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All Journal ATTAQWA: Jurnal Pendidikan Islam dan Anak Usia Dini Tanwiruna: Jurnal Pendidikan dan Sosial Keagamaan
Sakiratul Niam
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Religion Humanities Education Environmental Science Languange, Linguistic, Communication & Media Public Health Social Sciences Other

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Strategies for Strengthening Early Childhood Social and Emotional Intelligence in the Digital Era at Pembina Tanjung Batu Kindergarten Sakiratul Niam; Iqlima, Iqlima; Novita Loka
ATTAQWA: Jurnal Pendidikan Islam dan Anak Usia Dini Vol. 4 No. 4 (2025): Islamic Education and Early Childhood Innovation
Publisher : STIT Attaqwa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58355/attaqwa.v4i4.192

Abstract

Social-emotional intelligence development is a fundamental aspect of early childhood growth that influences their ability to interact, manage emotions, and adapt to social environments. During the golden age period, particularly in the 4-6 years age range, children experience a critical phase in forming social-emotional skills that become the foundation for personality development in the future. The digital era brings new challenges to children's social-emotional development, particularly regarding the impact of excessive screen time that can hinder social interaction and emotional regulation abilities. This study aims to analyze strategies for strengthening social-emotional intelligence of early childhood in the digital era at TK Pembina Tanjung Batu. This research employs a descriptive qualitative approach with research subjects consisting of 16 children in group B (aged 5-6 years), 3 classroom teachers, and the school principal. Data collection techniques include participatory observation, in-depth interviews, and documentation. Data analysis uses the Miles and Huberman model through data reduction, data display, and conclusion drawing stages. Research results show that 82.1% of children achieve social-emotional intelligence development in the categories of very well developed and developed as expected. The strategies implemented include collaborative project-based learning, use of educational digital media such as cartoons about patience and self-control, strengthening direct social interaction activities, and parental involvement through digital literacy parenting programs. The aspects of social interaction ability, cooperation, and verbal communication show the highest achievement (87.5%), while emotional regulation and sharing ability require special attention (75%). This research recommends developing a digital era-responsive curriculum, strengthening parenting education programs, and optimal balance between technology-based learning and direct social interaction to optimize social-emotional intelligence development in early childhood.
Implementasi Pembelajaran Holistik dalam Pendidikan Anak Usia Dini: Tantangan Guru dan Strategi Pengembangan Anak Sakiratul Niam; Anisa, Rahma; Anggraini, Dian; Rizqiah, Nadia; Loka, Novita
Tanwiruna: Jurnal Pendidikan dan Sosial Keagamaan Vol. 2 No. 1 (2026): Tanwiruna: Jurnal Pendidikan dan Sosial Keagamaan (Januari)
Publisher : CV. Jalan Cendikia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65793/j.tanwiruna.2026.3

Abstract

Holistic learning is an important approach in early childhood education that integrates all aspects of children's development comprehensively. This study aims to explore and analyze the challenges faced by teachers and the strategies developed in implementing holistic learning at TK Negeri Pembina Tanjung Batu. The study employed a descriptive qualitative approach with research subjects including 19 children from Group B Mecca (aged 5-6 years), 3 classroom teachers, and the principal. Data collection techniques used participatory observation, in-depth interviews, and documentation. Data analysis using the Miles and Huberman model included data reduction, data presentation, and conclusion drawing. The results showed that the main challenges faced by teachers include managing children's emotions who bring bad moods from home (5.3%) and handling hyperactive children (15.8%). The strategies developed by teachers include personal approaches to identify the causes of problems, intensive communication with children and parents, modification of learning activities according to individual needs, and involving parents and the surrounding environment as learning partners. Children's developmental achievements showed 42.1% in the Very Well Developed (BSB) category, 36.8% Developed As Expected (BSH), 15.8% Starting to Develop (MB), and 5.3% Not Yet Developed (BB). The implementation of holistic learning at TK Negeri Pembina Tanjung Batu demonstrates good integration between developmental aspects through meaningful activities with active parental involvement and utilization of the surrounding environment as learning resources.
Co-Authors Anisa, Rahma Dian Anggraini Iqlima, Iqlima Novita Loka Novita Loka Rizqiah, Nadia