interactive digital media such as Wordwall can serve as an effective alternative for early childhood education when aligned with children's developmental stages and characteristics.
Utilizing Magnetic Building Blocks as A Learning Medium to Enhance Creativity in Early Childhood (Qualitative Case Study at ABA 2 Kindergarten, East Ungaran, Semarang Regency) Musyarofah, M; 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 analyze the use of Magnetic Building Blocks as a learning medium to enhance creativity in early childhood. This research is motivated by the critical need to stimulate creativity from an early age through constructive, educational, and enjoyable play activities.Methodology: This study uses a qualitative approach with a case study design. This research was conducted at ABA 2 Kindergarten in East Ungaran with 15 Group B children aged 5-6 years in the 2025-2026 academic year. Data were collected through participant observation, semi-structured interviews with teachers and parents, and documentation of children's work.Results: The findings indicate that the use of Magnetic Building Blocks significantly improved all six aspects of children's creativity: ideational fluency, originality, flexibility, elaboration, problem-solving, and persistence. Children became more active, independent, and demonstrated higher-order creative thinking. They demonstrated increased courage in expressing original ideas, adapting their strategies, and persevering in completing tasks.Application/Originality/Value: This study concludes that the Magnetic Building Blocks Game is an effective and innovative learning medium for stimulating creativity in early childhood. It provides empirical evidence of its application in real-life educational settings, offering a practical alternative for kindergarten institutions to implement a constructive, play-based learning approach that encourages holistic creative development. This medium is recommended as a valuable tool for educators seeking to create meaningful and engaging learning experiences.
Co-Authors Ade Yuliati Ahbib Anisa Andini, Shifa Jasyira Andri Wahyu Puspo Sejati AZZAHROH, FATIMAH Budi Setiani Choiriyah Widyasari Destita Shari Diaz Aziz Pramudita 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 khusnul khotimah Kunca Az Zahra, Ichita Latifah Siti Nurjanah Lina Agustina Mahaeswari, Arreta Chori Maya Nur Laila Musyarofah, M Nailil Muna Nana Yuliyantini Nasywa, Nabila Mar’atus Novia Herawati Novitasari, Yosi Nur Kayati 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 Wahyuni, Sri Eti Wida Nur Fatimah Yetty Sarjono Zulkarnaen Zulkarnaen