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All Journal Aulad : Journal on Early Childhood Multidiciplinary Output Research for Actual and International Issue (Morfai Journal) PERDULI: Jurnal Pengabdian kepada Masyarakat Panicgogy International Journal Jurnal Pelita PAUD Journal of Educational Studies The Southeast Asian Journal of Early Childhood Care Education and Parenting
Ade Dwi Utami
Universitas Negeri Jakarta
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemical Engineering, Chemistry & Bioengineering Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Energy Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Public Health Social Sciences Other

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Self-Independent Computer Operation by Children in Early Childhood Education Lutfitra Rahmilla Rizqika; Ade Dwi Utami
SEA-CECCEP Vol. 5 No. 02 (2024): SEA-CECCEP
Publisher : SEAMEO CECCEP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70896/seaceccep.v5i02.95

Abstract

This research investigates how young children in early childhood education settings using computers independently. It studies the independent way in which children engage with and gain knowledge from computer technology, without the need for continuous adult monitoring. By conducting qualitative observation and analysis, the study investigates the developmental advantages, obstacles, and consequences of individuals interacting independently with computers. This research focuses on how children interact with technology and how it affects their learning. Observation of children, interviews with teachers, and documentation of children's learning were used to collect data. The findings of this study reveal that kids use computers on their own and play educational games to enhance their learning. Research indicates that being exposed to independent computer use at a young age promotes digital literacy, problem-solving skills, and self-directed learning in children. The research results suggest that incorporating ICT into early childhood education shows great potential for improving children's learning experiences. The study underscores the importance of balancing technological access with pedagogical support to optimize educational outcomes in early childhood contexts.
Development of a Project-Based Learning Model Using Science Games to Enhance Social Skills in Early Childhood Khairul Huda; Sofia Hartati; Ade Dwi Utami
Journal of Educational Studies Vol. 4 No. 2 (2026): July
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/jes.v4i2.2495

Abstract

Social skills in early childhood are the primary foundation for future success, as through these skills children learn to build relationships, cooperate, understand others’ feelings, and adapt to increasingly complex social environments. However, in early childhood education (PAUD) practices, the development of social skills is often not optimally facilitated through enjoyable and meaningful activities. This study aims to develop a Project-Based Science Play Learning Model (ProperSains) to enhance the social skills of young children. The study employed a Research and Development (R&D) approach following the Borg and Gall framework. The research sample consisted of 73 children aged 5–6 years, selected using a purposive sampling technique, including 9 children in the limited trial, 32 children in the large-scale trial, and 32 children in the operational field trial. The research instruments included questionnaires, social skills assessment sheets, and model implementation observation sheets. Data were analyzed using both qualitative and quantitative techniques. The results indicated that: (1) the preliminary study revealed that most teachers had not yet fully understood or implemented the project-based science play learning model; nevertheless, the majority of teachers expressed the need for its application in early childhood education institutions in East Lombok Regency; (2) the ProperSains learning model was successfully developed through the systematic stages of Research and Development (R&D) based on the Borg and Gall framework; (3) the developed ProperSains model was proven to be feasible and practical in improving the social skills of children aged 5–6 years; and (4) the ProperSains model was effective in enhancing early childhood social skills, particularly in aspects of cooperation, communication, sharing, participation, and adaptation. In conclusion, the ProperSains model is a valid, practical, and effective learning model for fostering social skills among children aged 5–6 years. These findings suggest that the model has the potential to be implemented in early childhood education settings with similar characteristics, making it a promising alternative pedagogical approach for promoting children's social development through project-based science play activities. Further studies involving broader geographical contexts and more diverse participant characteristics are recommended to strengthen the generalizability of the findings.
GERAK TARI ZAPIN DALAM MENGEMBANGKAN KETERAMPILAN SOSIAL ANAK USIA DINI: INOVASI MEDIA DIGITAL KONTEKSTUAL BERBASIS BUDAYA MELAYU Siti Fadillah; Elindra Yetti; Ade Dwi Utami
Jurnal Pelita PAUD Vol 10 No 2 (2026): Jurnal Pelita PAUD
Publisher : Universitas Muhammadiyah Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33222/pelitapaud.v10i2.5839

Abstract

Keterampilan sosial anak usia dini perlu dikembangkan melalui pengalaman belajar yang dekat dengan kehidupan anak, bukan hanya melalui pembiasaan rutin. Budaya Melayu, khususnya Tari Zapin, memiliki potensi sebagai konteks pembelajaran karena memuat nilai kebersamaan, keselarasan, disiplin, budi bahasa, dan penghargaan terhadap teman. Penelitian ini bertujuan mendeskripsikan bagaimana aplikasi digital TIMUS dengan muatan Tari Zapin Melayu memfasilitasi penguatan keterampilan sosial anak usia dini. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus etnopedagogis di TK Kemala Bhayangkari 1 Kota Pekanbaru. Partisipan terdiri atas 30 anak usia 5–6 tahun dan 2 orang guru. Pembelajaran dilaksanakan dalam tiga pertemuan pada topik Budayaku, subtopik Kesenian Melayu, dan sub-subtopik Tari Zapin. Data dikumpulkan melalui observasi, wawancara guru, catatan lapangan, dan dokumentasi, kemudian dianalisis secara tematik. Hasil penelitian menunjukkan bahwa aplikasi digital TIMUS berperan sebagai artefak budaya digital yang menarik minat anak, memantik aktivitas meniru gerak, bergerak bersama, mengikuti irama, berdiskusi, dan merefleksikan nilai sosial. Aktivitas Tari Zapin menstimulai pengembangan interaksi sosial, komunikasi sosial, kepekaan sosial, dan adaptasi sosial anak. Guru berperan sebagai mediator yang menghubungkan teknologi, budaya Melayu, dan pengalaman sosial anak. Penelitian ini menyimpulkan bahwa media digital kontekstual Tari Zapin Melayu dapat menjadi inovasi pembelajaran PAUD yang bermakna untuk memperkuat keterampilan sosial anak.
From Play to Learning : Designing a Transition Model to Early Childhood School Readiness Hapidin Hapidin; Yuli Pujianti; Nurbiana Dhieni; Ade Dwi Utami
Aulad: Journal on Early Childhood Vol. 8 No. 3 (2025): September-December 2025
Publisher : Perkumpulan Pengelola Jurnal PAUD Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/aulad.v8i3.1311

Abstract

This study aims to develop a contextual transition learning model to improve the readiness of early childhood schools in Jakarta. The method used is based on Borg & Gall's research and development process, which involves the stages of needs analysis, model design, limited testing, evaluation, and model refinement. A needs analysis of 150 children showed that 43% were ready, 38% were somewhat prepared, and 19% were not ready, with the main weaknesses identified in the social-emotional and independence aspects. The designed model consists of six phases: relaxation, orientation, exploration, collaborative planning, implementation, and expression, based on neuropedagogical principles. Limited testing results showed significant improvement, with the ready category increasing from 43% to 61%, while the not ready category decreased from 19% to 8%. Expert validation resulted in an average score of 3.78 (very good). These results suggest that the contextual transition model is effective in enhancing children's readiness and have implications for teacher practice, parental involvement, and systematic educational policy.
Pembentukan Keterampilan Kerja sama Anak Usia 5-6 Tahun dalam Praktik Pedagogi Bermain Sains Pembuatan Tape Indah Reina Shalma; Elindra Yetti; Ade Dwi Utami
Aulad: Journal on Early Childhood Vol. 8 No. 3 (2025): September-December 2025
Publisher : Perkumpulan Pengelola Jurnal PAUD Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/aulad.v8i3.1420

Abstract

Penelitian ini bertujuan untuk mendeskripsikan proses pembentukan keterampilan kerja sama anak usia 5–6 tahun melalui kegiatan bermain sains pembuatan Tape. Penelitian ini menggunakan pendekatan kualitatif. Hasil penelitian menunjukkan bahwa keterampilan kerja sama anak berkembang secara bertahap melalui pengalaman konkret bekerja dalam kelompok, seperti berbagi peran, berkomunikasi, merencanakan, dan menyelesaikan masalah bersama. Guru berperan penting sebagai perancang kegiatan kolaboratif yang menumbuhkan positive interdependence, pengatur lingkungan emosional yang suportif, serta fasilitator dialog sosial yang memberi ruang bagi anak untuk mengambil keputusan. Kegiatan bermain sains pembuatan Tape terbukti menjadi wahana efektif untuk menstimulasi keterampilan kerja sama anak karena memadukan eksplorasi ilmiah dengan interaksi sosial yang bermakna. Temuan ini menegaskan pentingnya praktik pedagogi bermain yang berorientasi pada pengembangan keterampilan sosial anak usia dini.
Implementasi Pembelajaran Berbasis Bermain Imajinasi menggunakan Buku Cerita untuk Mengembangkan Kesadaran Lingkungan Anak Indrie Larasati Hidayat; Ade Dwi Utami; Indah Febriyyani
PERDULI: Jurnal Pengabdian kepada Masyarakat Vol. 5 No. 2 (2024): PERDULI: Jurnal Pengabdian kepada Masyarakat
Publisher : Sekolah Pascasarjana Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/perduli.v5i2.46034

Abstract

The outreach program on imaginative play education has been conducted since 2022 and followed up in the Thousand Islands with the aim of improving the quality of early childhood educators (PAUD). The Thousand Islands, as an area of DKI Jakarta with limited access, was chosen as the location for the outreach to equalize the quality of educators. The approach to imaginative play using the STEM method was introduced through outreach, group discussions, and practice sessions. This outreach involved 15 teachers from the islands with the largest populations in the Thousand Islands, namely Pulau Panggang and Pulau Pramuka. Based on the activities, it was evident that the development of learning that includes STEM content is still not fully understood and implemented. The implementation of learning based on imaginative play also remains unfamiliar to teachers. The involvement of teachers in imaginative play activities is still a novel concept, as teachers tend to have the understanding that they must dominate play activities.
Peer-mediated language development in early childhood: A Vygotskian perspective on speech acquisition in children aged 4-5 years Riska Juniar Suprihatin; Ade Dwi Utami; Erif Ahdhianto
Panicgogy International Journal Vol. 4 No. 1 (2026): pij
Publisher : Nashir Al-Kutub Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59965/pij.v4i1.269

Abstract

Grounded in Vygotsky’s sociocultural theory, this qualitative single-case study examined how peer interaction supports phonological development in a 4-year-old child (Agis) with expressive speech delay. Data were collected through three months of naturalistic observation (36 sessions, ~52 hours) in playgroup and home settings, combining field notes, video recordings, photographs, and brief parental interviews. Data were analyzed through theory-guided thematic and Vygotskian discourse analysis of three focal episodes. Findings show that a more competent peer (Zura) provided modeling, phoneme segmentation, and non-judgmental correction that functioned as scaffolding within Agis’s Zone of Proximal Development, supporting progressive improvement in target phonemes (/g/, /s/, /r/) and, in one instance, transfer to a novel word in a home context. Peer-mediated practice was also associated with sustained engagement and an absence of observed distress during practice attempts. The study illustrates specific mechanisms through which peer scaffolding may support phonological learning and suggests tentative implications for inclusive early childhood practice, while findings remain exploratory given the single-case, non-comparative design.
NEEDS ANALYSIS FOR DEVELOPMENT OF AN ILLUSTRATED STORYBOOK ON EARTHQUAKE MITIGATION TO ENHANCE CHILDREN'S DISASTER LITERACY Marya Septyana; R Sri Martini Meilanie; Ade Dwi Utami
Multidiciplinary Output Research For Actual and International Issue (MORFAI) Vol. 6 No. 6 (2026): Multidiciplinary Output Research For Actual and International Issue
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Disaster literacy is a critical component of early childhood education, particularly in earthquake-prone regions such as Bengkulu, which lies along the active Sumatran Fault Zone and experienced two major earthquakes (M 7.9) in 2000 and 2007. Despite this persistent risk, most early childhood education (ECE) institutions in Bengkulu have not integrated contextual learning media into their programs, leaving children's understanding of disaster largely abstract. This study analyzed the need for a Bengkulu-context picture storybook to build earthquake-mitigation literacy in early childhood. A qualitative descriptive approach was applied, involving 15 ECE teachers in Bengkulu City through a structured questionnaire and semi-structured interviews, analyzed using frequency distribution and the interactive model of Miles & Huberman. Storybook use in ECE remains limited and dominated by generic themes unrelated to local hazards; only two schools (13%) owned an earthquake-mitigation storybook, 73% of teachers reported difficulty developing their own instructional media, and all teachers (100%) expressed a need for a Bengkulu-context storybook drawing on local architecture and cultural heritage. A picture storybook grounded in Bengkulu's geological identity and cultural heritage is proposed as a contextually authentic medium for cultivating disaster preparedness from an early age, alongside a teacher's guide that addresses the accompanying competence gap.
Co-Authors Elindra Yetti Erif Ahdhianto Fadillah, Siti Hapidin, Hapidin Indah Febriyyani Indah Reina Shalma Indrie Larasati Hidayat Khairul Huda Lutfitra Rahmilla Rizqika Marya Septyana Nurbiana Dhieni R Sri Martini Meilanie Riska Juniar Suprihatin Sofia Hartati Yuli Pujianti