Garuda - Garba Rujukan Digital

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

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

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

AI-Driven Learning Model for Early Childhood Cognitive and Communication Development: An Education for Sustainable Development Approach Selfi Lailiyatul Iftitah; Ardhana Reswari; Danang Prastyo; Lia Fitriana Wahyuni
Entita: Jurnal Pendidikan Ilmu Pengetahuan Sosial dan Ilmu-Ilmu Sosial Special Edition: Renaisans 2nd International Conference of Social Studies
Publisher : IAIN Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/ejpis.v2i.24460

Advances in artificial intelligence have completely transformed the landscape of early childhood education; however, research that comprehensively integrates artificial intelligence, cognitive development, communication skills, and the Education for Sustainable Development framework at the early childhood education level remains very limited. These limitations underscore the need for research that examines the direct experiences of teachers and children in artificial intelligence-based learning processes in a thorough and contextual manner. This study aims to identify an artificial intelligence-based learning model that optimizes the cognitive development and communication skills of young children within the framework of Education for Sustainable Development at Al Azhar Kindergarten in Pamekasan. The study employed a qualitative approach with a phenomenological design using Interpretative Phenomenological Analysis, involving a school principal, three classroom teachers, and twenty students as informants. Data collection techniques included participant observation, in-depth interviews, and a review of instructional documents, conducted from January through March 2026. The research findings revealed four main themes: teachersâ€™ pedagogical adaptation, improvements in childrenâ€™s logical reasoning, the development of childrenâ€™s verbal communication skills, and the alignment of the learning model with the principles of inclusivity and future-oriented approaches within the framework of Education for Sustainable Development. This study confirms that artificial intelligence-based learning models are suitable for implementation in early childhood education as a strategic tool for achieving Sustainable Development Goal 4.

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

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

Pengaruh Permainan Tradisional Berbasis Kearifan Lokal Rab-Kerraben Sape Terhadap Perkembangan Sosial Emosional Anak Usia 5-6 Tahun Amirin Nisa'uh Magfiroh; Danang Prastyo
Aulad: Journal on Early Childhood Vol. 9 No. 1 (2026): January-April 2026 in Progress
Publisher : Perkumpulan Pengelola Jurnal PAUD Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/aulad.v9i1.1598

Pengembangan sosial-emosional anak usia dini menjadi dasar penting dalam pembentukan karakter dan kemampuan berinteraksi. Aktivitas bermain yang terorganisir dan menyenangkan menjadi sarana yang efektif untuk merangsang aspek tersebut. Tujuan penelitian ini adalah untuk menginvestigasi pengaruh permainan tradisional Rab Kerraben Sape terhadap perkembangan sosial-emosional anak usia 5-6 tahun di TK Sejahtera Larangan Luar, Kabupaten Pamekasan. Penelitian ini menggunakan metode kuantitatif dengan desain pre-experimental jenis one-group pretest–posttest. Terdapat 15 anak yang menjadi subjek dalam penelitian ini. Pengumpulan data dilakukan melalui observasi dengan instrumen yang telah diuji untuk validitas dan reliabilitasnya. Data dianalisis menggunakan statistik deskriptif dan uji t sampel berpasangan yang didukung oleh SPSS 31. Temuan penelitian menunjukkan adanya peningkatan rata-rata skor dari 3,27 pada pretest menjadi 11,53 pada posttest dengan nilai signifikansi 0,001 (p < 0,05). Ini menunjukkan bahwa permainan Rab Kerraben Sape memiliki pengaruh yang signifikan terhadap perkembangan sosial-emosional anak usia 5-6 tahun, terutama dalam aspek komunikasi, kolaborasi, dan pengelolaan emosi

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