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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).
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Articles 1,394 Documents
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The Literary Environment as a Component of the Early Childhood Learning Ecosystem Vina Indriani; Avanti Vera Risti Pramudyani; Dwi Hastuti
Jurnal Pendidikan Anak Usia Dini Undiksha Vol. 14 No. 1 (2026): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/paud.v14i1.99582

Abstract

Referring to the results of the Indonesian Reading Literacy Activity Index (Alibaca), Indonesia ranks low at 23.09% in terms of literacy access, which affects the PISA results that declined from 2018 to 2022. This condition emphasizes the importance of early intervention through the creation of a literate environment as a means to naturally and enjoyably stimulate children's reading interest. This research aims to explore the literate environment ecosystem for children aged 4-6 years. This study uses a case study approach. Primary data was collected through observations and interviews, and secondary data was collected through documentation. Informants consisted of the school principal and three class teachers. stages of data collection, data display, data reduction, data categorization, and construction. The research results show that providing reading corners, library corners, and literacy-based play areas contributes positively to children's literacy skills. Still, it needs to be revisited and aligned with the concept of a literate environment. The researchers found that teachers do not understand that the cover of a book plays a vital role in literacy. The research implies that literacy can shape character. The study's novelty emphasizes the importance of theme selection, age appropriateness, and covers. It is hoped that the books used for literacy are well-maintained and enriched with themes.
Exploring The Use of Traditional Games to Stimulate Critical Thinking in The Context of Early Life Skills Sri Tatminingsih M.PD; Erna Risnawati
Jurnal Pendidikan Anak Usia Dini Undiksha Vol. 14 No. 1 (2026): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/paud.v14i1.99911

Abstract

Critical thinking skills and life skills are essential competencies that need to be developed from early childhood; however, learning strategies that are capable of integrating both competencies in a holistic manner remain limited. This study aims to explore strategies for developing critical thinking skills in the context of early childhood life skills through the use of traditional games. This research employs a Research and Development (R&D) approach consisting of nine developmental stages, with a focus on the initial stage, namely needs analysis. The research subjects involved early childhood education teachers selected through cluster random sampling. Data were collected through questionnaires and structured interviews, and then analyzed using descriptive quantitative and simple qualitative analysis. The findings indicate that traditional games have strong potential as learning media because they contain life values that can stimulate children’s critical thinking skills and life skills. Effective learning strategies to optimize this potential include the use of guiding questions, providing opportunities for children to explain their thinking, implementing open ended storytelling games, practicing simple problem solving tasks, offering challenging activities, and conducting self evaluation activities. The conclusion of this study confirms that traditional games can be integrated into learning as structured and contextual pedagogical media. The implication of this study highlights the importance of integrating traditional games into early childhood education curricula to support the sustainable development of critical thinking skills and life skills.
Ethnoparenting Strategies in Baduy: Strengthening Early Childhood Resilience through Scientific Literacy Sari Gusmawanti; Euis Kurniati; Rita Mariyana
Jurnal Pendidikan Anak Usia Dini Undiksha Vol. 14 No. 1 (2026): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/paud.v14i1.100048

Abstract

This study is motivated by the urgent need for an early childhood parenting model that not only preserves local cultural values but also fosters contextual science literacy from an early age. The purpose of this research is to analyze ethnoparenting strategies in building children’s life resilience through the integration of cultural values, spirituality, and experiential science literacy principles. This study employs a qualitative approach using ethnographic methods. The research subjects include parents and customary leaders within an indigenous community. Data were collected through participatory observation and in-depth interviews, supported by observation guidelines and interview protocols as research instruments. Data were analyzed using an interactive model consisting of data reduction, data display, and continuous conclusion drawing. The findings reveal that ethnoparenting practices are embedded in daily activities that reflect scientific understanding derived from lived experiences, such as reading natural signs, recognizing star cycles, and applying traditional ecological farming systems. These values are also transmitted through stories, myths, and cultural narratives that shape children into resilient, adaptive individuals with strong cultural and environmental awareness. The conclusion of this study is that ethnoparenting functions as a parenting system that integrates cultural, spiritual, and ecological knowledge, which indirectly develops contextual science literacy in children. The implication of this study is that it can serve as a foundation for developing culturally based early childhood education models that are relevant across various community contexts to strengthen children’s character and scientific literacy for the future generation.
Traffic Obedience Since Early Childhood Hilda Eka Anggraeni; Edi Waluyo
Jurnal Pendidikan Anak Usia Dini Undiksha Vol. 14 No. 1 (2026): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/paud.v14i1.100402

Abstract

The high number of traffic accidents involving young children indicates the low level of traffic safety awareness from an early age. Traffic safety awareness is an important aspect of character development, particularly in fostering children’s discipline and responsibility. This study aims to analyze the level understanding and obedience of young children toward traffic rules and examine the roles of teachers, parents, the environment, and educational media in shaping children’s traffic discipline behavior. This study employed a quantitative approach using a cross-sectional survey design. The sample consisted of 50 children aged 4–6 years selected through purposive sampling. Data were collected through questionnaires and observations using instruments that had been tested for validity and reliability. Data analysis techniques included Pearson correlation, multiple linear regression, and ANOVA. The findings showed that the teacher’s role was the most significant factor influencing children’s traffic obedience. Educational media such as songs and stories also contributed positively to children’s understanding, while the roles of parents and the environment were not significant in the multiple regression analysis. The regression model demonstrated high accuracy in explaining variations in children’s traffic obedience. This study emphasizes the importance of collaboration between schools, families, and the government in integrating traffic safety education into early childhood learning through interactive and contextual approaches to strengthen children’s discipline and safety awareness from an early age. The implications of this study indicate that traffic safety education should be implemented systematically through role-model-based learning and educational media to develop culture of traffic discipline from early childhood.
AVOID Game: Media to Foster Self-Awareness for Children Aged 5-6 Years Old Shalma Risanangta; Avanti Vera Risti Pramudyani; Riana Mashar; Febritesna Nuraini
Jurnal Pendidikan Anak Usia Dini Undiksha Vol. 14 No. 1 (2026): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/paud.v14i1.100696

Abstract

Children who have limited ability to recognize their own identity and social environment are more vulnerable to various dangerous situations, including the risk of abduction. This condition highlights the importance of developing self-awareness from an early age as part of personal safety education. This study aims to analyze the use of the AVOID Game as a learning medium to foster self-awareness related to personal safety among children aged 5–6 years. The study employed a qualitative method with a case study approach involving two informants and two participants. Data were collected through interviews, observations, and documentation using interview guidelines, observation sheets, and activity documentation. Data trustworthiness was ensured through technique triangulation, while data analysis was conducted through the stages of data collection, data description, data reduction, data categorization, and data construction. The findings indicate that the AVOID Game supports the development of children’s self-awareness through self-identity recognition, the ability to distinguish between safe and unsafe situations, the recognition of dangerous situations, the development of responsibility for personal safety, and the ability to make appropriate decisions. Levels 1 and 2 focus on introducing children to their identity and the people around them, while Level 3 trains children to recognize risks and determine appropriate responses in dangerous situations. The study concludes that interactive games have the potential to serve as effective learning media for strengthening the elements of self-identity as well as religious and moral values in early childhood education. The implication of this study is the utilization of educational games as an alternative learning medium to enhance children’s self-awareness and personal safety from an early age.
Implementing Quality Early Childhood Education: Optimizing Early Childhood Services through Collaboration with the Parent-Student Association Diah Ayu Norma Paripurnawati; Yuli Kurniawati Sugiyo Pranoto; Edi Waluyo
Jurnal Pendidikan Anak Usia Dini Undiksha Vol. 14 No. 1 (2026): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/paud.v14i1.100825

Abstract

Quality Early Childhood Education (ECE) services require the involvement of various stakeholders, particularly collaboration between educational institutions and parents. However, parental involvement in the implementation of ECE services still faces several challenges, including limited time and a lack of understanding regarding the importance of participation in early childhood education. This study aims to analyze the implementation of optimizing quality ECE services through partnerships with parent associations. The research employed a qualitative approach with a case study design. The research subjects consisted of the principal, teachers, and members of the parent association committee. Data were collected through in-depth interviews, participatory observation, and documentation studies, and were analyzed using descriptive qualitative analysis techniques involving data reduction, data display, and conclusion drawing. The findings revealed that structured collaboration between ECE institutions and parent associations contributed significantly to improving the quality of learning services, strengthening children’s character development, and supporting holistic child growth and development. The collaboration was implemented through parental involvement in learning activities, parenting programs, and project-based activities. Nevertheless, the study also identified challenges related to the limited participation of some parents. Therefore, continuous persuasive and educational approaches are needed to strengthen the synergy between families and schools in creating participatory, contextual, and sustainable ECE services.
The Busy Book as an Interactive Media for Teaching the Sasak Language to Young Children Baiq Nur Khairunnisa Haqiqi; I Made Suarjana; Dewa Gede Firstia Wirabrata
Jurnal Pendidikan Anak Usia Dini Undiksha Vol. 14 No. 1 (2026): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/paud.v14i1.101121

Abstract

Sasak language instruction in Early Childhood Education (ECE) is currently dominated by repetitive, static, and unengaging worksheet activities, leading to low interest, participation, and vocabulary exposure in children. This research aimed to develop and evaluate the feasibility of an interactive busy book as a solution. The study employed a Research and Development (R&D) approach using the ADDIE model, concentrating on the analysis, design, and development phases. The analysis phase involved examining the curriculum, learner characteristics, and the need for language preservation. The design phase focused on establishing objectives, selecting vocabulary content, and creating activity blueprints. In the development phase, a prototype was produced and subsequently revised based on expert feedback. The study’s subjects were confined to three validation groups: a subject matter expert (Sasak language specialist), a media expert (instructional technology lecturer), and a practitioner (ECE educator), who assessed the product's quality. Data were gathered via structured validation questionnaires and analyzed using a descriptive quantitative-qualitative method. The final product is a flannel busy book that introduces basic Sasak vocabulary through contextual, sensorimotor play activities. Validation results yielded average scores of 5.0 from the subject matter expert, 4.9 from the media expert, and 5.0 from the practitioner, all within the “excellent” category. Despite minor suggestions for visual layout improvements, the busy book was deemed highly feasible for use after revisions. In conclusion, the medium is valid in content and design and effectively addresses learning stagnation. The implication is that the busy book can improve children’s language, support Sasak language revitalization, and guide game-based local content curricula. Further research should test its effectiveness in broader populations.
Development of Context-Based Interactive PowerPoint Materials to Improve Early Childhood Numeracy Skills Rismauli Malau; I Made Tegeh; Dewa Gede Firstia Wirabrata
Jurnal Pendidikan Anak Usia Dini Undiksha Vol. 14 No. 1 (2026): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/paud.v14i1.101369

Abstract

Early childhood numeracy learning often faces challenges due to the use of conventional and less interactive teaching methods, which result in low motivation and engagement among children during the learning process. This study aims to develop and evaluate the feasibility of an interactive PowerPoint learning media based on a contextual approach to improve the quality of numeracy learning for children aged 5–6 years. The study employed a Research and Development (R&D) method using the ADDIE model, limited to the Analysis, Design, and Development stages. The research subjects consisted of one material expert, one media expert, and four early childhood education teachers as practitioners. Data were collected through interviews, literature studies, and questionnaires using a Likert scale. The research instruments included expert validation sheets and practitioner readability test sheets. Data were analyzed using descriptive quantitative analysis techniques to determine the validity and feasibility of the developed media. The results showed that the developed media obtained an average score of 3.90 from the material expert and 3.85 from the media expert, both categorized as highly valid, while the readability test conducted by practitioners obtained an average score of 3.43, categorized as good. These findings indicate that the contextual-based interactive PowerPoint media is feasible to be used as an alternative numeracy learning medium that is more engaging, interactive, and meaningful for early childhood learners.
Development of a Vertical Garden Project Learning Video to Enhance Children's Naturalistic Intelligence in Kindergarten Asni Susanti; Yaswinda; Dadan Suryana; Nurhafizah
Jurnal Pendidikan Anak Usia Dini Undiksha Vol. 14 No. 1 (2026): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/paud.v14i1.101937

Abstract

Limited learning media that can stimulate naturalistic intelligence in early childhood, particularly through direct nature-based learning experiences in space-constrained environments, poses a challenge in creating meaningful and contextual learning processes. This study aims to develop and evaluate the effectiveness of video-based learning media with the concept of a vertical garden to enhance the naturalistic intelligence of children aged 5–6 years. This research employed the Research and Development (R&D) method using the ADDIE model, which consists of Analysis, Design, Development, Implementation, and Evaluation stages. The subjects of the study were one teacher and 17 children aged 5–6 years. Data collection techniques included expert validation, observation, teacher questionnaires, and child assessment sheets. The research instruments consisted of validation sheets, practicality questionnaires, and effectiveness assessment sheets. Data were analyzed using descriptive quantitative techniques by calculating percentage scores for each assessment aspect. The results showed that the developed video media achieved a very high validity score of 90.3%, a practicality level of 93.75%, and an effectiveness score of 90.1% in improving children’s naturalistic intelligence. Therefore, the developed learning media is considered feasible, practical, and effective for use in early childhood education. This study implies that video-based learning media with a contextual approach can serve as an innovative alternative to optimize the stimulation of children’s naturalistic intelligence, particularly in learning environments that are limited in space and access to direct natural settings.
Transitioning from Early Childhood Education to Elementary School: Holistic Readiness Without Formal Reading, Writing, and Arithmetic Instruction Gde Putu Arya Oka
Jurnal Pendidikan Anak Usia Dini Undiksha Vol. 14 No. 1 (2026): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/paud.v14i1.102143

Abstract

This study is grounded in the importance of strengthening the transition from early childhood education to primary school to support children’s holistic and joyful learning readiness. However, its implementation still faces challenges in literacy-numeracy learning consistency, teaching strategies, and parental involvement. This study aimed to analyze the implementation of the ECE-to-Elementary School transition strengthening movement through the perceptions of kindergarten teachers, principals, elementary school teachers, and parents regarding the implementation of the government-initiated transition program. This study employed a qualitative approach with a descriptive method. The research subjects consisted of kindergarten teachers, school principals, elementary school teachers, and parents. Data were collected through interviews, observations, and documentation. Data analysis used the interactive model of Miles and Huberman supported by Nvivo software to assist the processes of data reduction, data display, and conclusion drawing. The findings show that literacy and numeracy implementation in early childhood education has not been fully consistent, as some institutions still introduce reading, writing, and arithmetic through play-based approaches. Meanwhile, primary schools have removed literacy and numeracy tests from new student admissions and have begun creating more enjoyable learning environments. This study concludes that the PAUD-to-primary school transition program has been implemented, but not yet optimally, particularly in terms of parental involvement and consistency in transition-based learning. The implications highlight the need to strengthen school-parent collaboration and develop more adaptive, child-centered transition learning strategies.

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