Jurnal Pendidikan Anak Usia Dini Undiksha
Jurnal Pendidikan Anak Usia Dini Undiksha is an open access peer-reviewed scientific journal published by Jurusan Pendidikan Dasar Fakultas Ilmu Pendidikan Universitas Pendidikan Ganesha. The journal publishes different kinds of scientific articles based on the field research and program in the area of early childhood education. We received only articles relating to early childhood education fields, and can be written using quantitative or qualitative approaches. Articles can be made in a variety of research designs, such as action research, experiments, and case studies. This journal was published since 2012, and from 2016 we published articles three times a year (April, August, and December).
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<![CDATA[Mobile Solution for Child Abuse Reporting: Enhancing Accessibility and Protection through SI-ADU ]]>
<![CDATA[Ardini, Pupung Puspa]]>;
<![CDATA[Rawanti, Sri]]>;
<![CDATA[Dwinanto, Arif]]>;
<![CDATA[Setiyowati, Arbin Janu]]>;
<![CDATA[Narosaputra, Dewo Agung Nugroho]]>;
<![CDATA[Antara, Putu Aditya]]>;
<![CDATA[Pupala, Branislav]]>
<![CDATA[ Jurnal Pendidikan Anak Usia Dini Undiksha Vol. 12 No. 2 (2024): August ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/paud.v12i2.62641
<![CDATA[This study is motivated by the increasing cases of child abuse in Indonesia, with perpetrators often coming from close family members. This study to design an application that facilitates abuse victims in filing complaints. The research method used is Research & Development (R&D). Data collection techniques include field observation using observation sheets and interviews, a checklist for assessing abuse cases, questionnaires, expert assessment instruments, field notes, a questionnaire for evaluating the effectiveness of the application, and a checklist for assessing the application's usefulness. The subjects of this research are children, particularly those in early childhood. The result of this research is the design of a mobile-based child protection application, SI-ADU, which can be accessed by children or parents to file complaints. The implications of this study suggest that it can help the Gorontalo local government reduce the number of child abuse cases by up to 19% since the pilot testing was conducted. The easy access and use of techniques to defend or protect oneself from abuse, as well as rapid mitigation for child victims of abuse through smartphones, can contribute to improving safety and preventing violence within children's communities. The conclusion of this study is that the SI-ADU application can be an effective solution in addressing child abuse by providing victims with quick and easy access to report abuse cases and involve authorities in the handling of these cases.]]>
<![CDATA[Enhancing Early Childhood Education through a Local Wisdom-Based K4 Pillar Module with an Ethnoscience Approach ]]>
<![CDATA[Iqbal, Muhammad]]>;
<![CDATA[Widya]]>;
<![CDATA[Muttakin]]>;
<![CDATA[Fuadi, Noval]]>;
<![CDATA[Safitri, Maya]]>
<![CDATA[ Jurnal Pendidikan Anak Usia Dini Undiksha Vol. 12 No. 2 (2024): August ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/paud.v12i2.69812
<![CDATA[The learning environment in early childhood education institutions still faces challenges in implementing the values of cleanliness, neatness, health, and security (K4 Pillars). This study aims to develop a K4 Pillar module based on local wisdom through an ethnoscience approach within the context of early childhood education. The research employs the Educational Design Research (EDR) method to produce an innovative educational product. The subjects of the study include randomly selected early childhood students and teachers. Data collection methods encompass questionnaires, observations, and interviews. Data analysis utilizes statistical techniques for quantitative data and thematic analysis for qualitative data. The research findings indicate that the majority of students (87.5%) strongly support the use of the module as a learning tool, emphasizing its critical role in early childhood education. However, most teachers (62.5%) did not attempt to link the module with local wisdom, and 75% did not employ an ethnoscience approach, highlighting the need for increased teacher engagement in integrating local cultural elements and ethnoscience concepts into teaching. High levels of support from both students and teachers (87.5%) for the local wisdom-based module with an ethnoscience approach underscore its potential to enhance the effectiveness of early childhood education. The study concludes that the local wisdom-based module with an ethnoscience approach has significant potential to improve the effectiveness of early childhood education.]]>
<![CDATA[Fostering Interpersonal Intelligence in Early Childhood Through Traditional Gobak Sodor Game ]]>
<![CDATA[Masudah, Nur Fairuz Faizatul]]>;
<![CDATA[Sudaryanti]]>
<![CDATA[ Jurnal Pendidikan Anak Usia Dini Undiksha Vol. 12 No. 2 (2024): August ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/paud.v12i2.71797
<![CDATA[The golden age of early childhood is a crucial period for developing multiple intelligences, including interpersonal intelligence. Interpersonal intelligence refers to the ability to relate to and collaborate with others. This intelligence can be stimulated through traditional games, one of which is gobak sodor. This study employed a quantitative research approach with a descriptive design using correlational analysis. The objective was to examine the relationship between the traditional gobak sodor game and the interpersonal intelligence of children. The study population comprised all children aged 5–6 years, with a purposive sampling technique used to select 35 participants. Data collection methods included observation and documentation. The data were analyzed using simple correlational analysis through IBM SPSS Statistics version 26.0, preceded by a normality test. The results of the correlation test showed a significance value of 0.000 < 0.05, indicating a significant relationship. Furthermore, the Pearson correlation coefficient of 0.810 suggests a strong and positive correlation between the variables. These findings highlight that the traditional gobak sodor game is an effective medium for stimulating interpersonal intelligence in children. It underscores the importance of integrating traditional games into early childhood education to enhance social and collaborative skills, contributing to holistic development.]]>
<![CDATA[Preserving Sundanese Pupuh Culture through Flipbook Media: Strengthening Mutual Cooperation in Early Childhood Education ]]>
<![CDATA[Purnamasari, Yayu Mega]]>;
<![CDATA[Jazariyah]]>;
<![CDATA[Windarta, Libri Rizka Puri]]>;
<![CDATA[Mulqiah, Amanda Rizkiyani]]>
<![CDATA[ Jurnal Pendidikan Anak Usia Dini Undiksha Vol. 12 No. 2 (2024): August ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/paud.v12i2.72521
<![CDATA[The Sundanese Pupuh culture is declining, marked by its limited introduction in schools, especially in early childhood education. Preservation efforts are needed from an early age and can be integrated with the P5 program (Project for Strengthening the Profile of Pancasila Students). This study aims to develop a flipbook media product based on Sundanese Pupuh culture to strengthen P5, particularly in the dimension of mutual cooperation. The media product is a story derived from the adaptation of the Gambuh pupuh, which has been transformed into a flipbook format. The approach used in this development research is the ADDIE model with the steps of analysis, design, development, implementation, and evaluation. The developed product was evaluated for feasibility by media experts and content experts. After being deemed feasible, the product was tested for effectiveness with 8 teachers and 34 students from two schools. Data were collected through expert questionnaires, teacher responses, and observations. The data obtained were analyzed using a descriptive quantitative approach. The feasibility test results showed a 92% rating from content experts and 91% from media experts, both categorized as "very feasible." Teacher response tests yielded 80%, indicating suitability for use. The effectiveness test results showed that 88% of the children were in the "emerged" category, while 12% were not yet emerged. This indicates that the Sundanese Pupuh-based flipbook can strengthen the mutual cooperation dimension in early childhood education. The innovation of flipbooks based on Sundanese poems has implications for strengthening local culture for PAUD students.]]>
<![CDATA[Factors Influencing Receptive Language Skills in Preschoolers: The Role of Intelligence, Social Environment, and Family Background ]]>
<![CDATA[Hikmatuzzohrah, Shofia]]>;
<![CDATA[Syamsudin, Amir]]>;
<![CDATA[Maryatun, Ika Budi]]>
<![CDATA[ Jurnal Pendidikan Anak Usia Dini Undiksha Vol. 12 No. 2 (2024): August ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/paud.v12i2.73630
<![CDATA[Receptive language ability in early childhood is an important indicator of language development, influenced by various factors. However, the understanding of the factors that contribute most significantly to receptive language remains limited, warranting further investigation. This study aims to confirm the factors affecting receptive language and identify the most significant contributors to children's receptive language development. This research employs a quantitative method with an ex post facto design. The sample consists of 87 children from five kindergartens. Data were collected using a 1-5 Likert scale questionnaire and analyzed through descriptive analysis and SEM-PLS, including CFA, t-test values, p-values, and bootstrapping, using SPSS 25.0 and SmartPLS software. The results of the study indicate that the intelligence construct has a significant effect on receptive language, contributing 62.8% (t = 20.543 > 1.9; p-value = 0.00 < 0.05). The social and cultural environment construct has a significant impact on receptive language, contributing 22.5% (t = 6.707 > 1.9; p-value = 0.00 < 0.05). The family environment construct also significantly influences receptive language, contributing 25.3% (t = 6.991 > 1.9; p-value = 0.00 < 0.05). The most influential factor on receptive language is intelligence, with the highest contribution of 62.8%. The conclusion of this study is that intelligence is the primary factor influencing children's receptive language ability, followed by the social and cultural environment and the family environment.]]>
<![CDATA[Fun Cognitive Games: A Play Therapy Approach to Alleviate Anxiety in Preschool Children with Thalassemia ]]>
<![CDATA[Mil, Silvie]]>;
<![CDATA[Auliya, Nabilla]]>;
<![CDATA[Nurillah, Desi]]>
<![CDATA[ Jurnal Pendidikan Anak Usia Dini Undiksha Vol. 12 No. 2 (2024): August ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/paud.v12i2.74791
<![CDATA[Anxiety is one form of unpleasant emotional response that is often felt by children with thalassemia during the hospitalization process. This study aims to analyze the effect of play therapy using fun cognitive games on anxiety disorders in children with thalassemia. The study used a quantitative pre-experimental approach with a One Group Pretest-Posttest design in preschool children undergoing treatment at the Mother and Child Hospital (RSIA). The sample was selected using a purposive sampling technique and involved five preschool children. The instrument used was an adaptation of the HARS instrument that had been validated and tested internally and externally. Data were collected through questionnaires and analyzed using the SPSS program. Hypothesis testing was carried out using the Wilcoxon test. The results of the pretest and posttest showed a decrease in anxiety disorders from the criteria for very severe anxiety disorders to mild anxiety disorders after children received fun cognitive games play therapy. The Wilcoxon test produced an Asymp.Sig. (2-tailed) value of 0.042 <0.05, which indicated a significant effect of fun cognitive games play therapy on anxiety disorders in preschool children with thalassemia at RSIA. The conclusion of this study is that the innovation of fun cognitive games play therapy is effective in reducing anxiety levels in preschool-age children with thalassemia. The implication of this study is that it can be a recommended intervention to support children's emotional well-being during hospitalization.]]>
<![CDATA[Advancing 21st-Century Skills in Early Childhood Through the Project-Based Learning Model: Evidence from Children Aged 5–6 Years ]]>
<![CDATA[Shiddiq, Azka Arina Nur Kamila]]>;
<![CDATA[Sutama, I Wayan]]>;
<![CDATA[Astuti, Wuri]]>
<![CDATA[ Jurnal Pendidikan Anak Usia Dini Undiksha Vol. 12 No. 2 (2024): August ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/paud.v12i2.75057
<![CDATA[The paradigm shifts of 21st century education directs children to have not only knowledge, but also skills. The skills in question include communication, critical thinking, creativity, and collaboration, known as the 4Cs. In early childhood education, it is important for teachers to use learning models that can stimulate 21st century skills, one of which is the project-based learning model. This study aims to analyze the effect of the project-based learning model on the 21st century skills of children aged 5–6 years. The subjects of the study were children in group B at a school that had implemented a project-based learning model. The research design used was Nonequivalent Control Group Design. Data collection was carried out through participatory observation using observation sheets that had been tested for reliability and construct validity. Data were analyzed using descriptive analysis and non-parametric tests. From the experimental class, the average pretest score was 41.813 and the average posttest score was 80.938, indicating an increase in 21st century skills after treatment using project-based learning. Hypothesis testing using the Mann-Whitney U Test produces a significance value of <0.001 (<0.05). It can be concluded that there is a significant influence of the project-based learning model on the 21st century skills of children aged 5–6 years. The implication of this study is to provide the latest information on the influence of project-based learning in improving 21st century skills.]]>
<![CDATA[Fostering Creative Thinking in Early Childhood: An Analysis of Developmental Stimulation ]]>
<![CDATA[Nurjanah, Novita Eka]]>;
<![CDATA[Yetti, Elindra]]>;
<![CDATA[Sumantri, Mohamad Syarif]]>
<![CDATA[ Jurnal Pendidikan Anak Usia Dini Undiksha Vol. 12 No. 2 (2024): August ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/paud.v12i2.75177
<![CDATA[Creative thinking skills in early childhood refer to the ability to generate new ideas, creative solutions, and view problems from different perspectives. These skills form an essential foundation for the development of a child's potential in the future. However, in practice, the development of creative thinking skills in early childhood is not adequately facilitated. This is primarily due to the lack of stimulation from the surrounding environment, leading children to become passive and less motivated to engage in creative thinking. This study aims to analyze and describe the level of creative thinking skills in 5–6-year-old children. The research method used is a survey of 147 children, with data collected through questionnaires completed by class teachers. The data were analyzed using descriptive quantitative techniques and presented in graphical form. The results show that, on average, the creative thinking skills of early childhood children in Surakarta are at the "beginning to develop" stage. These findings suggest the need for more systematic and developmentally appropriate stimulation to optimize the creative thinking potential of young children. The implications of this study provide a foundation for designing interventions and educational programs that support the development of creative thinking skills in early childhood.]]>
<![CDATA[Enhancing Environmental Awareness in Early Childhood Through the Trash Tracking Game ]]>
<![CDATA[Halida]]>;
<![CDATA[Aswat, Bujang]]>;
<![CDATA[Putri, Ayu Aprilia Pangestu]]>;
<![CDATA[Dharmayanti, Putu Ari]]>;
<![CDATA[Jamain, Ririanti Rachmayanie]]>
<![CDATA[ Jurnal Pendidikan Anak Usia Dini Undiksha Vol. 12 No. 2 (2024): August ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/paud.v12i2.75501
<![CDATA[This research is based on observation data and interviews with kindergarten teachers, which revealed a low level of environmental care behaviours among children. The observed behavior includes the children's lack of attention to wet and dry waste scattered around the kindergarten environment. Sensitivity to a clean environment is essential to achieving optimal learning and character development in children. This study aims to improve environmental care behaviours through the Trash Tracking game. The research uses a quantitative approach with an experimental design of one group pretest-post-test. The subjects of the study were 17 children aged 5-6 years, consisting of 8 girls and 9 boys. Data were collected through observation with the same instrument related to environmental care behaviours administered during the pretest and post-test. The data were analyzed using paired t-test. The results showed that the Trash Tracking game, which is engaging and enjoyable, positively influenced the children's behavior toward environmental care. This game also helped children get accustomed to cleaning up waste inside and outside the classroom, as well as distinguishing between wet and dry waste. The children's awareness of preserving a clean environment improved, supporting a conducive and comfortable learning process both inside and outside the classroom.]]>
<![CDATA[The Exploring West Sumatra E-Book: Enhancing Early Reading Skills and Literacy in Early Childhood Education ]]>
<![CDATA[Nilawati]]>;
<![CDATA[Nurhafizah]]>
<![CDATA[ Jurnal Pendidikan Anak Usia Dini Undiksha Vol. 12 No. 2 (2024): August ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/paud.v12i2.75880
<![CDATA[Early reading skills in early childhood are often a challenge, especially in preparing them for the next level of education. Therefore, interesting, effective, and relevant learning media are needed with technological developments. This study aims to develop the e-book Let's Get to Know West Sumatra as a learning media that can improve early reading skills and foster a love of books in the Merdeka curriculum. This e-book is designed by presenting relevant letters and vocabulary to support early childhood literacy. This study uses the ADDIE development method which includes the stages of analysis, design, development, implementation, and evaluation. The subjects of the study were children at the Integrated Islamic Kindergarten. Meanwhile, the object of this research is the Development of an E-Book on Getting to Know West Sumatra in Kindergarten. The research instruments include validity, practicality, and effectiveness tests. Furthermore, the data was analyzed to find the results of the research that had been conducted. The results of the study showed that the e-book Let's Get to Know West Sumatra is very valid, practical, and effective in improving early reading skills and literacy in early childhood aged 5-6 years. With topics that are close to children and the use of the surrounding environment, this e-book allows children to repeat their favorite stories, which contributes to strengthening reading skills and increasing self-confidence. The innovation of the e-book Let's Get to Know West Sumatra has implications for adding variations of learning media that can help improve early reading skills in early childhood.]]>
