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Nurhafit Kurniawan
Department of Early Childhood Education Teacher Education, Universitas PGRI Argopuro, Jember, Jawa Timur, 68121
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Efforts to Improve Fine Motor Abilities through Collage Activities in Early Childhood Wahyuni Nur Cahyawati; A. Zulkarnain Ali; Nurhafit Kurniawan
Electronic Journal of Education, Social Economics and Technology Vol 6, No 2 (2025)
Publisher : SAINTIS Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33122/ejeset.v6i2.954

Abstract

This study aims to improve fine motor abilities in early childhood through structured collage activities as part of a learning intervention. Fine motor skills are essential for early childhood development, particularly in supporting hand–eye coordination, muscle control, and readiness for academic tasks such as writing and drawing. The research employed Classroom Action Research (CAR), conducted in two cycles, each consisting of four stages: planning, implementation, observation, and reflection. The research subjects were 15 early childhood learners identified as experiencing delays in fine motor development. Data collection techniques included direct observation, documentation, and pre-test and post-test assessments to measure changes in children’s fine motor performance. The results of the study indicate a notable improvement in children’s fine motor abilities after the implementation of collage activities. In the first cycle, only 51.67% of children achieved the categories of “expected development” and “very good development.” After revising the learning strategies and optimizing the use of collage materials in the second cycle, this percentage increased significantly to 83%. The findings demonstrate that collage activities effectively stimulate fine motor muscles, enhance hand–eye coordination, and improve children’s concentration and accuracy in completing tasks. In addition, collage activities contribute positively to children’s creativity, independence, and engagement in learning. Overall, collage activities are proven to be an effective, enjoyable, and easily implemented learning strategy for improving fine motor skills in early childhood education. The study recommends the integration of collage-based activities into daily learning practices to support optimal motor development in young children.
The Effect of Sensory Play Classes on Emotional Regulation in Children Aged 4 to 5 Years Aning Kuni Irodatan; Nurhafit Kurniawan; Ahmad Afandi
Electronic Journal of Education, Social Economics and Technology Vol 6, No 2 (2025)
Publisher : SAINTIS Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33122/ejeset.v6i2.940

Abstract

The purpose of this study was to determine whether or not there was an effect of sensory play classes on the emotional regulation of children aged 4–5 years. This study was a quantitative study with a quasi-experimental approach (quasi-experimental research) that aimed to determine the effect of sensory play classes on the emotional regulation of children aged 4–5 years. This study used a non-equivalent control group design, in which there were two groups, namely the experimental group (taking sensory play classes) and the control group (taking regular learning). The results of the study showed that based on the pretest and posttest data, as well as the statistical tests that had been carried out, it can be concluded that after the treatment in the form of sensory play classes was given to the experimental group for eight meetings, there was a significant increase in emotional regulation scores. The posttest results showed a fairly large difference in scores between the experimental group (average = 65.89) and the control group (average = 50.13), with significant t-test results (p = 0.000 0.05). The normality and homogeneity tests indicated that the data from both groups met the requirements of the parametric test, with normal data distribution and homogeneous variance. Thus, it can be concluded that sensory play classes have a significant influence on improving emotional regulation in children aged 4–5 years. Children become more able to recognize, control, and express their emotions in a more positive way after participating in sensory play sessions.
Co-Authors A. Zulkarnain Ali Ahmad Afandi Aning Kuni Irodatan Wahyuni Nur Cahyawati