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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).
Arjuna Subject : -
Articles 1,394 Documents
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The Exploring of Deep Learning Lived Experiences in 5-6 Years Old Children in Constructive Play Activities: A Phenomenological Study in Kindergarten Ardhana Reswari; Danang Prastyo; Selfi Lailiyatul Iftitah
Jurnal Pendidikan Anak Usia Dini Undiksha Vol. 13 No. 3 (2025): December
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/paud.v13i3.98236

Abstract

Early childhood education should focus not only on learning outcomes but also on meaningful and deep learning processes. However, implementing deep learning in ECE remains challenging due to limited understanding of how children experience learning, particularly in constructive play activities. This study aims to explore the lived experiences of deep learning among children aged 5–6 years during constructive play activities. The study employed a qualitative approach with a descriptive phenomenological design. The research participants consisted of 12 children aged 5–6 years and 5 kindergarten teachers. Data were collected through semi-structured interviews, observations during constructive play activities, and visual documentation. Data were analyzed using Colaizzi’s phenomenological analysis procedures to identify the essence of children's learning experiences. The findings reveal four dimensions of deep learning experiences: sensory and physical engagement, emotional and value integration, cognitive and metacognitive strategies, and social interaction with symbolic perspectives. Children perceive constructive play as a space for exploration, idea development, and the transformation of materials into meaningful symbols. Deep learning emerges through an experiential cycle that includes openness to experience, active engagement in problem-solving, progressively deeper understanding, and the integration of knowledge. These findings extend the conceptualization of deep learning as a holistic learning experience and provide practical implications for early childhood educators in designing meaningful, reflective, and enjoyable learning environments.
Building the Foundations of Literacy: A Case Study on Oral Language, Alphabetic Knowledge, and Print Awareness in Early Childhood Education Hanifah Tyas Mawarni; Avanti Vera Risti Pramudyani; Febritesna Nuraini; Dwi Hastuti
Jurnal Pendidikan Anak Usia Dini Undiksha Vol. 13 No. 3 (2025): December
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/paud.v13i3.99207

Abstract

Literacy skills are the foundation for early childhood to face challenges in the 21st century, but based on the results of PISA, the literacy skills of Indonesian children are still far from the minimum average. This study aims to analyze the literacy program at the PAUD level, especially for the 5–6-year age range. The study used qualitative research with a case study approach. The subjects involved were the principal and two class teachers. Data collection was obtained from interview instruments, observation, and documentation The study used analysis method in the form of data collection, data display, data reduction, data categorization, and construction Data validation used triangulation techniques involving interviews, observations, and documentation. The results of the study showed that the literacy program with morning reading activities had fulfilled three literacy skills, including oral, alphabetic, and print awareness. While writing activities in the morning, reading the Prophet's strah has not fulfilled the three aspects of literacy skills. The novelty of this study is that literacy skills are analyzed compared to technical literacy skills, namely reading and writing. The implications of the research results are that the literate environment contributes to developing literacy skills. Research findings show that literacy skills develop in early childhood in line with the development of critical thinking skills.
kepemimpinan pedagogis Pedagogical Leadership of Kindergarten Principals in Kendal Regency Novita Indarni; Deasylina Da Ary; Edi Waluyo; Ali Formen
Jurnal Pendidikan Anak Usia Dini Undiksha Vol. 13 No. 3 (2025): December
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/paud.v13i3.99299

Abstract

Pedagogical leadership plays a crucial role in creating a learning environment that supports optimal early childhood development. However, the implementation of pedagogical leadership by school principals in early childhood education institutions still shows variations in both understanding and practice. This study aims to analyze and evaluate the pedagogical leadership practices of kindergarten principals and to assess their effectiveness in supporting instructional management and school organizational processes. The study employed a quantitative approach using a descriptive survey design. The participants consisted of 102 kindergarten teachers selected through proportional random sampling, with the criterion of having at least one year of teaching experience in the same institution. Data were collected using a closed-ended questionnaire developed based on pedagogical leadership indicators and supported by documentation. The data were analyzed using descriptive quantitative analysis through percentage statistics to describe the level of pedagogical leadership implementation. The results indicate that school principals have implemented pedagogical leadership at a good level, particularly in aspects of structural and functional organizational management, equitable task distribution, and the implementation of periodic performance evaluations. These findings suggest that principals act as instructional leaders who are able to integrate pedagogical vision with adaptive managerial practices. This study implies the importance of strengthening principals’ pedagogical leadership competencies to enhance instructional management and organizational effectiveness in early childhood education institutions.
The Merdeka Curriculum Teaching Module at Raudhatul Athfal Sri Marwiyati; Budi Setiyarini; Ni’matul Khayati; Revalina Maulida Nurul Hidayah; Shafira Rahma Aulia
Jurnal Pendidikan Anak Usia Dini Undiksha Vol. 13 No. 3 (2025): December
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/paud.v13i3.100804

Abstract

The development of teaching modules in the Merdeka Curriculum is a strategic aspect of instructional planning, requiring teachers to design learning systematically, reflectively, and student-centered. However, challenges remain in comprehensively developing the components of the teaching modules. This study aims to analyze the level of alignment of teaching modules developed by Raudhatul Athfal (Raudhatul Athfal) teachers with the components of the Independent Curriculum for Early Childhood Education and to explore the challenges encountered in the development process. This study used a qualitative approach with a case study design. The subjects were Raudhatul Athfal (Raudhatul Athfal) teachers implementing the Independent Curriculum in early childhood groups, selected through purposive sampling. Data were collected through in-depth interviews, observations, and document analysis of the open module. Data analysis was conducted using descriptive qualitative methods, including data reduction, data presentation, and drawing conclusions to interpret the alignment of the open module components. The research results show that most components of the teaching modules have been structured according to the Independent Curriculum. However, several core sections, such as prompt questions and assessment instruments, as well as appendices such as enrichment, remedial materials, reading materials, and bibliographies, still need strengthening. These findings indicate the need for ongoing mentoring and training to improve teacher competency in designing more comprehensive and contextual teaching modules. The implications of this research emphasize the importance of professional support for teachers so that the implementation of the Independent Curriculum in early childhood education can run more optimally and impact the quality of learning.

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