cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
-
Contact Email
-
Phone
-
Journal Mail Official
info.ejournal@undiksha.ac.id
Editorial Address
Jl. Udayana Kampus Tengah Singaraja, Bali, Indonesia
Location
Kota denpasar,
Bali
INDONESIA
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).
Arjuna Subject : -
Articles 1,354 Documents
 132   133   134   135   136 
Disaster-Safe Schools in Indonesia: The Disaster Mitigation Activity Program (ProMB) in Early Childhood Education Ningrum, Mallevi; Sri Setyowati; Ruqoyyah Fitri; Eka Cahya Maulidiyah; Wulan Patria Saroinsong; Dhian Ghowinda Luh Safitri
Jurnal Pendidikan Anak Usia Dini Undiksha Vol. 13 No. 1 (2025): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/paud.v13i1.86355

Abstract

Indonesia is a country that is prone to natural disasters, so it is necessary to take preventive measures against the dangers that occur in order to carry out self-rescue efforts. However, curriculum integration with disaster mitigation activities has not been widely implemented by PAUD institutions. The purpose of this study was to conduct a survey on the implementation of ProMB in early childhood education units. This research was conducted using a quantitative approach with a survey method. The respondents of this study were 234 teachers who teach at kindergarten level using an online questionnaire. The findings obtained were that teachers had designed learning with disaster mitigation activity content showing a score of 62.30%. ProMB can be implemented with supporting facilities such as 1) physical facilities; 2) supporting equipment; 3) training of educators and education personnel on understanding natural disaster simulations; 4) educational game tools; and 5) cooperation with external parties. Teachers' teaching experience has a significant influence on the quality of learning about the implementation of ProMB. This study concludes that the implementation of ProMB has been carried out by teachers in a structured manner. Further research needs to integrate disaster mitigation material with the curriculum of educational units and provide training facilities to teachers to improve their competence in teaching disaster mitigation material in a more enjoyable way.
The Impact of Using Immersive Virtual Reality Technology on Children's Communication Skills in Kindergartens in Padang City Ummayah, Yasifa Arkanasya; Nurhafizah Nurhafizah; Farida Mayar; Nenny Mahyuddin
Jurnal Pendidikan Anak Usia Dini Undiksha Vol. 13 No. 1 (2025): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/paud.v13i1.86810

Abstract

The rapid development of technology has not been fully optimized in early childhood education, particularly in developing children’s communication skills. In the digital era, mastery of modern technology is a potential means to support the stimulation of children's social and communication abilities. This study aims to examine the effectiveness of immersive virtual reality technology in enhancing early childhood communication skills. This research employed a quantitative approach with a Quasi-Experimental design using a Non-equivalent Control Group Design. The study involved 181 children selected through random sampling techniques. Data were collected using questionnaires, interviews, and documentation, and analyzed through prerequisite tests and t-tests. The results indicated a significant improvement in children's communication skills after receiving treatment with immersive virtual reality technology, with the average pre-test score increasing from 18.35 to 27.35 in the post-test. The t-test result obtained a significance value of 0.048 (p < 0.05), indicating a significant difference in communication skills between the experimental and control groups. These findings suggest that immersive virtual reality has the potential to be an effective innovative learning medium for developing early childhood communication skills. The implication of this research recommends integrating immersive technology into early childhood education programs to optimally support socio-emotional development.
Literasi Membaca: Eksplorasi Potensi Sekolah dalam Mendukung Perkembangan Literasi Anak Suras, Febriana Ekananda; Pamungkas, Joko; Rolina, Nelva
Jurnal Pendidikan Anak Usia Dini Undiksha Vol. 13 No. 1 (2025): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/paud.v13i1.86957

Abstract

This study identified the problem of low reading literacy skills in early childhood, so the researchers analyzed the potential of schools to support the improvement of reading literacy skills in kindergarten. This analysis aims to measure the extent of the influence of supporting factors owned by schools in improving reading literacy skills. The approach used is quantitative with the type of survey research using a Cross-Sectional research design. This research was conducted by distributing questionnaires online in the form of Google Forms. The research sample taken was 150 children aged 5-6 years from 15 schools in Makassar City using the random sampling method. The reading literacy instrument was developed by researchers using expert testing and empirical testing. The results of the study were analyzed descriptively and correlation tests using Smart PLS 3. Based on the results of this study, it is described that the fulfillment of supporting factors by schools that are not optimal shows a very significant influence on the development of reading literacy. Researchers' findings of reading literacy skills in early childhood show that children's reading literacy understanding is in various categories, namely very less, less and enough and good.
Tingkat Regulasi Emosi Anak Usia 5-6 Tahun di Surakarta Maghfirota Auriza; Muthmainah; Amir Syamsudin
Jurnal Pendidikan Anak Usia Dini Undiksha Vol. 13 No. 1 (2025): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/paud.v13i1.87003

Abstract

Emotional regulation is one of the essential aspects of early childhood social-emotional development that plays a significant role in preparing children to face social and academic challenges. However, understanding of children’s ability to recognize, manage, and express their emotions remains limited, thus further research is needed to provide a more in-depth picture of emotional regulation levels in early childhood. The aim of this study is to explore the emotional regulation level of children aged 5–6 years. This study employed a quantitative approach with a descriptive survey method. Data were collected using a questionnaire with a Likert scale. The questionnaire consisted of 11 items and had undergone expert testing using Lawshe’s content validity as well as empirical testing using SPSS 25 for Windows. The reliability test in this study used the Cronbach’s Alpha technique, which yielded a result of 0.947, indicating high reliability. The data were analyzed using descriptive statistical analysis techniques. The results showed that most children aged 5–6 years were in the excellent category (50.54%), although some children were in the quite capable category (1.88%) and required more attention to further develop their emotional regulation. Thus, it can be concluded that, in general, early childhood children are capable of managing their emotions well in various situations. The implication of this study is the importance of the roles of parents, teachers, and policymakers in creating environments that support the development of emotional regulation in children from an early age.
The Power of Music and Movement in Educational Videos on Stunting Andika, Windi Dwi; Akbari; Dwi Cahaya Nurani; Yuni Dwi Suryani; Sri Sumarni; Yin Yin Septiani; Ruri Tria Astika; Putri Salsabila; Fita Rizkika Fizmayani; Risca Cahya
Jurnal Pendidikan Anak Usia Dini Undiksha Vol. 13 No. 1 (2025): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/paud.v13i1.87219

Abstract

Stunting is a serious issue that affects early childhood development and demands educators' attention in providing appropriate preventive education. Ironically, the limited availability of effective educational media for stunting prevention hinders the learning process. This study aims to develop and evaluate the feasibility of an educational video based on movement and song activities as a preventive effort against stunting in early childhood. This research employed a research and development (R&D) design involving 28 children as subjects. Data were collected through observation and structured interviews, and analyzed using qualitative descriptive methods. The findings indicate that the developed educational video effectively conveys health messages in an engaging and child-friendly manner. The content covers healthy living habits, nutritious food consumption, and regular sleep patterns, all demonstrated through songs and movements. Both children and teachers showed high enthusiasm after using the media consistently for two weeks. The study concludes that movement and song based educational videos are appropriate as a medium for stunting prevention education in early childhood. The implications of this study highlight the importance of developing creative, enjoyable, and behavior-oriented learning media to foster healthy habits from an early age. Further development is recommended to ensure the sustainability and broader applicability of this media in various educational contexts.
The Effect of the Project-Based Learning Model on Creativity Achievements in Early Childhood Afriani, Nurul Annisa; Syamsuardi; Intisari; Nur Alim Amri; Heni Safitri Hasbur
Jurnal Pendidikan Anak Usia Dini Undiksha Vol. 13 No. 1 (2025): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/paud.v13i1.87325

Abstract

Children's creativity, especially in combining colors, shapes, and textures, as well as their ability to experiment and explore, is not yet optimal. This problem arises due to inappropriate and less interesting learning methods. This research aims to analyze the effect of applying the project-based learning (PjBL) model on increasing creativity in early childhood. This research uses quantitative methods with a pre-experimental design in the form of a pre-test and a post-test for one group. The research population was 30 children, with a sample of 15 children selected using purposive sampling techniques. Data were collected through observation using validated guidelines. Hypothesis testing was performed using nonparametric analysis, Wilcoxon test with a significance level of 0.05. The results showed a significant increase in creativity in children, with the average score increasing from 23.93 in the pre-test to 49.07 in the post-test. Statistical analysis shows a significance value of 0.001 (<0.05), indicating that applying the PjBL learning model has a positive effect on the creativity of young children. These results reflect that children's ability to combine visual elements creatively, solve problems in a simple way, and experiment increased after applying the PjBL model. This research concludes that PjBL can be an innovative solution in supporting the development of creativity in early childhood, especially in the context of learning centered on exploration and direct experience. These results recommend the widespread use of PjBL to increase children's creativity in various early childhood education institutions.
The Effect of Sensory Integration Activities on the Fine Motor Abilities of Early Childhood Arwinda; Syamsuardi; Tasrif Akib; Intisari; Nur Alim Amri
Jurnal Pendidikan Anak Usia Dini Undiksha Vol. 13 No. 1 (2025): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/paud.v13i1.87415

Abstract

The low level of fine motor skills in early childhood poses a challenge that can hinder children's independence and school readiness. These obstacles are evident in daily activities such as manipulating scissors, stringing beads, and other tasks requiring hand-eye coordination. Based on sensory integration theory, multisensory stimulation can optimize children's overall motor development. This study aims to analyze the effect of sensory integration activities on improving fine motor skills in early childhood. The research employed a pre-experimental design with a one group pretest-posttest approach. The subjects consisted of 20 children aged 4–5 years selected using a total sampling technique. Data were collected using fine motor skills observation sheets, and data analysis was carried out using the Wilcoxon test. The results showed a significant improvement in fine motor skills after the intervention, with the average score increasing from 23.00 in the pretest to 47.80 in the posttest. The Wilcoxon test revealed a significance value of 0.001 ≤ 0.05, indicating the effectiveness of sensory integration activities in enhancing fine motor skills. This study concludes that integrated sensory stimulation has a positive impact on the development of fine motor skills in early childhood, with implications for its implementation as an alternative stimulation program in early childhood education settings.
The Effect of Mindfulness Implementation on the Concentration Ability of Early Childhood Milna Juwita; Syamsuardi; Tasrif Akib; Arie Martuty; Intisari; Nur Alim Amri
Jurnal Pendidikan Anak Usia Dini Undiksha Vol. 13 No. 1 (2025): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/paud.v13i1.87449

Abstract

Young children often have difficulty concentrating and are easily distracted, which hinders their learning and cognitive development. According to Piaget's theory, the concentration of 5- to 6-year-olds is influenced by their ability to shift their attention. This study aims to evaluate the effect of implementing mindfulness on improving concentration in young children. Mindfulness is defined as a full awareness approach that involves activities such as breathing exercises, meditation, and environmental observation. The study uses a pre-experimental method with a "One Group Pretest-Posttest" design, involving 16 children aged 5-6 years. Mindfulness was applied over six sessions, with measurements of children's concentration before and after the treatment, which included simple breathing exercises, listening to nature sounds, and observing objects with full attention. The results showed a significant improvement in children's concentration after the mindfulness intervention. This indicates that mindfulness helps children to focus more and manage their attention better. Therefore, mindfulness is an effective approach to enhancing concentration in young children and supporting their cognitive development. The implementation of mindfulness is highly recommended in early childhood education as a strategy to optimize learning potential and should be applied more widely in early childhood education settings.
Wordwall Puzzle Educational Game Application Integrated with Ngada Local Culture “Ngadhu_Bhaga” to Improve Cognitive Abilities in Early Childhood Fono, Yasinta Maria; Nafsia, Andi; Owa Mere, Veronika
Jurnal Pendidikan Anak Usia Dini Undiksha Vol. 13 No. 1 (2025): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/paud.v13i1.89787

Abstract

This research was motivated by the lack of contextual learning media based on local culture, which makes learning less relevant to children's environment and less optimal in stimulating their cognitive abilities. This research is a type of Research and Development (R&D) study that aims to develop an educational game application, Wordwall Puzzle integrated with Ngada local culture, titled “Ngadhu-Bhaga,” to enhance the cognitive abilities of young children. The development of the application follows the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). The research subjects involved two teachers and 20 early childhood students. Data collection techniques included observation, questionnaires, and interviews. The research instruments consisted of validation sheets from three experts (content expert, application design expert, and language expert), a cognitive development questionnaire for children, and an application trial instrument. The collected data were analyzed using both qualitative and quantitative descriptive approaches. Qualitative analysis was used to evaluate expert feedback for improving the quality of the product, while quantitative analysis was conducted on the questionnaire data using the Likert scale to assess the practicality and effectiveness of the product as well as children's cognitive development. The validation results showed that the application received excellent ratings from the content expert (4.60), application design expert (4.35), and language expert (4.48). Trials with teachers yielded an average score of 4.49 and with students 4.54, both falling into the “very good” category. Based on these results, it can be concluded that the application is feasible to be used as an interactive learning medium that also supports the preservation of local culture.
Effects of Maternal Age and Parenting Stress on the Social-Emotional Development of Young Children Maulidiyah, Eka Cahya; Fitri, Ruqoyyah; Reza, Muhammad; Fadzil, Alivia Nur
Jurnal Pendidikan Anak Usia Dini Undiksha Vol. 13 No. 2 (2025): August - INPRESS
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/paud.v13i2.64389

Abstract

Maternal age maturity and parenting stress are critical factors influencing the social-emotional development of young children, as parenting practices play a key role in shaping how children learn to regulate emotions and build social relationships. In practice, parents often encounter various challenges in child-rearing, requiring psychological maturity and effective emotional regulation to ensure optimal child development. This study aims to analyze the effects of maternal age and parenting stress on the social-emotional development of early childhood. A quantitative approach with an ex-post facto design was employed, using purposive sampling techniques. The research subjects consisted of 100 mothers and their children aged 5–6 years. Data were analyzed through multiple linear regression using t-tests and F-tests. The results indicate that maternal age and parenting stress significantly affect the social-emotional development of young children. These findings highlight that greater maternal maturity and lower levels of parenting stress contribute positively to children’s social-emotional growth. The study implies the importance of providing support for parents, particularly in managing stress and improving parenting quality, to foster children’s optimal development.

Page 135 of 136 | Total Record : 1354

 132   133   134   135   136 

Filter by Year

2013 2025


Reset
Filter By Issues
All Issue Vol. 13 No. 2 (2025): August - INPRESS Vol. 13 No. 1 (2025): April Vol. 12 No. 3 (2024): December Vol. 12 No. 2 (2024): August Vol. 12 No. 1 (2024): April Vol. 11 No. 3 (2023): Desember Vol. 11 No. 2 (2023): Agustus Vol. 11 No. 1 (2023): April Vol. 10 No. 3 (2022): Desember Vol. 10 No. 2 (2022): Agustus Vol. 10 No. 1 (2022): April Vol 9, No 3 (2021): Desember Vol. 9 No. 3 (2021): Desember Vol 9, No 2 (2021): Agustus Vol. 9 No. 2 (2021): Agustus Vol 9, No 1 (2021): April Vol. 9 No. 1 (2021): April Vol 8, No 3 (2020) Vol. 8 No. 3 (2020): Desember Vol 8, No 3 (2020): Desember Vol. 8 No. 2 (2020): Agustus Vol 8, No 2 (2020) Vol 8, No 2 (2020): Agustus Vol 8, No 1 (2020): April Vol 8, No 1 (2020) Vol. 8 No. 1 (2020): April Vol. 7 No. 3 (2019): Desember Vol 7, No 3 (2019): Desember Vol 7, No 3 (2019) Vol 7, No 2 (2019) Vol. 7 No. 2 (2019): Agustus Vol 7, No 2 (2019): Agustus Vol 7, No 1 (2019) Vol 7, No 1 (2019): April Vol. 7 No. 1 (2019): April Vol 6, No 3 (2018): Desember Vol 6, No 3 (2018) Vol. 6 No. 3 (2018): Desember Vol 6, No 2 (2018) Vol 6, No 2 (2018): Agustus Vol. 6 No. 2 (2018): Agustus Vol 6, No 1 (2018) Vol. 6 No. 1 (2018): April Vol 6, No 1 (2018): April Vol. 5 No. 3 (2017): Desember Vol 5, No 3 (2017) Vol 5, No 3 (2017): Desember Vol 5, No 2 (2017): Vol. 5 No. 2 (2017): Agustus Vol 5, No 2 (2017): Agustus Vol 5, No 1 (2017): April Vol 5, No 1 (2017): Vol. 5 No. 1 (2017): April Vol 4, No 3 (2016): Desember Vol 4, No 3 (2016): Vol. 4 No. 3 (2016): Desember Vol. 4 No. 2 (2016): Agutus Vol 4, No 2 (2016): Agutus Vol 4, No 2 (2016): Vol 4, No 1 (2016): Vol 4, No 1 (2016): April Vol. 4 No. 1 (2016): April Vol 3, No 1 (2015): Juli Vol 3, No 1 (2015): Vol. 3 No. 1 (2015): Juli Vol 2, No 1 (2014): Juli Vol. 2 No. 1 (2014): Juli Vol 2, No 1 (2014): Vol 1, No 1 (2013): EDISI PERDANA Vol 1, No 1 (2013): Juli Vol. 1 No. 1 (2013): Juli More Issue