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All Journal Al Irsyad: Jurnal Studi Islam Al Hanin Aksi Nyata : Jurnal Pengabdian Sosial dan Kemanusiaan Karya Nyata: Jurnal Pengabdian Kepada Masyarakat JURNAL EDUKASI DAN PEMBELAJARAN ANAK USIA DINI al-muhadzab: Jurnal Pendidikan Islam Anak Usia Dini Jimulti Golden Age : Jurnal Pendidikan Anak Usia Dini
Eva Manfaatin
Sekolah Tinggi Ilmu Tarbiyah (STIT) Al-Azami Cianjur
Religion Agriculture, Biological Sciences & Forestry Humanities Economics, Econometrics & Finance Education Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Social Sciences Other

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Guided Play Sebagai Pendekatan Pedagogis Dalam Menjembatani STPPA Dan Capaian Pembelajaran PAUD (Studi Kasus Di RA Al-Istiqomah Kecamatan Cibeber Kabupaten Cianjur) Asri Widianti; Eva Manfaatin Kartadinata; Ika Rustika Zainah
Jurnal E-MAS (Edukasi dan Pembelajaran Anak Usia Dini) Vol. 2 No. 1 (2026)
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/e-mas.v2i1.804

Abstract

Play is a central learning medium in early childhood education, yet classroom practice often turns play into a teacher-controlled activity that limits children’s choices and social exploration. This study aims to describe guided play as a pedagogical approach that connects child development standards with early childhood learning outcomes at RA Al-Istiqomah, Cibeber District, Cianjur Regency. This research used a qualitative case study approach. Data were collected through classroom observation, interviews with the teacher and school principal, and learning documentation. The findings show that guided play was implemented through planning, classroom practice, and evaluation. The teacher selected learning outcomes, identified relevant child development aspects, and designed play activities such as block puzzles and collaborative play. During play, the teacher acted as a facilitator by preparing the environment, setting rules with children, asking guiding questions, providing scaffolding, and reinforcing positive behavior. Guided play supported children’s prosocial development, especially sharing, taking turns, helping peers, showing empathy, and cooperating. The study concludes that guided play can help teachers translate curriculum documents into meaningful play experiences while supporting children’s social-emotional growth.
Emotion Regulation In Early Childhood Within The Learning Context At Daarul Irsyad Kindergarten, Cianjur Nova Tania Septiani; Eva Manfaatin Kartadinata; Ika Rustika Zainah
Jurnal E-MAS (Edukasi dan Pembelajaran Anak Usia Dini) Vol. 2 No. 3 (2026)
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/e-mas.v2i3.813

Abstract

Emotional regulation is an important aspect of early childhood education because it influences children’s self-control, social interaction, learning readiness, and self-confidence. Although previous studies have examined emotional regulation in young children, limited research has explored its relationship with self-confidence and the Identity Development (Jati Diri) element of the Merdeka Curriculum, particularly within the context of Islamic early childhood education. This study aimed to describe the process of emotional regulation among children aged five to six years in the learning context of Daarul Irsyad Kindergarten, Cianjur, identify the supporting and inhibiting factors, and analyze the teacher’s role in strengthening children’s self-confidence through emotional guidance. This study employed a qualitative descriptive approach using a case study method. Data were collected through observations, semi-structured interviews with the principal, teachers, and parents, as well as documentation of learning activities. The findings revealed that children’s emotional regulation developed through daily habituation, teacher guidance, positive reinforcement, peer interactions, religious practices, and family support. Children gradually learned to recognize and express their emotions appropriately, follow classroom rules, wait for their turns, resolve simple conflicts, and participate more confidently in learning activities. Teachers played a central role as guides, facilitators, motivators, and role models by creating a safe, warm, supportive, and values-based learning environment. The study concludes that emotional regulation contributes to the development of children’s self-confidence and supports the achievement of the Identity Development (Jati Diri) learning outcomes. The findings also highlight the importance of collaboration between schools and families in fostering children’s emotional competence, confidence, and character development within Islamic early childhood education settings.
The Development Of Speaking Skills In Children Aged 5–6 Years Through Islamic Values-Based Hand Puppet Media At Ra Mambaul Ulum Sukanagara Suci Nurul Pazri; Eva Manfaatin Kartadinata; Ika Rustika Zainah
Jurnal E-MAS (Edukasi dan Pembelajaran Anak Usia Dini) Vol. 2 No. 3 (2026)
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/e-mas.v2i3.814

Abstract

Speaking skills are essential for young children because they support communication, confidence, social interaction, and learning readiness. However, several children in Group B at Raudhatul Athfal Mambaul Ulum Sukanagara still showed limited confidence in answering questions, expressing opinions, asking simple questions, and retelling stories. **This condition reduced children's participation in classroom interactions and limited opportunities for active language development. Although hand puppet media have been widely used to support speaking skills, studies integrating Islamic values into hand puppet-based learning remain limited.** This study aimed to improve the speaking skills of children aged five to six years through **Islamic values-based hand puppet media. The study employed Classroom Action Research using descriptive quantitative and qualitative approaches. The participants were 15 Group B children. Data were collected through observation, interviews, documentation, and field notes. The intervention was conducted in two cycles consisting of planning, action, observation, and reflection. The findings showed a continuous improvement in children's speaking skills. The average achievement increased from 48.0% in the pre-cycle stage to 60.0% in Cycle I and reached 86.6% in Cycle II. **Children became more active in answering questions, identifying characters and objects in stories, expressing opinions and feelings, asking simple questions, and retelling story content with greater confidence.** In addition, the stories and dialogues presented through the hand puppets introduced values such as honesty, politeness, responsibility, helpfulness, and respect for others. The study concludes that Islamic values-based hand puppet media provide an enjoyable and meaningful learning experience that effectively improves children's speaking skills while simultaneously supporting the development of positive character values.
Implementation Of Teacher Role-Modeling-Based Habituation Activities In Developing Discipline Among 5–6-Year-Old Children In Group B At RA Al Fikri Sukanagara Hera Siti Nurjanah; Eva Manfaatin Kartadinata; Ika Rustika Zainah
Jurnal E-MAS (Edukasi dan Pembelajaran Anak Usia Dini) Vol. 2 No. 3 (2026)
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/e-mas.v2i3.819

Abstract

Discipline in early childhood needs to be formed through concrete examples, repeated routines, and consistent guidance from teachers. This study aims to describe the implementation of habituation activities based on teacher exemplary behavior in shaping the discipline of children aged 5-6 years in Group B at Raudhatul Athfal Al Fikri Sukanagara. This study used a descriptive qualitative method. The research subjects consisted of the principal, one Group B teacher, and children aged 5-6 years. Data were collected through observation, interviews, and documentation. The data were analyzed through data reduction, data presentation, and conclusion drawing, while data validity was strengthened through source and technique triangulation. The findings show that discipline was developed through daily routines, such as arriving on time, greeting, lining up, praying, following classroom rules, waiting for turns, tidying up learning tools, maintaining cleanliness, and completing activities according to teacher instructions. Teacher exemplary behavior appeared through punctuality, polite speech, readiness to teach, neatness, and consistency in applying classroom rules. The study also found that children showed different responses because of differences in character, home habits, and self-control. This study concludes that teacher exemplary behavior is an important basis for habituation activities because children understand discipline more easily through actions they see, experience, and repeat every day.
Co-Authors Akhtar, Shazia Alfa Rohmatin Alya Noerohmah Asri Widianti Aulia, Mita Chai, Som EVA RIZA, EVA Hera Siti Nurjanah idris, Meity H. Ika Rustika Zainah Imas Masitoh Ira Faoza Lelis Nuramalia Leni Herawati Mia Siti Nurazizah Muhammad Raihan Nawawi Muhammad Rizal Zaenulloh Nisa Munajiyah Nova Tania Septiani Nurul Hawani Rahayu Putri Raihana Ahlush Shuffah Rista Erika Sakinah Fitria Zulva Samsu Nurfalah Santi Sri Melani Sinta Trisnawati Suci Nurul Pazri Syahrazz Rifqah Rosadi Talina Talina Yunira Yunda Riswanti