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Jurnal Edukasi AUD
Published by Universitas Islam Negeri Antasari Banjarmasin
ISSN : 24432636     EISSN : 26155907     DOI : -
Core Subject : Education,
Education
Early Childhood Education Journal (JEA): JEA is an Open Access journal containing research articles in the field of Early Childhood Education. JEA: receive articles in Indonesian, English and Arabic. This journal publishes articles twice a year in June and December. JEA uses quetext plagiarism checker. This journal is published by the FTK State Islamic University Antasari Banjarmasin. JEA has p-issn 2443 2636 and e-issn 2615 5907.
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Articles 7 Documents
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Search results for , issue "vol. 12 no. 1 (2026): june" : 7 Documents clear
Identifikasi Permasalahan Perkembangan Motorik pada Anak Usia 5-6 Tahun di Wilayah Jakarta Selatan Dhea Ratuhasanah; Zanizar Jasmine Zahri; Nurfadilah Nurfadilah; Syafriani Afriandita
JEA (Jurnal Edukasi AUD) Vol. 12 No. 1 (2026): June
Publisher : Fakultas Tarbiyah dan Keguruan UIN Antasari Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/jea.v12i1.15013

Abstract

Motor development is an important aspect of early childhood growth that supports learning readiness, social interaction, and independence. However, previous studies have shown that motor development problems are still found among children in Indonesia. This study aims to identify parent-reported indications of gross and fine motor development barriers among children aged 5–6 years in South Jakarta, analyze contributing factors, and examine parental stimulation efforts. The study employed a descriptive survey method using a simple quantitative approach supported by thematic analysis. The participants consisted of 99 parents or guardians of children aged 5–6 years residing in South Jakarta. The findings revealed parent-reported indications of motor development barriers, particularly in tying shoelaces (29%), cutting along patterns (9%), riding a tricycle (7%), showing low interest in physical activities (2%), crawling while going up or down stairs (2%), and catching a ball (1%). The results also indicate that limited stimulation, parenting practices, and characteristics of urban environments may contribute to these barriers. Therefore, collaboration between parents and schools is needed to provide consistent motor stimulation in order to support optimal motor development among young children.
Optimalisasi Pengenalan Angka dan Simbol Matematika Anak Usia Dini melalui Media Math Mystery Box Siti Saniah; Jazariyah Jazariyah; Yayu Mega Purnamasari
JEA (Jurnal Edukasi AUD) Vol. 12 No. 1 (2026): June
Publisher : Fakultas Tarbiyah dan Keguruan UIN Antasari Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/jea.v12i1.15948

Abstract

The ability to recognize numbers and mathematical symbols is an important skill that should be introduced in early childhood education, as it forms the foundation of early numeracy for subsequent stages of learning. However, in practice, preliminary findings indicate that many children experience difficulties in recognizing number symbols and mathematical symbols. These difficulties are influenced by several factors, including learning processes that are less varied and do not sufficiently support play-based activities. This study aims to optimize children’s ability to recognize numbers and mathematical symbols through the use of the Math Mystery Box learning media. This research employed a Classroom Action Research (CAR) design conducted in two cycles, each consisting of planning, action implementation, observation, and reflection stages. The study was carried out at RA Al-Muta’allimin, involving 14 children in Group B aged 5–6 years as research participants. Data were collected through observation, documentation, and children’s performance assessments. To determine the achievement of children’s developmental indicators, the data were analyzed using a descriptive quantitative approach. The results showed a significant improvement in children’s ability to recognize numbers and mathematical symbols. Based on observations during the pre-cycle stage, before the implementation of the intervention, the average achievement level of developmental indicators was in the BB (Not Yet Developed) category with a percentage of 28.6%. In Cycle I, the percentage increased to 54% with the MB (Beginning to Develop) category. Furthermore, in Cycle II, the percentage increased to 77.7%, indicating that children had reached the BSH (Developing as Expected) category. Therefore, the Math Mystery Box media can serve as an effective alternative learning medium to optimize early childhood’s ability to recognize numbers and mathematical symbols while creating a more engaging and meaningful learning process.
Integrasi Artificial Intelligence dalam Asesmen dan Pembelajaran Anak Usia Dini: A Systematic Literature Review Najwa Azizah Ramadhani; Roby Naufal Arzaqi; Namira Tri Mareta; Ghea Alza Jazilia
JEA (Jurnal Edukasi AUD) Vol. 12 No. 1 (2026): June
Publisher : Fakultas Tarbiyah dan Keguruan UIN Antasari Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/jea.v12i1.18916

Abstract

This study aims to analyse and synthesise the use of Artificial Intelligence (AI) in learning, assessment, and social-emotional development in early childhood education. The method employed was a Systematic Literature Review (SLR) in accordance with the PRISMA guidelines. Data were obtained from the Scopus AI/Scopus database, covering publications from 2015 to 2025. Following a selection and quality assessment process, 10 articles suitable for analysis were identified. The findings indicate that AI plays a role in three main aspects: as an adaptive learning medium that supports children’s engagement, motivation, literacy, and skills; as a data-driven assessment tool for analysing development and personalising learning; and as a medium for early stimulation in children’s social-emotional development. The implementation of AI is also linked to teachers’ competence readiness, infrastructure support, data security, and child-friendly technology design. These findings emphasise that AI needs to be integrated within a pedagogical framework aligned with child development principles. AI has the potential to be an effective tool for supporting learning and assessment, yet it still requires careful management to ensure it does not replace direct interaction in early childhood education.
Pemaknaan Pengasuhan Berbasis Bimbingan dalam Mengembangkan Sosial-Emosional Anak Usia Dini: Studi Fenomenologis di TK Islam Pepi Nuroniah; M. Solehuddin; Hayinah Rahayu
JEA (Jurnal Edukasi AUD) Vol. 12 No. 1 (2026): June
Publisher : Fakultas Tarbiyah dan Keguruan UIN Antasari Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/jea.v12i1.19666

Abstract

This study explores educators’ understandings of guidance-based caregiving in Islamic kindergartens in Serang City, Indonesia, and how these understandings inform practices that support young children’s social-emotional development. While previous studies have mainly emphasized social-emotional learning (SEL) outcomes and intervention-based programs, limited attention has been paid to educators’ lived understandings of caregiving within specific religious and cultural contexts, particularly in Muslim-majority settings. Addressing this gap, the study examines how guidance-based caregiving is experienced, interpreted, and enacted by educators in an Islamic early childhood setting. A qualitative phenomenological approach was employed. Data were collected through in-depth interviews and non-participant observations involving two teachers and one principal at an Islamic kindergarten in Serang City, Indonesia. Descriptive phenomenological analysis was used to identify recurring meanings and synthesize the essence of educators’ caregiving experiences. The findings show that guidance-based caregiving is interpreted as a holistic process of mentoring children through practices of educating, caring, and guiding in daily interactions within a safe environment. This practice aligns with SEL competencies and is grounded in Islamic values as a source of morality and emotional regulation in early childhood education.
Pengalaman Orang Tua Bekerja dalam Pengasuhan Anak Usia 4–6 Tahun: Studi Fenomenologi di Kota Semarang Coryza Nursyahbani; Muniroh Munawar; Dwi Prasetiyawati Diyah Hariyanti
JEA (Jurnal Edukasi AUD) Vol. 12 No. 1 (2026): June
Publisher : Fakultas Tarbiyah dan Keguruan UIN Antasari Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/jea.v12i1.20060

Abstract

Parenting in early childhood plays a crucial role in children’s development during the golden period. However, the increasing number of working parents creates challenges in caregiving practices. This study aims to explore the lived experiences of working parents in raising young children and the meanings they attach to their caregiving roles. A qualitative approach with a phenomenological design was employed. Data were collected through in-depth, semi-structured interviews with three working parents who had children aged 4–6 years and were Interpretative Phenomenological Analysis. The findings indicate that working parents experience time constraints and role conflicts between professional and family responsibilities. Despite these challenges, they develop adaptive strategies to maintain the quality of parenting, particularly through meaningful emotional involvement with their children. Parenting is perceived as both an essential responsibility and a long-term investment in children’s development. The novelty of this study lies in revealing the lived experiences of working parents in balancing work and caregiving roles, as well as the adaptive strategies they employ to sustain emotional engagement with their children. This article contributes to the literature on early childhood parenting by emphasizing experiential perspectives and offers practical recommendations for parents, educators, and policymakers to support work–family balance.
Praktik Integrasi Pembelajaran, Bermain, dan Pengasuhan Responsif dalam Layanan Daycare Terintegrasi Kota Serang Ayu Fajarwati; Siti Khosiah
JEA (Jurnal Edukasi AUD) Vol. 12 No. 1 (2026): June
Publisher : Fakultas Tarbiyah dan Keguruan UIN Antasari Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/jea.v12i1.20064

Abstract

Daycare is no longer understood merely as a child-minding facility but also as an early childhood education and care environment that supports children’s learning, play, rest, and emotional well-being. This study aims to describe the integration of learning, play, and responsive care in integrated daycare services in Serang City, Banten Province. This research employs a descriptive qualitative approach. Data were collected through non-participant observation, semi-structured interviews, and documentation involving five key informants: one daycare centre manager, two teachers, and two caregivers. Observations were conducted on the daily activities of 12 children aged 3-6 years. Data were analysed using thematic coding through the stages of data reduction, data display, and conclusion drawing. Data validity was ensured through source triangulation and methodological triangulation. The research findings indicate that learning takes place in the morning through a centre-based learning model, whilst activities during daycare hours are conducted at a lighter intensity through structured play, free play, rest, and care routines. Responsive care is evident in the carers’ sensitivity to the children’s physical and emotional states. These findings confirm that the quality of integrated daycare is determined by a balance between learning play, rest, and responsive care practices.
Strategi Guru Kelas 1 dalam Membangun Iklim Kelas yang Adaptif bagi Murid Baru pada Masa Transisi PAUD – SD Siti Paridah; Muthmainah Muthmainah; Prayitno Prayitno
JEA (Jurnal Edukasi AUD) Vol. 12 No. 1 (2026): June
Publisher : Fakultas Tarbiyah dan Keguruan UIN Antasari Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/jea.v12i1.20287

Abstract

The transition from early childhood education to elementary school is a crucial period that requires the support of an adaptive learning environment. Grade 1 teachers play a role in creating an adaptive classroom climate so that students can adapt to the demands of formal learning. This study aims to describe the strategies of grade 1 teachers in building an adaptive classroom climate for new elementary school students. This study uses a descriptive qualitative approach with a case study method. The research subjects consisted of 1 grade 1B teacher and 25 new students at Ulu Benteng 2 Public Elementary School. Data collection techniques were carried out through observation, interviews, and documentation. Data analysis used an interactive model that included data condensation, data presentation, and conclusions. The results of the study indicate that teachers implemented several strategies in creating an adaptive classroom climate, namely: (1) building positive emotional relationships with students; (2) implementing play-based learning; (3) creating a safe and enjoyable classroom environment. These strategies are used by teachers to support students in adjusting academically and socially at the beginning of elementary school. Therefore, the role of grade 1 teachers is very important in creating a learning environment that supports student adaptation.

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