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Erna Yayuk
Universitas Muhammadiyah Malang, Malang, Indonesia
Education

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Enhancing Fine Motor Skills through the "Happy Morning" Play-Based Program: Transforming Independence and Learning Readiness in Early Childhood Riza Ummaroch; Lud Waluyo; Erna Yayuk
Jurnal Ilmiah Pendidikan Profesi Guru Vol. 9 No. 1 (2026): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jippg.v9i1.109436

Abstract

Deficiency of fine motor skills in early childhood remains a significant obstacle in building basic independence and early academic readiness. This study aims to evaluate the effectiveness and develop optimization strategies for the play-based Happy Morning program in intervening in fine motor development in early childhood. This study used a qualitative approach with a case study design. The research subjects consisted of 28 children in group B2 (aged 5–6 years) and the principal and class teachers as key informants. Data were collected through participatory observation of motor activities, in-depth semi-structured interviews, and documentation of children's work portfolios. Data analysis was carried out interactively through data reduction, data presentation, and concluding using multi-perspective triangulation techniques. The results showed that routine implementation of the program through practical life and art activities consistently resulted in significant and consistent improvements in graphomotor skills such as drawing and writing, which progressed from the moderate to very good category, as well as significant strengthening in the aspect of children's daily independence from the good to very good category. The conclusion of the study confirms that structured and sustainable play-based interventions are effective in bridging the psychomotor development gap and accelerating early childhood learning readiness. The implications of the research indicate that the integration of play-based fine motor activities into daily learning routines can be an adaptive pedagogical model that not only improves motor skills aspects, but also strengthens children's independence and early learning readiness holistically.
Implementing a Kindness-Based Character Education Strategy to Foster Moral Awareness Among Elementary School Students Erna Yayuk; Shalehoddin; Lud Waluyo
Jurnal Ilmiah Pendidikan Profesi Guru Vol. 9 No. 1 (2026): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jippg.v9i1.112358

Abstract

Elementary school students' moral awareness still needs to be strengthened so that character values ​​are not only understood cognitively but also reflected in daily behavior. One cause is the implementation of character education, which is often not fully integrated into learning, school culture, and the family environment. This study aims to analyze the implementation of the Kindness strategy as an integrative model in character education to build students' moral awareness in elementary schools. The study used a qualitative approach with a case study design involving principals, teachers, students, and parents who were selected purposively. Data were collected through participatory observation, in-depth interviews, and documentation studies using observation guidelines, interview guidelines, and school documents as research instruments. Data analysis was conducted using coding techniques including open coding, axial coding, and selective coding to generate main themes. The results showed that the implementation of the Kindness strategy took place through the integration of values ​​in learning, habituation in school culture, and reinforcement through role models and collaboration with families. This strategy was able to encourage the internalization of students' moral values ​​through repeated social interactions and a conducive environment. The study concluded that the Kindness strategy is an integrative and contextual character education model in building students' moral awareness. These findings provide implications for the development of more holistic and sustainable character education policies and practices in elementary schools.
Co-Authors Lud Waluyo Riza Ummaroch Shalehoddin