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All Journal Education and Human Development Journal Abdimas Aswaja: Jurnal Pengabdian Masyarakat
Yuli Kurniawati Sugiyo Pranoto, Yuli
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Religion Humanities Economics, Econometrics & Finance Education Environmental Science Law, Crime, Criminology & Criminal Justice Social Sciences Other

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MENINGKATKAN KREATIVITAS DAN IMAJINASI ANAK USIA DINI MELALUI MUSIC WALL Salsabila Rizqi Ramadhanty Alisa, Salsa; Arvinda Hanugraheningtias, Arvinda; Arnandiza Amirul Khafida, Arnandiza; Yuli Kurniawati Sugiyo Pranoto, Yuli; Deasylina da Ary, Deasylina
Abdimas Aswaja: Jurnal Pengabdian Masyarakat Vol. 1 No. 2 (2025): Abdimas Aswaja: Jurnal Pengabdian Masyarakat
Publisher : LPPM IAI Dar Aswaja Rokan Hilir

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This community service aims to improve early childhood creativity and imagination through the implementation of interactive learning media in the form of Music Wall. The background of this activity is based on the limited play media that can stimulate children's creative expression in PAUD institutions, especially those in areas with limited resources. Music Wall is designed using used items such as pots, cans, paralon, and wooden spoons arranged to resemble a musical wall, so that children can play while exploring sounds and rhythms. The service activities were carried out through a participatory approach with the stages of initial observation, interviews, planning, implementation, and evaluation. The results of the activity showed that children were very enthusiastic in exploring the Music Wall and showed improvement in aspects of creativity, fine motor skills, and cooperation skills. Teachers also felt the positive benefits of using this media as it made learning more fun and meaningful. In addition, this media encourages the involvement of teachers and parents in creating a more participatory and contextualized learning environment. Based on these results, Music Wall is recommended as an alternative learning media that is cheap, child-friendly, and easily replicated in various PAUD institutions. This activity is expected to inspire more creative learning transformation in early childhood education.
Reclaiming Freedom in Play: A Critical Review of Early Childhood Education Discourse Salsabila Rizqi Ramadhanty Alisa, Salsa; Yuli Kurniawati Sugiyo Pranoto, Yuli; Deasylina da Ary, Deasylina; Ali Formen, Ali
JURNAL PENDIDIKAN DAN PENGEMBANGAN MANUSIA Vol 10 No 3 (2025): Education and Human Development Journal
Publisher : Universitas Nahdatul Ulama Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33086/ehdj.v10i3.8219

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This study critically examines how the concept of Free Play has been constructed, represented, and contested within early childhood education (ECE) discourses between 2019 and 2025. Using a Critical Literature Review grounded in Teun A. van Dijk’s Critical Discourse Analysis (CDA), this study investigates how language and ideology shape understandings of play, freedom, and childhood across global and local contexts, not only as a methodological approach but also as a form of critical ideology deconstruction. 25 peer-reviewed articles were analyzed from Scopus, Taylor & Francis, ERIC, and SINTA databases, focusing on themes of play-based learning, child agency, and educational policy. Findings reveal four dominant themes. First, the academicization and instrumentalization of play illustrate how play is reframed as a tool for academic achievement, reducing its intrinsic value. Second, the negotiation of teacher authority and child agency highlights the tension between adult control and children’s autonomy in play-based settings. Third, cultural contextualization of play demonstrates that meanings of play are embedded within moral and social values, differing across Western and non-Western traditions. Lastly, the ideological reconstruction of freedom exposes how policy rhetoric about autonomy and creativity often conceals regulatory control through assessments and standards. This study concludes that Free Play operates as a contested discursive field shaped by educational ideologies, institutional pressures, and cultural contexts. Reclaiming freedom in play requires reorienting pedagogy toward child-centered practices that value agency, participation, and human dignity. The findings offer implications for educators and policymakers seeking to align early education with democratic and inclusive values
Co-Authors Ali Formen, Ali Arnandiza Amirul Khafida, Arnandiza Arvinda Hanugraheningtias, Arvinda Deasylina da Ary, Deasylina Salsabila Rizqi Ramadhanty Alisa, Salsa