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All Journal ATTAQWA: Jurnal Pendidikan Islam dan Anak Usia Dini Ceria Islami: Jurnal Pendidikan Anak dan Nilai Keislaman
Sakiratul Niam
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Religion Humanities Education Public Health Social Sciences

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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.
Tantangan Dan Strategi Guru Dalam Mengembangkan Pembelajaran Holistik Di TK Negeri Pembina Tanjung Batu Dian Anggraini; Novita Loka; Sakiratul Niam; Nadia Rizqiah; Rahma Anisa
Ceria Islami: Jurnal Pendidikan Anak dan Nilai Keislaman Vol. 2 No. 2 (2026): Ceria Islami: Jurnal Pendidikan Anak dan Nilai Keislaman (Agustus)
Publisher : CV. Jalan Cendikia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65793/ci-jpanik.2026.84

Abstract

Pembelajaran holistik merupakan pendekatan penting dalam pendidikan anak usia dini yang mengintegrasikan seluruh aspek perkembangan anak secara komprehensif. Penelitian ini bertujuan untuk mengeksplorasi dan menganalisis tantangan yang dihadapi guru serta strategi yang dikembangkan dalam mengimplementasikan pembelajaran holistik di TK Negeri Pembina Tanjung Batu. Penelitian menggunakan pendekatan kualitatif deskriptif dengan subjek penelitian meliputi 19 anak kelompok B Mekkah (usia 5-6 tahun), 3 guru kelas, dan kepala sekolah. Teknik pengumpulan data menggunakan observasi partisipatif, wawancara mendalam, dan dokumentasi. Analisis data menggunakan model Miles dan Huberman meliputi reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa tantangan utama yang dihadapi guru meliputi pengelolaan emosi anak yang membawa kondisi badmood dari rumah (5,3%) dan penanganan anak super aktif (15,8%). Strategi yang dikembangkan guru mencakup pendekatan personal untuk mengidentifikasi penyebab masalah, komunikasi intensif dengan anak dan orang tua, modifikasi kegiatan pembelajaran sesuai kebutuhan individual, serta melibatkan orang tua dan lingkungan sekitar sebagai mitra pembelajaran. Capaian perkembangan anak menunjukkan 42,1% berada pada kategori Berkembang Sangat Baik (BSB), 36,8% Berkembang Sesuai Harapan (BSH), 15,8% Mulai Berkembang (MB), dan 5,3% Belum Berkembang (BB). Implementasi pembelajaran holistik di TK Negeri Pembina Tanjung Batu menunjukkan integrasi yang baik antar aspek perkembangan melalui kegiatan bermakna dengan keterlibatan aktif orang tua dan pemanfaatan lingkungan sekitar sebagai sumber belajar.
Co-Authors Dian Anggraini Iqlima, Iqlima Nadia Rizqiah Novita Loka Novita Loka Rahma Anisa