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[Improving Scientific Understanding in Early Childhood through Interactive Color Mixing Activities ]]>
<![CDATA[Maku, Karmelia Rosfinda Meo]]>;
<![CDATA[Meka, Marsianus]]>;
<![CDATA[Mere, Veronika Owa]]>
<![CDATA[ Jurnal Pendidikan Anak Usia Dini Undiksha Vol. 12 No. 3 (2024): December ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/paud.v12i3.87242
<![CDATA[Early childhood is characterized by diverse cognitive, motor, and interest development, which significantly influences their ability to understand scientific concepts. While some children can grasp scientific concepts with ease, others require more tailored learning approaches to support their development. This study aims to enhance children's scientific abilities, particularly in understanding the concept of color mixing, through the application of the color-mixing method. The research employed a Classroom Action Research (CAR) design conducted over two cycles. The subjects of the study were early childhood students in Group B during their second semester. Data on children's scientific abilities regarding color mixing were collected through observation using structured observation sheets. The data were analyzed using quantitative descriptive statistical techniques. The findings revealed a significant improvement in children's scientific abilities. In the first cycle, 65% of children were categorized as achieving a medium level, whereas in the second cycle, 100% of children reached a high level. This indicates a 35% increase in children's scientific abilities related to color mixing. The results demonstrate that the color-mixing method is effective in fostering children's understanding of scientific concepts while optimally supporting their cognitive development. This study offers practical insights, suggesting that interactive and contextual learning approaches can be an effective strategy for enhancing scientific abilities in early childhood education.]]>
<![CDATA[Pocket Book for Early Literacy Skills Based on 4P Media ]]>
<![CDATA[Rohita]]>;
<![CDATA[Martini Jamaris]]>;
<![CDATA[Sri Wulan]]>
<![CDATA[ Jurnal Pendidikan Anak Usia Dini Undiksha Vol. 12 No. 3 (2024): December ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/paud.v12i3.72902
<![CDATA[Many early childhood education programs still heavily rely on worksheets, thereby limiting children's opportunities to engage in play-based literacy activities that support their natural development. Moreover, teachers often lack practical and easy-to-use learning resources to stimulate early literacy skills in accordance with children's developmental stages. This study aims to develop a pocket book that can be used by teachers to enhance their understanding of early literacy skills in children and ways to stimulate them. The research method used is development research with the ADDIE model, limited to the implementation stage. The sample at the implementation stage consisted of 6 kindergarten teachers and 14 students from the Early Childhood Teacher Education program. Data collection was carried out through observation, validation, and questionnaires. Data were analyzed using descriptive statistical techniques based on validation results from three experts, practitioners, as well as responses from kindergarten teachers and students. The results in the development phase showed that the pocket book was rated as "Feasible." Furthermore, the small group assessment involving five practitioners yielded scores in the "Highly Feasible" category. At the implementation stage, the revised pocket book was assessed by a large group of 20 respondents and received scores within the "Highly Feasible" criteria. The conclusion from this study is that the pocket book for developing early literacy skills using 4P media is highly feasible for use in the learning process of early childhood education. The implication of this research is the availability of a practical learning resource that can help teachers improve the quality of early literacy learning in a more effective and enjoyable way.]]>
<![CDATA[The Effect of Loose Part Media on Fine Motor Skills of Children in Group B ]]>
<![CDATA[Ella, Laela Rizki Fitriana]]>;
<![CDATA[Sudaryanti]]>
<![CDATA[ Jurnal Pendidikan Anak Usia Dini Undiksha Vol. 12 No. 3 (2024): December ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/paud.v12i3.74962
<![CDATA[The development of fine motor skills in early childhood is an important aspect that needs attention in the learning process. However, many students still experience difficulties in developing these skills, one of which is caused by the lack of creativity of educators in using varied and interesting learning media. As a result, more than 50% of children show suboptimal fine motor skills and minimal imagination in learning activities. Therefore, this study aims to determine the effect of loose part media on the fine motor skills of kindergarten students. This study uses a quantitative analysis method. The population and sample of this study were 52 kindergarten students. The sampling technique was based on the characteristics of the students with the same groups and numbers, so there were no specific criteria for determining the control and experimental classes. Data collection was carried out through observation and documentation using a research instrument that had undergone content validity and empirical validity tests. Meanwhile, reliability was tested using Cronbach's alpha formula. The data analysis technique used was quasi-experimental analysis. A quasi-experiment is an experiment in which the smallest experimental units are not randomly assigned to experimental and control groups (non-random assignment). The results of this study indicate that there is an effect on the fine motor skills of kindergarten students before and after the use of loose parts media. This can be seen from the results of the independent sample t-test, which yielded a tvalue of 3.619 and a Sig. value of 0.001 < 0.05. Based on the results of this study, recommendations will be made to schools to implement loose part media as a form of creativity for educators to train fine motor skills in children.]]>
<![CDATA[Interactive Powerpoint Multimedia to Improve Letter Recognition Skills in Group B Children ]]>
<![CDATA[Gusti Ayu Putu Meli Handayani]]>;
<![CDATA[Didith Pramuditya Ambara]]>;
<![CDATA[Ni Wayan Suniasih]]>
<![CDATA[ Jurnal Pendidikan Anak Usia Dini Undiksha Vol. 12 No. 3 (2024): December ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/paud.v12i3.77700
<![CDATA[Teachers solely rely on textbooks and lecture methods in teaching. This makes students feel less engaged and bored in learning, thus hindering children's letter recognition abilities from reaching their maximum potential. This research aims to develop interactive PowerPoint multimedia to enhance letter recognition abilities in Group B children. The research adopts a development research design. The ADDIE model is utilized in the development process. Data collection methods include observation, interviews, and questionnaires. Data collection instruments consist of questionnaires and observation sheets. Data analysis employs quantitative analysis and sample-dependent t-test techniques. The study involves 24 children from Group B. The results reveal expert assessments on design at 90% (excellent category), learning content at 91.6% (excellent category), instructional design experts at 96.87% (excellent category), multimedia experts at 93.75% (excellent category), individual trials at 93.33% (excellent category), and small group trials at 92.70% (excellent category). The effectiveness test of the interactive PowerPoint multimedia yields tvalue = 13.948 > ttable = 2.069, thus rejecting H0 and accepting H1 because the post-test score is higher than the pre-test score. Consequently, it can be concluded that the use of interactive PowerPoint multimedia effectively enhances letter recognition abilities in Group B children. The implication of this research is that interactive PowerPoint multimedia can develop letter recognition abilities for Group B children.]]>
<![CDATA[Organizational Citizenship Behavior and Psychological Capital in Pre-Kindergarten Teacher’s Well-Being ]]>
<![CDATA[Sufya, Dina Haya]]>;
<![CDATA[Lina Eka Retnaningsih]]>
<![CDATA[ Jurnal Pendidikan Anak Usia Dini Undiksha Vol. 12 No. 3 (2024): December ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/paud.v12i3.77705
<![CDATA[The characteristics of Organizational Citizenship Behavior (OCB) include empathy, conscientiousness, civic participation, and politeness. On the other hand, psychological capital turns on self-efficacy, hope, resilience, and optimism. The design of this study is quantitative using variance-based Structural Equation Model (SEM) and Partial Least Squares (PLS) approach to generate discriminant validity. The population in this study were teachers who were estimated. Questionnaires were used as part of the data collection method. The findings of the study showed a significant relationship between altruism, civic participation, politeness, self-efficacy, hope, and resilience with psychological well-being in early childhood teachers. The variables conscientiousness and optimism did not show a statistically significant positive effect. The results of this study provide a significant contribution to our understanding of the factors that influence the psychological well-being of early childhood teachers. In addition, the current findings of this study have important implications for the development of interventions and strategies aimed at improving the well-being of early childhood teachers. In conclusion, this study highlights the importance of specific dimensions of OCB and Psychological Capital in improving the psychological well-being of early childhood teachers. By focusing on the development of positive behaviors and psychological resources, educational stakeholders can create supportive environments that improve overall teacher well-being in early childhood education settings.]]>
<![CDATA[Development Tolerance in Early Childhood: Management and Practices for Emancipatory Curriculum ]]>
<![CDATA[Jumiatmoko]]>;
<![CDATA[Siti Wahyuningsih]]>;
<![CDATA[Upik Elok Endang Rasmani]]>;
<![CDATA[Bambang Winarji]]>;
<![CDATA[Anjar Fitrianingtyas]]>;
<![CDATA[Nurul Shofiatin Zuhro]]>;
<![CDATA[Novita Eka Nurjanah]]>
<![CDATA[ Jurnal Pendidikan Anak Usia Dini Undiksha Vol. 12 No. 3 (2024): December ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/paud.v12i3.79477
<![CDATA[Tolerance is key to realizing ECEfS (Early Childhood Education for Sustainability). However, the implementation of the Merdeka Curriculum presents new challenges in developing tolerance in early childhood education, particularly due to differences in children's socio-cultural backgrounds and limited variety of stimulating activities.This study aims to identify the dynamics of tolerance development management in PAUD institutions implementing the Kurikulum Merdeka. The research employs a Case Study method, which is suitable for answering "how" research questions. A qualitative approach is used with interactive analysis based on the model of Miles, Huberman, and Saldana (2012). Data were collected through observations, in-depth interviews, and document studies, then analyzed to identify management processes, implementation categories, and encountered challenges. Score justification was used to measure the effectiveness of implementation in the components of planning, organizing, actuating, and controlling in relation to the Capaian Pembelajaran Fase Pondasi (CPFP) and the Capaian Fase Profil Pelajar Pancasila (CFP3). The findings indicate that tolerance development management in PAUD follows a cyclical process, yet its effectiveness remains in the moderate category (average score of 2.2). The main challenges identified include the diversification of stimulation activities and differences in children's socio-cultural backgrounds. The study's implications highlight the need for improving teacher competence, strengthening collaboration with parents, and innovating play-based activities to optimize tolerance development in early childhood education.]]>
<![CDATA[Parents’ Role: How Full-Time Workers’ Parents Manage Early Childhood’s Screen Time ]]>
<![CDATA[Septyana Lestari, Cindy]]>;
<![CDATA[Aris Rahmadani, Ni Kadek]]>
<![CDATA[ Jurnal Pendidikan Anak Usia Dini Undiksha Vol. 12 No. 3 (2024): December ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/paud.v12i3.79514
<![CDATA[The high intensity of gadget use among early childhood affects children's social, emotional, and motor physical interactions, causing children to be less active and reducing their interaction with the environment. This is influenced by parents who are busy working, resulting in less monitoring of their children's screen time. This study aims to analyze how full-time working parents manage the screen time of early childhood children. The research uses a qualitative approach with descriptive and case study methods. Data were collected through observation, interviews, and documentation involving 12 parents who have children aged 3-8 years participating in this study. The collected data were analyzed using data triangulation. The results show that parents have tried to manage gadget usage time by setting limits and filtering content suitable for children. However, parents do not fully understand the concept of effective screen time management, as well as the importance of supervision and accompaniment in gadget use. The implications of this study emphasize the importance of education and support for parents to effectively manage their children's screen time to minimize the negative impacts of gadget use on early childhood development.]]>
<![CDATA[The Effectiveness of Flashcard Media in Improving Early Reading Skills in Early Childhood Group B ]]>
<![CDATA[Ni Nyoman Widya Rini Sayenti]]>;
<![CDATA[I Wayan Wiarta]]>
<![CDATA[ Jurnal Pendidikan Anak Usia Dini Undiksha Vol. 12 No. 3 (2024): December ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/paud.v12i3.80270
<![CDATA[This research was motivated by the lack of media available to stimulate children's early reading skills in kindergarten. Therefore, this study aimed to analyze the effectiveness of using flashcard teaching media to enhance reading abilities. The research subjects included three students in individual trials, nine students in small group trials, and 27 students for the effectiveness test. The research model used was the ADDIE model (Analyze, Design, Development, Implementation, Evaluation). Data collection methods included questionnaires and observation instruments (pre-non-test and post-non-test). The data analysis techniques applied were quantitative descriptive analysis and inferential statistics. The research findings indicate that expert evaluations of design, feasibility tests, and assessments from research subjects rated the flashcard media in the "very good" category, confirming its high validity for use. Additionally, the t-test results (tcount > ttable: 7.140 > 2.055) demonstrate that flashcard media is significantly effective in stimulating early reading skills in young children in Group B. The implication of this research is that flashcard media can be integrated into the learning process as a strategy to improve early reading skills, particularly for early childhood learners in Group B.]]>
<![CDATA[The Role of Early Childhood Education Teachers in Preparing Early Childhood Learning Readiness in the Transition Period ]]>
<![CDATA[Hanifah, Siti]]>;
<![CDATA[Euis Kurniati]]>;
<![CDATA[Rudiyanto]]>
<![CDATA[ Jurnal Pendidikan Anak Usia Dini Undiksha Vol. 12 No. 3 (2024): December ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/paud.v12i3.80623
<![CDATA[The transition from Early Childhood Education (ECE) to primary school is a critical stage in the development of young children. The role of ECE teachers in preparing children's readiness for learning during this transition period is key to ensuring a successful adaptation to a new environment and more complex academic demands. This study aims to thoroughly evaluate the role of ECE teachers in supporting school readiness among young children during the transition from ECE to primary school. This research employs a descriptive qualitative method, using interviews as the primary data collection technique. The study involved three ECE teachers as participants. Data were analyzed using thematic analysis. The findings indicate that ECE teachers play a vital role in developing children's social, emotional, academic, and self-reliance skills during the transition period. They create supportive learning environments, introduce basic concepts, foster independence, and provide emotional support to the children. ECE teachers contribute to building a strong foundation for children's academic success in primary school. The implications of this study highlight the importance of emphasizing the role of ECE teachers in preparing children for the changes they face when entering a new phase in their education. A deeper understanding of the role of ECE teachers can help enhance early childhood education, ensuring a more meaningful and supportive learning experience for children during the transition to primary school.]]>
<![CDATA[Implementation of Loose Part Media-Assisted STEAM Learning Approach to Early Childhood Collaboration Skills ]]>
<![CDATA[Pratiwi, Ni Komang Yadni Okta]]>;
<![CDATA[Putu Rahayu Ujianti]]>;
<![CDATA[Rendy Setyowahyudi]]>
<![CDATA[ Jurnal Pendidikan Anak Usia Dini Undiksha Vol. 12 No. 3 (2024): December ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/paud.v12i3.83018
<![CDATA[The problem in implementing STEAM learning is that teachers have difficulty integrating all STEAM elements into one activity or learning activity in the classroom. This research aims to analyze how the implementation of the STEAM learning approach with loose part media affects the collaboration skills of early childhood. This type of research is qualitative research, using qualitative descriptive methods and a case study approach. This research uses observation, interview and documentation data collection methods. The instruments used were observation sheets and interview sheets. The informant for this research was the group B teacher. Then, to validate the data, data analysis techniques were used in the form of triangulation, which consists of data reduction, data presentation, and drawing conclusions or verification. The results of this research indicate that the implementation of the STEAM learning approach assisted by loose part media in Kindergarten has been implemented well. Teachers have carried out learning activities through the stages of planning, implementation and evaluation. It is hoped that the implications of this research will be material for study and evaluation for teachers who will implement STEAM-based learning in kindergarten.]]>
