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Jurnal Pendidikan Anak Usia Dini Undiksha
Published by Universitas Pendidikan Ganesha
ISSN : 26139669     EISSN : 26139650     DOI : 10.23887/paud
Core Subject : Humanities, Art,
Arts Humanities
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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Articles 20 Documents
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Search results for , issue "Vol. 12 No. 2 (2024): August" : 20 Documents clear
Enhancing Early Childhood Social Development: An Analysis Through the Lens of Multicultural Education Anisa, Clera Agretyas Nur; Kristiana, Dian; Rusdiani, Nurtina Irsad; Kusmiati, Ami
Jurnal Pendidikan Anak Usia Dini Undiksha Vol. 12 No. 2 (2024): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/paud.v12i2.75990

Abstract

Social development is a critical aspect of early childhood growth. This study aims to analyse the social development of children aged 5–6 years and the supporting and inhibiting factors from the perspective of multicultural education. The research employed a qualitative approach with a case study design. Data were collected through interviews with teachers, classroom observations in early childhood education (PAUD), and documentation. The data analysis process focused on three stages: data reduction, data presentation, and conclusion drawing or verification. The findings revealed that the social development of 2 out of 6 children aged 5–6 years was categorized as Developing as Expected (BSH), while the other 4 children were in the Beginning to Develop (MB) category. Children’s social competencies are interrelated; weaknesses in one social competency can influence others. Inhibiting factors in the implementation of education include parents, children, and teachers, while supporting factors involve parents, peers, and teachers. Thus, multicultural education plays a strategic role in optimizing the social development of early childhood learners.
The Impact of Stunting Prevention Content on Parental Caregiving Skills for Early Childhood Development Krisnaeni; Iriyanto, Tomas; Wuri Astuti
Jurnal Pendidikan Anak Usia Dini Undiksha Vol. 12 No. 2 (2024): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/paud.v12i2.76054

Abstract

Parental caregiving plays a pivotal role in the growth and development of children. High-quality caregiving ensures that children grow and develop optimally according to their developmental stages. Parenting practices also significantly influence children's nutritional status. The better the parenting skills, the better the nutritional status of the child. Good nutritional status is essential in preventing stunting. Currently, stunting poses a serious threat to Indonesian children, with a prevalence rate of 21.6% in 2022. Therefore, enhancing parental caregiving skills is crucial to ensuring a better quality of life for all Indonesian children. This study aimed to examine the effect of stunting prevention content on parental caregiving skills. A pre-experimental method with a one-group pretest-posttest design was employed in this study, involving 43 participants. Data were analyzed using descriptive statistics and a t-test. The results revealed an improvement in posttest scores compared to pretest scores. Additionally, the t-test analysis showed a significance value of < 0.001 (p < 0.05). These findings indicate that stunting prevention content has a positive impact on the caregiving skills of parents with children aged 0–2 years.
Efforts to Prevent Stunting Through Fun Cooking Activities in Kindergarten Group A Umami, Riza; Saputri, Senny Weyara Dienda; Widiastuti, Reski Yulina
Jurnal Pendidikan Anak Usia Dini Undiksha Vol. 12 No. 2 (2024): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/paud.v12i2.76216

Abstract

Stunting prevention efforts are generally carried out through integrated health service post activities, exclusive breastfeeding, increasing environmental capacity, economy, and community welfare, and health care. This study aims to analyze the level of validity, effectiveness, and practicality of fun cooking activities as one of the efforts to prevent stunting in group A children in kindergarten. This type of research is development research using the ADDIE model. The subjects of this study were 36 children in group A of Al Hikmah Kindergarten. Data collection in this study was carried out using interview, observation, and documentation techniques. Data analysis techniques include validity tests, effectiveness tests, and practicality tests. The results of the study showed that the level of children's recognition of healthy and nutritious food was still lacking. Fun cooking activities carried out twice were a solution in introducing healthy food to children. On the first day, children learned about local food, its nutrition, and benefits; on day two, they processed it. This activity aims to boost preference for local food and reduce unhealthy eating, with validation results confirming it is highly feasible to implement. In terms of effectiveness and practicality, fun cooking activities received a very effective and very practical assessment based on evaluations from educators and parents. This shows that fun cooking activities can be an innovative learning method in supporting efforts to prevent stunting in early childhood. The latest information in this study can have implications for increasing efforts to prevent stunting in early childhood.
Foot Hula Hoop Game: An Innovative Approach to Stimulating Agility in Early Childhood Education Anwar, Irana; Pramono; Tirtaningsih, Munaisra Tri
Jurnal Pendidikan Anak Usia Dini Undiksha Vol. 12 No. 2 (2024): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/paud.v12i2.76524

Abstract

The issue identified in this study is the low level of agility in children aged 5-6 years, which affects their motor skills. One way to address this issue is through games that can stimulate the agility of children. The aim of this study is to develop a foot hula hoop game that is suitable for stimulating agility in children aged 5-6 years. This research employs the Research and Development (R&D) method, adapted from the Borg and Gall model as modified by Sugiyono. The study follows nine steps: identifying potential and problems, data collection, product design, product design validation, product design revision, small group trial, revision based on small group trial results, large group trial, and final product refinement. Quantitative data were collected through questionnaires validated by early childhood game experts, content experts, and user validation (teachers) during the small and large group trials. Qualitative data were obtained from expert feedback, teacher input, initial interviews, and observational notes. The research subjects were 5-6-year-old children, with 6 children involved in the small group trial and 41 children in the large group trial. The conclusion of this study is that the foot hula hoop game is highly suitable for stimulating agility in children aged 5-6 years.
Educational Services for Early Childhood: Hyperactive Child Behavior Management in Kindergarten Putri, Risti Andriana; Waluyo, Edi
Jurnal Pendidikan Anak Usia Dini Undiksha Vol. 12 No. 2 (2024): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/paud.v12i2.77123

Abstract

Early childhood education services are designed to be inclusive and accessible to all groups without discrimination based on background, race, ethnicity, religion, or other differences. This study aims to analyze early childhood education services in handling hyperactive children's behavior in kindergarten environments. This study uses a qualitative descriptive method, with data collected through observation, interviews, and document analysis. The number of responses in this study was 7 people including school principals, teachers and child developmental psychologists. The implementation of the study involved 2 observers, namely the main class teacher, assistant teacher and researcher. Data were analyzed using the Miles and Hubermen model which consists of data collection, data reduction, data presentation and drawing conclusions. An ideal early childhood education program for children with special needs requires an inclusive, responsive approach and support that is appropriate to individual needs. The findings of this study emphasize the importance of early childhood education services in handling hyperactive children's behavior. The success of services to handle hyperactive behavior in kindergarten is evaluated through learning planning, the multifunctional role of teachers, and supporting and inhibiting factors in education. These factors need to be addressed comprehensively to ensure the success of early childhood education in supporting optimal development and learning for hyperactive children. The latest information in this study has implications for the development of science in the field of education, especially in the field of early childhood education.
Stimulating Early Childhood Digital Literacy Through the Innovative Kiddyfun Platform Putri, Novi Eka; Iriyanto, Tomas; Anisa, Nur
Jurnal Pendidikan Anak Usia Dini Undiksha Vol. 12 No. 2 (2024): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/paud.v12i2.77180

Abstract

The globalization era significantly impacts daily behavior, including the field of education. This highlights the necessity for individuals to continuously adapt to avoid being left behind by rapid advancements. However, in practice, the utilization of digital literacy remains suboptimal, as teachers often rely solely on books as learning resources, which can lead to student disengagement when faced with lengthy texts. This study aims to produce the Kiddyfun platform, designed to be effective, efficient, and engaging in stimulating digital literacy skills among children aged 4–6 years. The study subjects included two material expert validators, two media expert validators, four teacher users, 40 children aged 4–5 years, and 40 children aged 5–6 years. The research employed a development method based on the ADDIE model. Data collection techniques involved observation sheets and questionnaires, analyzed using quantitative descriptive methods. The results showed that the media validity test scored 89% (highly feasible), the material validity test scored 94% (highly feasible), the user test scored 97% (highly feasible), the small group test scored 100% (highly feasible), and the large group test scored 96% (highly feasible). Based on these results, it can be concluded that the innovation of Kiddyfun platform is highly feasible and engaging. The implication of this media development is its potential to enrich digital learning resources to stimulate literacy skills in children aged 4–6 years.
Busy Book: Educational Tool to Enhance Language Skills in Early Childhood Education Yanti, Ni Made Riska; Ambara, Didith Pramunditya
Jurnal Pendidikan Anak Usia Dini Undiksha Vol. 12 No. 2 (2024): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/paud.v12i2.78028

Abstract

Children often face challenges in learning new material, requiring teachers to develop appropriate instructional media to support the learning process. This study aims to develop a busy book as an educational medium to stimulate children’s language development. The research employed the ADDIE development model (Analyze, Design, Development, Implementation, Evaluation). The product was evaluated by one content expert, one instructional design expert, and one media expert, involving three children in individual trials, five children in small group trials, and 19 children in effectiveness testing. Data were collected through questionnaires and non-test observations, with data analysis conducted using inferential statistics and quantitative descriptive analysis. Expert evaluations revealed that the instructional design scored 88.88% (classified as good), instructional media 95.83% (very good), individual trials 94.16% (very good), and small group trials 92.5% (very good). The product design scored 90.90% (very good). Effectiveness testing indicated a significant impact, with tstatistics > ttable (12.325 > 1.734). These findings suggest that the busy book is a feasible and effective educational medium for stimulating language skills in Group B children.
Interactive Daily Spin Board: Revolutionizing Language Learning for Young Children Priani, Ni Kadek Dian; Kristiantari, Maria Goreti Rini
Jurnal Pendidikan Anak Usia Dini Undiksha Vol. 12 No. 2 (2024): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/paud.v12i2.78120

Abstract

Children often encounter challenges in learning new materials, necessitating the development of educational media that stimulates their growth. This study aims to develop an interactive PowerPoint-based daily spin board to enhance language skills in Group B children. The research employed the ADDIE development model (Analyze, Design, Development, Implementation, and Evaluation). The product was evaluated by one content expert, one instructional design expert, and one instructional media expert. The study subjects included three children in individual trials, nine children in small group trials, and 16 children for effectiveness testing. Data were collected through questionnaires and observation and analyzed using quantitative descriptive and inferential statistical methods. The expert evaluations yielded excellent results, with scores of 100% for product design, 98.33% for content, 90.63% for instructional design, and 92.18% for instructional media. Individual and small group trials received scores of 93.33% and 93.89%, respectively, classified as excellent. Effectiveness testing indicated a significant impact, with tstatistics > ttable (9.079 > 1.753). The findings confirm that the interactive PowerPoint-based daily spin board is both feasible and effective for improving language skills in Group B children. This study implies that the daily spin board facilitates language learning by providing an engaging alternative to traditional book-based approaches, reducing monotony and increasing children’s learning engagement.
The Impact of Illustrated Storybooks on Enhancing Reading Skills in Children Aged 7-8 Years Indarini, Pipin; Rahmadani, Ni Kadek Aris
Jurnal Pendidikan Anak Usia Dini Undiksha Vol. 12 No. 2 (2024): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/paud.v12i2.78842

Abstract

Early childhood reading skills often present challenges, particularly during the transition from kindergarten to elementary school. At the ages of 7–8 years, children require appropriate stimulation to develop their reading skills optimally. This study aims to analyze the impact of illustrated storybook media on improving the reading abilities of children aged 7–8 years. The aspects of reading skills examined in this study include accuracy in intonation, tone, articulation, and emphasis; clarity of voice; understanding of punctuation; and fluency and reading speed. The subjects of this study were first-grade elementary school students at the initial stage of learning to read. This research employed a descriptive quantitative approach using a pre-experimental method with a One Group Pre-Test Post-Test Design. Data were collected through observation and analyzed using descriptive quantitative analysis and hypothesis testing with a Paired Sample t-test, preceded by normality testing as a prerequisite. The findings revealed that illustrated storybook media had a significant impact on improving children's reading abilities, with a significance value of 0.001 < 0.05. Children demonstrated enhanced accuracy, clarity, and fluency in reading, including better intonation, voice clarity, and understanding of punctuation. The study concludes that illustrated storybook media is effective in enhancing the reading skills of children aged 7–8 years, particularly in terms of accuracy, clarity, and reading fluency.
Game LoP: Fostering Logical-Mathematical Intelligence in Early Childhood Wulansari, Widi; Wati, Epritha Kurnia
Jurnal Pendidikan Anak Usia Dini Undiksha Vol. 12 No. 2 (2024): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/paud.v12i2.80858

Abstract

Logical-mathematical intelligence is one of the essential skills that early childhood must develop to support their future educational journey. However, many children are reluctant to learn logical mathematics as it is often perceived as difficult to understand. To address this issue, an educational medium in the form of an educational game is needed to attract children's interest in learning logical mathematics. This study aims to evaluate the effectiveness of the educational media Game LoP in enhancing early childhood logical-mathematical skills. The research employs a quasi-experimental design involving pretest-post-test and control group comparisons. Research instruments include pretest and post-test assessments analyzed using paired t-tests and independent t-tests. The findings reveal a significant difference in early logical-mathematical abilities between the control and experimental groups following the implementation of Game LoP. Additionally, there was a notable improvement in the logical-mathematical abilities of children using this educational medium. Therefore, Game LoP has been proven to yield positive and significant outcomes in enhancing early childhood logical-mathematical skills. This study implies that the application of Game LoP can serve as an innovative solution to support the development of children's logical-mathematical intelligence.

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