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All Journal Jurnal RAP Jurnal Smart PAUD Jurnal Cendekia : Jurnal Pendidikan Matematika Islamic Review : Jurnal Riset dan Kajian Keislaman Majalah Ilmu Pengetahuan dan Pemikiran Keagamaan Tajdid Jurnal Pengabdian Masyarakat Ilmu Keguruan dan Pendidikan (JPM-IKP) Edunesia : jurnal Ilmiah Pendidikan International Journal of Business, Humanities, Education and Social Sciences (IJBHES) Psikologia : Jurnal Psikologi Jurnal Smart Paud PPSDP International Journal of Education Jurnal Janaloka
Zulaeni Esita
Universitas Muhammadiyah Kendari
Religion Arts Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Neuroscience Public Health Social Sciences Other

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The Application of Augmented Reality Media to Improve Cognitive Abilities in Early Childhood Juliasari, Nurlela; Rohmiati, Rohmiati; Esita, Zulaeni
Edunesia : Jurnal Ilmiah Pendidikan Vol. 6 No. 3 (2025)
Publisher : Research, Training and Philanthropy Institution Natural Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51276/edu.v6i3.1260

Abstract

The purpose of this study was to determine the effect of applying Augmented Reality media in improving the cognitive abilities of early childhood students at Aisyiyah Bustanul Athfal 1 Kendari Kindergarten. This study employs a quantitative research approach using a pretest-posttest experimental design. The instrument used in this study is an observation assessment sheet using a Likert scale. This study employs total population sampling, so all 16 children in Class B of Aisyiyah Bustanul Athfal 1 Kendari Kindergarten were included as the sample. The data analysis techniques used in this study include: (1) calculating the average change in scores, and (2) the cognitive development index of children. Based on the results of the cognitive development calculation, a percentage of 81.25% was obtained. This indicates a significant improvement in children's cognitive abilities following the use of Augmented Reality (AR) media. The children demonstrated better ability in recognising objects, such as fruits, vegetables, animals, and vehicles, as well as in following instructions given through the AR medium. Moving forward, more schools should consider integrating AR technology into their teaching and learning processes. Additionally, it is crucial to continually enhance the infrastructure and accessibility of AR devices, ensuring that all children can benefit from them.
The Evolution of Early Childhood Teacher Wellbeing Research (2020-2024): A Bibliometric Analysis of Global Trends Esita, Zulaeni; Azis, Fatimah; Munirah, Munirah
PPSDP International Journal of Education Vol. 4 No. 2 (2025): PPSDP International Journal of Education (Special Issue)
Publisher : Perkumpulan Program Studi Doktor Pendidikan (PPSDP)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59175/pijed.v4i2.749

Abstract

This study conducts a bibliometric analysis to examine global research developments on teacher wellbeing in early childhood education (ECE) from 2020 to 2025. The growing recognition that teachers’ psychological, emotional, and professional wellbeing affects children’s learning outcomes underscores the need to systematically map this field. Drawing on data from Scopus, SciVal, and VOSviewer, a total of 151 documents were analyzed to evaluate research productivity, citation impact, collaboration patterns, and thematic evolution. The findings indicate a significant growth in publication output, accompanied by strong international collaboration and a Field-Weighted Citation Impact (FWCI) of 1.23, reflecting above-average global influence. Science mapping identified five major thematic clusters: (1) psychological dimensions of wellbeing, including burnout and mental health; (2) job demands–resources and institutional policy; (3) resilience and intervention studies in the post–COVID-19 context; (4) positive psychology and self-efficacy enhancement; and (5) links between teacher wellbeing and child development outcomes. Overall, the results highlight a paradigm shift from stress- and burnout-centered research toward strength-based, growth-oriented wellbeing models. Despite the dominance of high-income countries such as the United States, China, and Hong Kong, substantial research gaps persist in developing contexts. These findings underscore the need for context-sensitive, self-care–based, and digital wellbeing interventions to support sustainable ECE teacher wellbeing globally.
Co-Authors Amalia, Wa Ode Sari Amaludin, Roni Azis, Fatimah Idhayani, Nurul Juliasari, Nurlela Jumlia Aswan Munirah Munirah Nendar Perdana Ramadhan Nurlina Nurlina Risnajayanti Risnajayanti Risnajayanti Risnajayanti Risnajayanti Rohmiati Rohmiati Rohmiati Rohmiati, Rohmiati Siradjuddin, Muhammad Syukri Sitti Salma Sitti Salma Sitti Salma, Sitti Usman Usman Usman Usman Usman Usman