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All Journal Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini Bubungan Tinggi: Jurnal Pengabdian Masyarakat Journal of Health and Behavioral Science JOURNAL OF PSYCHOLOGY HUMANLIGHT Montessori: Jurnal Pendidikan Kristen Anak Usia Dini Early Childhood Education Development and Studies (ECEDS) Discreet: Journal Didache of Christian Education Multidisciplinary Indonesian Center Journal Jurnal Riset Golden Age PAUD UHO JURNAL EDUKASI DAN PEMBELAJARAN ANAK USIA DINI
Fredericksen Victoranto Amseke
Institut Agama Kristen Negeri Kupang
Religion Humanities Earth & Planetary Sciences Education Health Professions Languange, Linguistic, Communication & Media Mathematics Neuroscience Public Health Social Sciences Other

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Peran Pembelajaran Saintifik Dalam Meningkatkan Kemampuan Berpikir Kritis Anak Usia Dini Vini Tenis; Meisye Haobenu; Maya Bani; Priska Oematan; Givendy Tnunay; Yeni Faitmoes; Fredericksen Victoranto Amseke
Jurnal E-MAS (Edukasi dan Pembelajaran Anak Usia Dini) Vol. 1 No. 4 (2026)
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/e-mas.v1i4.613

Abstract

Scientific learning is a learning approach that emphasizes the process of observing, asking, trying, reasoning, and communicating so that it can encourage children to think actively and critically from an early age. This study aims to determine the effect of scientific learning on the critical thinking skills of children aged 4-6 years at PAUD Hosana Sungkaen. This study uses a quantitative method with a research design using ex post facto. The research subjects were 20 children aged 4-6 years at PAUD Hosana Sungkaen. The data collection technique was carried out using a questionnaire compiled based on indicators of critical thinking skills of early childhood. The data obtained were analyzed using statistical tests to determine differences in critical thinking skills before and after the implementation of scientific learning. The results showed that there was a significant influence of scientific learning on the critical thinking skills of children aged 4-6 years by 20.7%, which means that the better the scientific approach, the more it can improve the critical thinking skills of early childhood.
Peran Pembelajaran Steam Dalam Meningkatkan Perkembangan Kognitif Anak Usia Dini 4-6 Tahun Desi Alyani Liufeto; Yeni Felpina Lasena; Apriani Aplunggi; Elias Matias Laure; Selfi Jerwanti Bako; Fredericksen Victoranto Amseke
Jurnal E-MAS (Edukasi dan Pembelajaran Anak Usia Dini) Vol. 1 No. 4 (2026)
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/e-mas.v1i4.614

Abstract

Early childhood e ducation is an essential effort to optimize children’s holistic development from birth to six years old, including cognitive development. Cognitive development in children aged 4–6 years plays a crucial role in shaping thinking skills, concept understanding, memory, and problem-solving abilities. One learning approach considered effective in stimulating children’s cognitive development is STEAM learning (Science, Technology, Engineering, Art, and Mathematics). This study aimed to examine the effect of STEAM learning on the cognitive development of children aged 4–6 years at PAUD Bet’El Naimata, Kupang City. This research employed a quantitative method with an ex-post facto design. The research subjects consisted of 20 children selected using a total sampling technique. Data were collected using validated and reliable instruments and analyzed using descriptive analysis and simple linear regression with SPSS version 25.0. The results showed that STEAM learning was in the high category (55%), while children’s cognitive development was generally in the moderate to high category. Regression analysis indicated a significance value of 0.004 < 0.05, meaning that STEAM learning had a positive and significant effect on the cognitive development of children aged 4–6 years, contributing 20.7% to cognitive development. Therefore, it can be concluded that STEAM learning is effective in enhancing early childhood cognitive development through active, exploratory, and meaningful learning experiences
Penggunaan Media Gambar Dan Kartu Huruf Dalam Meningkatkan Kemampuan Bahasa Awal Anak Usia Dini Sriviani Nguru; Beatriks Tanau; Merlin Missa; Desi Sopa; Fredericksen Victoranto Amseke
Jurnal E-MAS (Edukasi dan Pembelajaran Anak Usia Dini) Vol. 1 No. 4 (2026)
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/e-mas.v1i4.615

Abstract

Picture media is a visual media in the form of illustrations, photos, or symbols used to help children recognize objects, vocabulary, and meanings concretely. Letter cards are learning media in the form of cards containing letters of the alphabet, usually accompanied by pictures or words, to stimulate the ability to recognize letters and sounds of language. The purpose of this study was to determine the effect of the use of picture media and letter cards on the early language skills of early childhood (AUD) 3-6 years. The method in this study is quantitative. The sampling technique was purposive sampling, namely children aged 3-6 years. The respondents of this study were 20 children aged 3-6 years at Obenasi Kindergarten, Takari District. The data collection technique used a questionnaire with an instrument in the form of a picture media scale and letter cards. The data analysis technique was simple linear regression. The results of the data analysis and discussion that have been carried out, it can be concluded that the use of picture media and letter cards on the early language development of early childhood (AUD) at Obenasi Kindergarten, Takari District has a positive and significant effect on the early language skills of early childhood. This is evidenced by the results of the simultaneous test (F test), which showed a calculated F value of 10.134 with a significance level of 0.005 (<0.05), thus declaring the regression model significant and suitable for use. The coefficient of determination analysis results showed an R-square value of 0.360, meaning that 36% of the variation in early childhood language skills can be explained by the use of pictures and letter cards, while the remaining 64% is influenced by factors outside this research model. It is hoped that the use of pictures and letter cards in Obenasi Kindergarten will provide effective and relevant learning to improve early childhood language skills.
Pengaruh Media Loose Part Terhadap Prososial Anak Usia Dini Patrio Malailehi; Densi Oktavia Bekamalai; Adris Imelda Tabais; Nelci Karel; Esmida Delfiani Betty; Debora Madde; Agnes Meka; Yohanes Lanalo; Yunita Banunaek; Fredericksen Victoranto Amseke
Jurnal E-MAS (Edukasi dan Pembelajaran Anak Usia Dini) Vol. 1 No. 4 (2026)
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/e-mas.v1i4.616

Abstract

Prosocial development is very important for early childhood. One learning method to stimulate children's prosocial development is the use of loose parts media as a strength that forms the basis for the development of creativity, memory stages, group cooperation, vocabulary absorption, concepts of family relationships, self-control, special skills, affection, and cognitive skills. This study aims to determine the effect of loose parts media on the prosocial development of children aged 4-6 years at TK Tunas Baru, Nunkurus Village, East Fatuleu District, Kupang City. This study used quantitative methods. Data collection tools used psychological scales with role playing scale instruments and Child Social Development Scale instruments. The respondents in this study were 20 children aged 4-6 years using a total sampling technique in one PAUD in Nunkurus Village. Data analysis techniques used simple linear regression analysis. The results of this study prove that loose parts media has a positive and significant effect on the prosocial development of children aged 4-6 years by 74%. It is hoped that educators can stimulate children with the loose parts media method so as to improve the prosocial development of early childhood.
Pengaruh Pembelajaran Blended Learning Terhadap Perkembangan Emosional Anak Usia Dini Norlinda Kudji; Fifti Yundi Selan; Adeleide Lasboy; Englintan Dethan; Mesi Reinammah; Dance Babis; Asaria Kamesa; Fredericksen Victoranto Amseke
Jurnal E-MAS (Edukasi dan Pembelajaran Anak Usia Dini) Vol. 1 No. 4 (2026)
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/e-mas.v1i4.617

Abstract

Emotional development is an important aspect in supporting early childhood’s ability to adapt, interact, and manage emotions in the learning process. One learning model that is widely implemented today is d-blended learning, which is a combination of online and offline learning. This study aims to determine the effect of blended learning on the emotional development of early childhood. The research method used was quantitative with an ex-post facto research design. The research subjects consisted of 15 children aged 5–6 years at PAUD Saenam Binlaka, selected using a total sampling technique. Data were collected using a Likert-scale questionnaire measuring aspects of emotional regulation, emotional expression, and children’s social relationships in blended learning. Data analysis was conducted using simple linear regression with the assistance of SPSS 25.0. The results showed that blended learning had a positive and significant effect on the emotional development of early childhood, with a significance value of p = 0.009 (< 0.05) and a coefficient of determination of 0.411%. This indicates that the proper implementation of blended learning can support children’s ability to manage emotions, express feelings, and build positive social relationships. Therefore, d-blended learning can be an effective alternative learning strategy to support the emotional development of early childhood.
Peran Kelekatan Ibu Terhadap Perkembangan Sosial Emosional Anak Usia Dini Fredericksen Victoranto Amseke; Naisanu Florawati Naisanu; Uslina Mimin
Early Childhood Education Development and Studies (ECEDS) Vol 6 No 1 (2025): April
Publisher : Universitas Nusa Cendana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35508/eceds.v6i1.21148

Abstract

Social emotional development is an important aspect that influences mother's attachment to early childhood. The aim of this research is to determine the influence of maternal attachment on the social emotional development of children aged 5-6 years. The method in this research is quantitative. The sampling technique was purposive sampling, namely children aged 5-6 years (class B). The respondents for this research were 60 children aged 5-6 years at TK Bethlehem Oesapa Barat, Kupang City. The data collection technique uses a questionnaire with instruments in the form of scales of maternal attachment and social emotional development. The maternal attachment scale developed by Armsden dan Greenberg (2009) is called the Inventory of Parent. The social emotional development scale developed by Squires, Bricker dan Twombly (2002) is called the social emotional development scale. The data analysis technique is simple linear regression. The results of these findings found that maternal attachment had a positive and significant effect on the social emotional development of children aged 5-6 years by 13.1%, which means that the better the maternal attachment, the better the social emotional development of early childhood. It is hoped that mothers can establish a safe and comfortable relationship with their children, understand the needs and characteristics of children which can influence mental health in the social emotional development of early childhood.
PERAN GURU DALAM PEMBENTUKAN KARAKTER RELIGIUS ANAK USIA DINI Imelda T. Kase; Fredericksen Victoranto Amseke
Multidisciplinary Indonesian Center Journal (MICJO) Vol. 1 No. 2 (2024): Vol. 1 No. 2 Edisi April 2024
Publisher : PT. Jurnal Center Indonesia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62567/micjo.v1i2.110

Abstract

Religious character is an aspect of personality that is instilled in children from an early age in the task of moral and religious development. The aim of the research is to determine the role of teachers in forming the religious character of early childhood children aged 4 - 6 years at PAUD Taruna Elim Kuanino, Kupang City. Religious character is a character value in relation to God and is shown in a person's thoughts, words and actions based on divine values ​​and religious teachings. The research method used is a qualitative research method. Data collection techniques through observation, interviews and documentation. The results of the research show that the formation of religious character values ​​in the aspect of worship values ​​is carried out by habituation such as praying before carrying out activities and singing and carrying out activities related to religious character, the formation of religious character in the aspect of disciplinary values ​​related to obedience, obedience and order, the formation of religious character In the aspect of exemplary values, it is applied by being polite in front of children, saying sorry when you make a mistake, saying please when asking for help, saying thank you when you receive something. Habituation methods such as praying before carrying out activities and memorizing prayers and greeting others. Method of telling children about religious and moral values ​​to improve religious character. The field trip method is carried out by visiting places of worship such as mosques and churches.
Co-Authors Adeleide Lasboy Adris Imelda Tabais Agnes Meka Agnes Tefa Aguinda Missa Akwila Kase Alesandra Atty Alia Kono Amelia Lole Anita A. Hege Udju Ann Hazzeltine Mau Tellu Apri Laos Apriani Aplunggi Ariani Liukae Asaria Kamesa Beatriks Tanau Benu, Christine Jey Amelia Berta Yulinda Suan Clarenthia Henderina Sakan Dance Babis Debora Madde Deby Suriyani Manimau Delila Plaikol Delsia Ninurasa Delti Fallo Demarlin Talan Densi Oktavia Bekamalai Desi Agustina Bekak Desi Alyani Liufeto Desi Sopa Deterisa Kase Dewita Rumaseb Dian Lestari Anakaka Dicesya Bunga Dikson Lenamah Dince Mariana Bulan Dinda Snae Efa Nomtanis Elias Matias Laure Engelbertus Seran Englintan Dethan Erlin Sonlai Esi Debora Alokabel Esi Soe Esmida Delfiani Betty Falen Lay Fasni Sanam Febi Priska Huki Febriyanti Bifel Feren Kituhoma Feti Hendrina Oematan Fifti Yundi Selan Fridolina Lamak Givendy Tnunay Gladys Suryaniputri Hinadonu Grace Bernadeth Sipa Grace Selan Gracia Fortuna Hagar Landjen Hariyeta M.G. Banunaek Ida Oematan Imelda T. Kase Iren Hede Irma Nubatonis Jelisje Ndolu Jendriadi Banoet Josimoni Rilina Leba Junirna A. Knaufmone Kaleb Lelo Kaleb Lelo Ketty Kase Krismiyati Kana Ledi Bulla Mamima Laulet Mamy Elisabeth Natbais Maria Asadama Maria Banunaek Maria I.M. Hetmina Mariam Klomang Mariance Paut Marlen Bara Lay Marni Taneo Marselmi Neno Uran Martheda Paut Maya Bani Maya Sri Tapenu Meisye Haobenu Melani Nees Meri Natun Merlin Missa Mesi Reinammah Mia Laosan Muni Hermina Naisanu Florawati Naisanu Nalle, Efraim Semuel Nelci Karel Neti Manao Nifren T Talan Nofri Teflopo Noldiana Natonis Nonce Herlina Mailan Norfita Tanau Norlinda Kudji Ordia Nubatonis Oreasa Bernadus Tuauni Patrio Malailehi Petrus Logo Radja Prety Tamelab Priska Oematan Putri Tanesib Rensi Wadu Netu Retno J. K. Lopo Richard S. Tolang Risnawati Marzuki Sefanya Halla Sefrianti Tanaem Selfi Jerwanti Bako Sentika Jenbeka Sonia Melani Banik Sriviani Nguru Tadeus Tea Tirsa Elik Uslina Mimin Vebi Frare Veni Bara Lay Venia Fangidae Vini Tenis Virgin Mulle Vitha Eky Wonis Mailan Yalen Neonleni Yanti Tefa Yardi Haninuna Yeni Faitmoes Yeni Felpina Lasena Yesri Liunokas Yetri Triwira Neolaka Yoban Nicanor Marwanto Daud Yohanes Lanalo Yublina Sofians Maniti Yufilda Tlonaen Yulinda Bani Yulinda Magdalena Humau Yulmi Elisabeth Manno Yunita Banunaek