<![CDATA[ABSTRAKBanjir yang terjadi di Desa Mesjid, Kecamatan Manyak Payed, Kabupaten Aceh Tamiang pada akhir November 2025 yang lalu memberikan dampak tidak hanya pada aspek fisik, tetapi juga psikologis anak-anak sebagai kelompok rentan. PKM tanggap darurat bencana ini bertujuan untuk memberikan dukungan psikososial melalui pengadaan alat permainan edukatif (APE) kepada anak-anak PAUD desa tersebut yang dilaksanakan selama dua minggu (02-16 maret 2026) dengan melibatkan 15 peserta dari pemerintah desa, PKK, perwakilan perempuan dan perwakilan PAUD. Metode pelaksanaan dilakukan secara partisipatif dan demonstrasi langsung dengan tahapan kegiatan antaranya koordinasi, sosialisasi, pengenalan APE, tatacara memainkan APE, serah terima APE serta monitoring dan evaluasi melalui distribusi selebaran lembar angket yang diisi oleh setiap peserta. Hasil evaluasi menunjukkan peningkatan signifikan dimana sebanyak 10 peserta (66,6%) berada pada kategori sangat memahami materi manfaat APE bagi anak-anak terdampak banjir, 6 peserta (40%) memahami materi cara memainkan APE dengan benar, 8 peserta (53.3%) memahami materi cara pendekatan bermain sambil belajar. Sementara itu, pada pelatihan tatacara memainkan APE, sebanyak 9 peserta (60%) memahami bahwa manfaat APE mendukung perkembangan kognitif, sosial dan emosional anak-anak. Dengan demikian, pengadaan alat permainan edukatif dapat menjadi salah satu solusi efektif dalam mendukung pemulihan psikososial anak-anak pascabencana banjir. Kegiatan ini diharapkan dapat dilaksanakan secara berkelanjutan sebagai bagian dari upaya penanganan dampak bencana yang berorientasi pada kebutuhan anakKata kunci: APE; Ramah Lingkungan; Anak-Anak; Banjir; Aceh Tamiang. ABSTRACTThe flood that occurred in Mesjid Village, Manyak Payed District, Aceh Tamiang Regency, at the end of November 2025 had impacts not only on physical aspects but also on the psychological well-being of children as a vulnerable group. This disaster emergency response community service program (PKM) aimed to provide psychosocial support through the provision of Educational Play Equipment (APE) for preschool children in the village. The program was implemented over a two-week period (March 2–16, 2026) and involved 15 participants from the village government, the Family Welfare Movement (PKK), women’s representatives, and preschool representatives. The implementation method was participatory and involved direct demonstrations, including coordination, socialization, introduction to APE, instructions on how to use APE, handover of APE, as well as monitoring and evaluation through the distribution of questionnaire sheets completed by each participant. The evaluation results indicated significant improvement, with 10 participants (66.6%) categorized as having a very good understanding of the benefits of APE for children affected by flooding, 6 participants (40%) understanding how to use APE correctly, and 8 participants (53.3%) understanding the play-based learning approach. Furthermore, during the training on the use of APE, 9 participants (60%) understood that APE supports children’s cognitive, social, and emotional development. Therefore, the provision of Educational Play Equipment can serve as an effective solution in supporting the psychosocial recovery of children after flood disasters. This activity is expected to be implemented sustainably as part of disaster impact management efforts that are oriented toward the needs of children.Keywords: APE; Environmentally Friendly; Children; Flood; Aceh Tamiang.]]>
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