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DIGITAL PORTFOLIO IN EARLY CHILDHOOD EDUCATION DURING THE COVID-19 PANDEMIC: A NEED ANALYSIS Waode Eti Hardiyanti; Setiyo Utoyo; Mita Sari; Muzdalifa Mamonto; Nurvika Wahyuni S Padodo
Jurnal Pendidikan (Teori dan Praktik) Vol 7 No 1 (2022): Vol. 7 No. 1 (2022): Volume 7, Nomor 1, April 2022
Publisher : Fakultas Ilmu Pendidikan Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jp.v7n1.p38-44

An effort to provide contextual teaching and learning practices that accommodate children’s requirements for future success is critical. However, to capture their learning in the meaningful way is still limited, especially during the COVID-19 pandemic. This paper aims to explore the need of early childhood teachers to use digital portfolio as part of documenting and celebrating children’s learning. The eleven teachers filled some questionnaire and did interview regarding how information technology can be used to navigate children’s learning during the pandemic. This paper is an initial stage of Research and Development that uses a descriptive quantitative method. The results showed that teachers need to discover a model to create a portfolio using information technology that can be easily deliver during online learning. An effective software will help them documenting and analyzing children’s development through their works and activities. As a result, the teachers need to understand and improve their skills to use technology in creating online portfolios that parents and children can work collaboratively to the teachers. Another aspect that they have to understand is what indicator should be put on the portfolio-based assessment, such as what needs to be included in a portfolio and how to create an effective design in displaying children’s works and activities.

DIGITAL PORTFOLIO IN EARLY CHILDHOOD EDUCATION DURING THE COVID-19 PANDEMIC: A NEED ANALYSIS Waode Eti Hardiyanti; Setiyo Utoyo; Mita Sari; Muzdalifa Mamonto; Nurvika Wahyuni S Padodo
Jurnal Pendidikan (Teori dan Praktik) Vol 7 No 1 (2022): Vol. 7 No. 1 (2022): Volume 7, Nomor 1, April 2022
Publisher : Fakultas Ilmu Pendidikan Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jp.v7n1.p38-44

An effort to provide contextual teaching and learning practices that accommodate children’s requirements for future success is critical. However, to capture their learning in the meaningful way is still limited, especially during the COVID-19 pandemic. This paper aims to explore the need of early childhood teachers to use digital portfolio as part of documenting and celebrating children’s learning. The eleven teachers filled some questionnaire and did interview regarding how information technology can be used to navigate children’s learning during the pandemic. This paper is an initial stage of Research and Development that uses a descriptive quantitative method. The results showed that teachers need to discover a model to create a portfolio using information technology that can be easily deliver during online learning. An effective software will help them documenting and analyzing children’s development through their works and activities. As a result, the teachers need to understand and improve their skills to use technology in creating online portfolios that parents and children can work collaboratively to the teachers. Another aspect that they have to understand is what indicator should be put on the portfolio-based assessment, such as what needs to be included in a portfolio and how to create an effective design in displaying children’s works and activities.

Pengaruh Permainan Kartu Angka Terhadap Kemampuan Mengenal Lambang Bilangan Anak KB Terpadu Al-Irsyad Suci Ramadani Manangka; Reva Khoiriyah; Nurhikmah B. Sausambu; Cilan Trianti Laadji; Marselanda Hasan; Mita Sari
Educational Journal Vol. 1 No. 4 (2026): MAY-JULY
Publisher : Indo Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63822/y2f2kp02

This study aims to determine the effect of number card games on the ability to recognize number symbols in early childhood at Al-Irsyad Integrated Kindergarten in the 2025/2026 Academic Year. The study used a quantitative approach with a Pre-Experimental One Group Pretest-Posttest Design. The research sample consisted of 8 children in group A consisting of 6 boys and 2 girls, with a total sampling technique. Data were collected through structured observations using observation sheets for the ability to recognize number symbols which included aspects of naming, showing, matching, ordering, and imitating number shapes. Data analysis was carried out using descriptive statistics and the Wilcoxon Signed Rank Test. The results showed that the average ability to recognize number symbols in children increased from 50.40 in the pretest to 78.25 in the posttest. The Wilcoxon test results obtained a significance value of 0.012 (p <0.05), so H₀ was rejected and Hₐ was accepted. These findings indicate that number card games have a significant effect on improving the ability to recognize number symbols in early childhood. Number card games have been proven to be able to increase children's engagement, motivation to learn, and understanding of number symbols through concrete and fun learning while playing activities. Therefore, number card games can be used as an effective alternative learning medium in developing early childhood numeracy skills.

Hubungan Aktivitas Bermain Kelompok dengan Kemampuan Kolaborasi Anak Usia Dini Meutya Amalia Pikoli; Melisa Daud; Alya Airmas; Siti Fadila; Siti Fardianti Suli; Mita Sari
Jejak digital: Jurnal Ilmiah Multidisiplin Vol. 2 No. 4 (2026): JUNI-JULI
Publisher : INDO PUBLISHING

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63822/qjjchy31

This study aims to determine the relationship between group play activities and children's cooperation skills in early childhood education settings. This study uses a quantitative approach with a correlational design. Group play activities are considered important in developing social-emotional aspects, especially children's ability to cooperate, communicate, and interact positively with peers. Cooperation skills in early childhood include the ability to share tasks, help friends, follow rules, and achieve common goals during learning and play activities. Data collection techniques were carried out through observation and questionnaires using a Likert scale. The results of previous studies indicate that group play activities contribute positively to the development of children's cooperation skills because children are trained to interact, solve problems together, and build social relationships. Therefore, teachers and parents are expected to provide more opportunities for children to participate in group play activities that are educative and interactive..

Pengaruh Permainan Puzzle Terhadap Konsentrasi Belajar Anak Usia Dini Siti Muhaimin Ibrahim; Nurzia Ilahude; Bunga Alifa Antahari; Riska Panto; Mum'min Al Ganis Toi; Mita Sari
Jejak digital: Jurnal Ilmiah Multidisiplin Vol. 2 No. 4 (2026): JUNI-JULI
Publisher : INDO PUBLISHING

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63822/dd134e54

This study aimed to analyze the effect of puzzle games on the learning concentration of early childhood. Puzzle activities are considered one of the educational play media capable of stimulating children’s cognitive abilities, attention focus, accuracy, and problem-solving skills through image and shape arrangement activities. The study employed a quantitative approach using a correlational design to determine the relationship between puzzle game activities and children’s learning concentration. Research participants consisted of children aged 4–6 years in a kindergarten environment. Data were collected through observation, questionnaires, and documentation. Furthermore, the data were analyzed using descriptive statistical techniques and Pearson Product Moment correlation analysis.The findings revealed that puzzle-playing activities were categorized as very high. Children actively participated in arranging puzzle pieces, identifying shapes and colors, and completing games systematically. In addition, the level of children’s learning concentration was also classified as very high. Children demonstrated the ability to pay attention to teacher instructions, maintain focus during classroom activities, and complete learning tasks more effectively. The correlation analysis showed a correlation coefficient value of 0.78, indicating a strong relationship between puzzle games and learning concentration in early childhood. These findings suggest that puzzle games can be utilized as an effective educational medium to support children’s concentration development during the learning process.Based on the results, puzzle games may serve as an alternative learning strategy for teachers and parents in creating enjoyable, interactive, and developmentally appropriate learning experiences for early childhood education.

Hubungan Bermain Outdoor dengan Regulasi Emosi Anak Usia Dini di TK Serangkai Marsha Abdullah; Dindayasnatia Dindayasnatia; Nurrahmania Mudin; Siska Ibrahim; Fadila Usman; Mita Sari
Jejak digital: Jurnal Ilmiah Multidisiplin Vol. 2 No. 4 (2026): JUNI-JULI
Publisher : INDO PUBLISHING

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63822/svaazw84

This empirical inquiry is directed toward evaluating the interconnectedness between open-air recreational engagement and the capacity for emotional self-regulation during the early stages of childhood development. Open-air play initiatives are conceptualized as purposeful dynamics that function crucially in accelerating the social-emotional maturation of young learners. By means of these outdoor experiences, children are provided with a platform to articulate their internal affective states, engage responsively with their physical surroundings, adjust to diverse social structures, and refine behavioral competencies across a variety of settings. Direct experiential learning within natural outdoor environments further furnishes a constructive environment for youth to cultivate coping mechanisms and manage affective responses with greater efficiency. To systematically examine the relationship between open-air play routines and early childhood emotional modulation, this investigation utilized a quantitative methodology combined with a correlational research design. The cohort of informants for this study comprised parent-child dyads, with the targeted youth falling within the 4-to-5-year age bracket and actively enrolled in preschool education. Information gathering was executed through the administration of a standardized Likert-scale diagnostic survey distributed directly to the designated cohort. Subsequently, the accumulated dataset underwent statistical computing via the Pearson Product Moment correlation framework to establish the precise magnitude of the relationship between outdoor playtime and the children's emotional command. The descriptive outputs revealed that the intensity of open-air play practices reached an elevated classification. Correspondingly, the children's psychological capacity for regulating their emotions was also categorized at a superior level. Derived from the statistical outputs of the correlational assessment, the evidence confirms that open-air play practices bear a direct and meaningful linkage with emotional adaptation in early youth. Children who maintain a higher frequency of engagement in outdoor recreations demonstrate a strong propensity toward superior emotional oversight, enhanced socialization within community environments, and healthier manifestations of their feelings relative to their immediate situational contexts.These analytical insights indicate that outdoor recreational routines exert a substantial influence on reinforcing emotional maturity during early childhood. Consequently, it is imperative that open-air play opportunities be systematically maintained and structurally advanced within both institutional academic settings and domestic family systems as a foundational pillar in maximizing children's holistic social-emotional progress.

Pengaruh Permainan Ular Tangga Edukatif Terhadap Hasil Belajar Anak Usia Dini Mita Sari; Nur Apni; Fitriani AR. Latoko; Fikra Mahyun
Jejak digital: Jurnal Ilmiah Multidisiplin Vol. 2 No. 4 (2026): JUNI-JULI
Publisher : INDO PUBLISHING

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63822/q4zx5831

This study aims to determine the effect of the educational Snakes and Ladders game on the learning outcomes of early childhood children. The study used a quantitative approach with an experimental method using a one-group pretest-posttest design. The study subjects were 20 children in Group B, aged 5–6 years, at an early childhood education institution (PAUD). Data collection techniques included observation, documentation, and learning outcome tests before and after the implementation of the educational Snakes and Ladders game. Learning outcome indicators included number recognition, letter recognition, learning concentration, cooperation, and simple problem-solving skills. The results showed an improvement in children's learning outcomes after the implementation of the educational Snakes and Ladders game. The average pretest score of 58.4 increased to 85 in the posttest, representing an increase of 26.6. The educational Snakes and Ladders game has been proven to create an active, fun, and interactive learning environment, resulting in more enthusiastic participation in learning. Therefore, the educational Snakes and Ladders game has a positive effect on the learning outcomes of early childhood children.

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