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All Journal Outline Journal of Community Development International Journal for Advanced Research
Telaumbanua, Putri
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Development of a Play-Based Learning Model for Early Grade Elementary School Students Sembiring, Putri Sari Ulfa; Sari, Rahma Dini Aisyah; Telaumbanua, Putri
Outline Journal of Community Development Vol. 3 No. 3 (2026)
Publisher : Outline Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61730/cb1j6414

Abstract

  This community service program aims to improve the quality of learning in early grade elementary classrooms through the implementation of a play-based learning model. The target participants were first- and second-grade teachers at SDN 060839, located at Jl. Danau Singkarak No. 2C. The identified problems included the use of monotonous teaching approaches, low levels of active student participation, and limited use of enjoyable and developmentally appropriate learning media for young learners. Through this program, the service team provided training, mentoring, and simulation sessions on the implementation of a play-based learning model using an integrative thematic approach. The model emphasizes students’ active engagement through educational games, motor activities, and simple interactive media that are easy for teachers to design and apply. The activities were conducted in several stages: initial observation, workshops/training sessions, classroom mentoring, and evaluation of implementation outcomes. The results indicate an improvement in teachers’ creativity in designing play-oriented learning activities and an increase in students’ engagement during the teaching and learning process. The program received positive responses from both teachers and the school principal, who stated that the model effectively creates a more enjoyable and meaningful learning environment for early grade students. It is recommended that this program be expanded to other grade levels to ensure broader and more sustainable impact.
The Effect Of Digital Storybook Media In Anticipating Bullying In Children Aged 5-6 Years Old Muthmainnah, Azizah; Telaumbanua, Putri; Shaleha, Kharida; Lase, Aritina; Tafonao, Tira
International Journal of Advanced Research Vol. 2 No. 5: February 2026
Publisher : Outline Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61730/3m80r988

Abstract

Bullying behaviors have emerged as an early social problem among children aged five to six years, making preventive interventions in early childhood education essential. This study examined the effect of digital storybook media on children’s knowledge, attitudes, and ability to anticipate bullying situations. A quantitative approach was employed using a quasi-experimental pretest–posttest control group design. Sixty kindergarten children aged five to six years were selected and divided into an experimental group and a control group. The experimental group received an intervention using interactive digital storybooks with anti-bullying themes over twelve sessions, while the control group participated in conventional learning activities. Data were collected through a bullying knowledge test, an anti-bullying attitude scale, and behavioral observation of bullying anticipation skills. Statistical analyses included descriptive statistics, paired sample tests, independent sample tests, and analysis of covariance. The results showed that children who used digital storybooks demonstrated significantly higher improvements in bullying knowledge, anti-bullying attitudes, and anticipation skills compared to children in the control group. The magnitude of the effect was substantial across all measured variables, indicating strong practical significance. The findings suggested that digital storybooks effectively supported cognitive, affective, and behavioral learning processes related to bullying prevention. In conclusion, digital storybook media constituted an effective and engaging educational tool for strengthening early childhood anti-bullying education and could be integrated into early childhood learning programs to promote positive social behavior.
Co-Authors Lase, Aritina Muthmainnah, Azizah Sari, Rahma Dini Aisyah Sembiring, Putri Sari Ulfa Shaleha, Kharida Tafonao, Tira