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EFEKTIVITAS PENGGUNAAN AUGMENTED REALITY (AR) PADA POP-UP BOOK INTERAKTIF TERHADAP PENINGKATAN LITERASI VISUAL DAN EMPATI Raden Roro Maya Candra Pinata; Eka Olivia Dewi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.47710

This study presents an analysis of the effectiveness of integrating immersive Augmented Reality (AR) technology into interactive pop-up book media in improving two essential domains: visual literacy and social empathy in children aged 5-6 years at Nailil Huda Preschool. This study uses a mixed-methods design approach that combines the Research and Development (R&D) development model with the Analysis, Design, Development, Implementation, Evaluation (ADDIE) framework and a quasi-experimental quantitative method (quasi-experimental pre-test and post-test control group design). Quantitative data collection was carried out using standard instruments that have been validated and calibrated for gestational age, including a visual literacy observation instrument based on the Visual-Motor Integration (VMI) and a modified Empathy Questionnaire (EmQue) questionnaire as well as parameters from the Kids’ Empathic Development Scale (KEDS) to measure cognitive, affective, and prosocial behavioral tendencies. The results of comparative statistical analysis and significance tests showed a very dramatic and statistically significant increase in the experimental group. Children's visual literacy skills, including symbol understanding, object description, and story-retelling, experienced an average increase of 26.20%, with the highest improvement in the ability to describe images in detail and spatial memory retention. Meanwhile, empathy and social skills competency scores, encompassing perspective-taking, active caring, and nonviolent conflict resolution, experienced a massive increase of 49.40% when compared to the control group exposed to conventional two-dimensional (2D) picture book narratives.

Pembiasaan Salam-Senyum-Sapa (3S) dalam Penguatan Pendidikan Karakter Kesopanan Anak Usia 4-5 Tahun di KB Aisyah Rahman Tri Kusniawati; Moch Maulana Trianggono; Eka Olivia Dewi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 No. 03, September 2026 Produce
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.61636

Character education in early childhood is an essential foundation for developing children’s behavior and social attitudes. One form of strengthening character education that can be implemented in the school environment is through the habituation of Greeting, Smiling, and Saluting (3S). This habituation aims to instill politeness, respect, and courteous social interaction skills from an early age. This study aims to describe the implementation of the Greeting–Smiling–Saluting (3S) habituation in strengthening the politeness character education of children aged 4–5 years at KB Aisyah Rahman. This study employed a qualitative approach with a descriptive research design. The research subjects consisted of the principal, teachers, and children aged 4–5 years. Data collection techniques included observation, interviews, and documentation. Data analysis was conducted through data reduction, data presentation, and conclusion drawing, while data validity was tested through source triangulation and technique triangulation. The results of the study indicate that the 3S habituation was implemented through daily routine activities, teacher role modeling, reinforcement of positive behavior, and integration into learning activities and children’s social interactions at school. The implementation of this habituation contributed positively to the development of children’s politeness character, such as the ability to greet politely, respect teachers and peers, communicate courteously, and demonstrate polite behavior in daily life. Supporting factors for the success of the 3S habituation included teacher commitment, a conducive school culture, and parental support, while inhibiting factors included differences in family backgrounds and the lack of consistency in habituation at home. Therefore, the Greeting–Smiling–Saluting (3S) habituation is considered effective as a strategy for strengthening politeness character education in early childhood.

MENINGKATKAN KEAKTIFAN BELAJAR MURID MELALUI ALAT PERMAINAN EDUKATIF DI KB AN-NUR SUMBERWRINGIN BONDOWOSO Dwi Febriana, Falisa; M. Fadil Djamali; Eka Olivia Dewi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 No. 03, September 2026 Processed
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.64164

Learning activeness is an essential indicator of the quality of early childhood education because it reflects children's physical, cognitive, emotional, and social engagement throughout the learning process. Preliminary observations conducted at KB An-Nur Class B-2, Sumberwringin, Bondowoso revealed that children's learning activeness was relatively low due to the limited availability and poor condition of Educational Play Equipment (EPE), resulting in less varied learning activities and passive classroom participation. This study aimed to improve children's learning activeness through the implementation of cardboard-based Educational Play Equipmentspecifically designed to meet the developmental characteristics of early childhood learners. The study employed a Classroom Action Research (CAR) design based on the Kemmis and McTaggart model, which consisted of two cycles involving the stages of planning, action, observation, and reflection. The research participants were children in Class B-2 of KB An-Nur. Data were collected through structured observations, documentation, and field notes. Learning activeness was assessed using five indicators: participation in learning activities, willingness to ask and answer questions, engagement in using Educational Play Equipment, cooperation with peers, and enthusiasm during classroom activities. The findings demonstrated that the implementation of cardboard-based Educational Play Equipment progressively enhanced children's learning activeness from the initial condition to Cycle I and showed a more substantial improvement in Cycle II after several refinements were introduced, including increasing the number of Educational Play Equipment sets, implementing small-group learning, and providing reinforcement through rewards. These improvements expanded children's opportunities to explore learning media, strengthened social interaction, and encouraged active participation throughout the learning process. The study concludes that cardboard-based Educational Play Equipment is an effective, economical, and environmentally friendly learning medium for enhancing early childhood learning activeness through child-centered, concrete, and enjoyable learning experiences. These findings provide practical implications for early childhood educators in developing innovative learning media from recycled materials to improve the quality of classroom learning

STRATEGI GURU PAUD DALAM MENINGKATKAN KARAKTER MANDIRI ANAK DARI KELUARGA PEKERJA LEPAS DI KB AN NUR SUKOSARI KIDUL Nur Diana Holidah, Fiky Amalia; M. Fadil Djamali; Eka Olivia Dewi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 No. 03, September 2026 Processed
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.64210

The development of independence during early childhood is a fundamental aspect of socio-emotional growth that is strongly influenced by both family and school environments. However, children from freelance worker families often experience limited parental assistance due to irregular working hours, unstable income, and demanding physical labor, resulting in inadequate stimulation of independent behavior. This study aims to analyze early childhood teachers' strategies in fostering children's independence, identify the forms of independence developed after pedagogical stimulation, and examine the supporting and inhibiting factors encountered during the implementation of these strategies. This research employed a qualitative descriptive approach and case study, conducted at KB An Nur Sukosari Kidul, Bondowoso, Indonesia. The participants consisted of two teachers, forty children aged 3–6 years, and seven parents selected through purposive sampling. Data were collected through structured observations, in-depth interviews, and documentation, and analyzed using the interactive model of Miles, Huberman, and Saldana, while data credibility was ensured through source and technique triangulation. The findings indicate that teachers implemented six integrated pedagogical strategies: environmental conditioning, structured habituation, teacher modeling, positive reinforcement, persuasive instructional guidance, and continuous communication with parents. These strategies contributed to significant improvements in children's physical independence, psychological confidence, and responsibility in daily classroom activities, despite the limitations of family support. Nevertheless, the effectiveness of these strategies was influenced by parental consistency, socioeconomic conditions, and the intensity of school-family collaboration.

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