Pengembangan Media Edukasi Kontrol Diri (MEDORI) Berbasis Visual-Multisensori untuk Meningkatkan Keterampilan Interaksi Sosial Anak Usia 5-6 Tahun di PAUD Inklusi

Andriyanti (Universitas Panca Sakti Bekasi)
Nita Priyanti (Universitas Panca Sakti Bekasi)
Hamid Patilima (Universitas Panca Sakti Bekasi)

JURNAL ILMIAH CAHAYA PAUD
Vol 8 No 2 (2026): Jurnal Ilmiah Cahaya Paud (Edisi November)

Social interaction is an important aspect of early childhood development; however, in inclusive early childhood education settings, some children aged 5–6 years still experience difficulties in communicating, sharing, cooperating, following rules, taking turns, and regulating emotions. These conditions indicate the need for learning media that are concrete, engaging, adaptive, and appropriate to children’s learning needs. This study aimed to analyze the need for developing the Self-Control Educational Media (MEDORI), examine the improvement of children’s social interaction skills through the use of MEDORI based on visual-multisensory games, assess the feasibility of the media through expert and practitioner validation, and describe its implementation in an inclusive early childhood education setting. This study employed a Research and Development (R&D) method using the ADDIE model, consisting of Analysis, Design, Development, Implementation, and Evaluation. Data were collected through observation, interviews, and documentation. Validation data were analyzed using quantitative descriptive analysis, while implementation data were analyzed using qualitative descriptive analysis. The results showed that MEDORI was developed as a board game equipped with emotion cards, social situation cards, self-control cards, positive affirmations, motor activities, and teacher guidelines. Material expert validation obtained 80%, media expert validation 75%, and practitioner validation 86%, resulting in an overall average of 80%, indicating that MEDORI was feasible for use. The small-group trial involving three children with special needs obtained an average score of 67.50%, while the large-group trial involving seven children obtained an average of 67.62%. The effectiveness test resulted in an N-Gain score of 0.31, categorized as moderate. The implementation of MEDORI also demonstrated positive development in children’s engagement, ability to follow rules, take turns, share, communicate, play together, and regulate emotions.