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All Journal International Journal of Learning Reformation in Elementary Education Journal Ashil: Jurnal Pendidikan Anak Usia Dini
Danang Prastyo
Universitas Islam Negeri Madura
Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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The Role of a Gadget-Free Community Program in Improving Elementary School Children’s Social Skills Gunarti Dwi Lestari; Desika Putri Mardiani; Nunuk Hariyati; Rofik Jalal Rosyanafi; Rivo Nugroho; Danang Prastyo; Fonny Dameaty Hutagalung
International Journal of Learning Reformation in Elementary Education Vol. 5 No. 01 (2026): International Journal of Learning Reformation in Elementary Education
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/IISTR.ijlree.001545

Abstract

The increased use of digital devices among elementary school children often results in decreased direct interaction, collaborative skills, and emotional regulation abilities. Kampung Lali Gadget (KLG or a Gadget-Free Community), a community-based community in Sidoarjo, presents a form of non-formal education through traditional game activities integrated with the values of collaboration, empathy, and social communication. This study aims to understand in depth the role of the KLG community in shaping and strengthening the social skills of elementary school-aged children. The method used is qualitative research with a case study approach. Data were collected through participant observation during traditional game sessions, in-depth interviews with children, parents, facilitators, and community leaders, and documentation of activities. Data analysis was conducted using thematic techniques through the stages of data reduction, data presentation, and conclusion drawing, as well as triangulation of sources and methods to maintain validity. The results of the study indicate that children's involvement in KLG activities facilitates meaningful social learning processes: children become more skilled at communicating, showing empathy, collaborating, following rules, and managing emotions in group interactions. The role of community facilitators using a reflective and collaborative approach proved crucial in creating a safe, inclusive, and enjoyable learning environment. Furthermore, parental participation and local community support contributed to the program's sustainability. This study concludes that KLG functions as a culturally based communal learning space that is effective in improving the social skills of elementary school children.
Implementasi Model Pembelajaran Outdoor dalam Meningkatkan Minat Belajar Anak Danang Prastyo; Selfi Lailiyatul Iftitah; Trisa Kumalasari; Alfarobi Ahmad Sulaiman; Lailatul Firdausi
Journal Ashil: Jurnal Pendidikan Anak Usia Dini Vol. 6 No. 1 (2026): Journal Ashil: Jurnal Pendidikan Anak Usia Dini
Publisher : Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/piaud.v6i1.8999

Abstract

Children’s interest in learning is a key factor influencing academic achievement. One approach that can be used to enhance it is outdoor learning, which emphasizes hands-on and contextual learning experiences. This study aims to describe the implementation of an outdoor learning model in enhancing children’s interest in learning. The research method employed a descriptive qualitative approach, with data collected through observation and in-depth interviews. The study involved six informants, including the principal and teachers at Al-Amin Kadur Kindergarten in Pamekasan. Data analysis utilized the Miles and Huberman model, proceeding through the stages of data reduction, data presentation, and drawing conclusions. Research findings indicate that outdoor learning, conducted outside the formal classroom setting and utilizing the surrounding environment as a learning resource, encourages children’s active engagement through direct interaction with real-world objects, enhances their focus, and broadens their participation in the learning process. Supporting factors include the availability of adequate learning facilities and resources, the use of the school’s surrounding environment as a learning resource, and warm emotional bonds between teachers and students. In contrast, inhibiting factors include students’ lack of concentration when outside the classroom, limited learning time, and external distractions such as vehicle traffic around the school. This study contributes to the development of environment-based learning strategies as an alternative to contextual approaches in early childhood education
Co-Authors Alfarobi Ahmad Sulaiman Desika Putri Mardiani Fonny Dameaty Hutagalung Gunarti Dwi Lestari Kumalasari, Trisa Lailatul Firdausi Nunuk Hariyati Rivo Nugroho ROFIK JALAL ROSYANAFI Selfi Lailiyatul Iftitah