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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).
Arjuna Subject : -
Articles 1,432 Documents
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The Impact of Teachers’ ICT Skills and Professional Development on the Performance of Kindergartens Azizah Nurjanati; Entoh Tohani
Jurnal Pendidikan Anak Usia Dini Undiksha Vol. 13 No. 2 (2025): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/paud.v13i3.94871

Abstract

Amid the growing demands for improving the quality of early childhood education, teachers’ competence in Information and Communication Technology (ICT) and their professional development play a crucial role in influencing institutional performance. A lack of ICT skills and limited professional growth may negatively impact the quality of educational services. This study aims to examine the effect of ICT competence and professional development on the performance of Kindergarten (TK) teachers in Musi Banyuasin Regency. Using a quantitative approach with an ex post facto method, the study involved 243 kindergarten teachers selected through simple random sampling. Data were collected using a validated and tested closed-ended questionnaire and analyzed using t-tests, F-tests, and the coefficient of determination. The results show that both ICT competence and professional development have a significant partial and simultaneous effect on kindergarten performance. These findings highlight the importance of improving teacher competence to enhance institutional performance. The implication is that educational institutions and policymakers need to prioritize relevant ICT training programs, expand access to professional development opportunities, and ensure organizational support that enables teachers to continuously adapt to the demands of modern learning.
School Zoning Strategy: Improving Accessibility and Equity of Education Services for Kindergartens and Primary Schools Evania Yafie; Parwoto; Encep Sopandi; Yulius Mataputun; Saifana Iluj' Dhia Hakiki; Loso Judijanto
Jurnal Pendidikan Anak Usia Dini Undiksha Vol. 14 No. 2 (2026): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/paud.v14i2.100855

Abstract

Educational access and equity remain key challenges, particularly regarding the distribution and affordability of public kindergartens and primary schools. Unequal distribution of facilities, especially the absence of public kindergartens and the high occupancy ratio, indicates spatial disparities that potentially limit children’s opportunities to receive early and basic education. This study aims to map the spatial accessibility and equity of public kindergartens and primary schools to identify service gaps and provide recommendations for policy development. Using Geographic Information System (GIS) methods, KMZ data were converted into point features and analyzed with Euclidean buffer techniques (radius 1000 m) to assess service coverage, while school capacity and occupancy data were examined to evaluate equity. The results reveal that although all districts are covered within the buffer, affordability is not matched by adequate school capacity. Some sub-districts experience overcapacity, while others remain underserved. These findings highlight the urgent need for infrastructure development, teacher quality improvement, and equitable distribution of facilities. The study concludes that comprehensive educational planning is necessary to ensure equal opportunities for every child, with policy implications for targeted infrastructure provision and systematic monitoring across districts.
Innovating an Integrated Curriculum Management System for PAUD: Advancing the Quality of Early Childhood Education in Indonesia Irfan Fauzi Rachmat; Andi Ali Kisai; Maulidia Silmi
Jurnal Pendidikan Anak Usia Dini Undiksha Vol. 14 No. 2 (2026): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/paud.v14i2.102582

Abstract

Effective curriculum management is essential for quality early childhood education, yet manual practices remain constrained by time-consuming documentation, limited monitoring of children’s development, weak integration of planning, implementation, and assessment, and challenges in implementing the Merdeka Curriculum. This study aims to analyze needs, design, develop, and test an integrated web based ECE curriculum management information system to support more systematic and efficient curriculum management. The study employed a Research and Development (R&D) approach with an Agile development methodology and involved 25 teachers from 10 ECE institutions as research subjects. Data were collected through observation, interviews, documentation, and system testing using Black Box testing and the System Usability Scale (SUS), and were analyzed using descriptive statistics and qualitative content analysis. The developed system integrates Program Semester (Prosem), RPPM, RPPH, activity scheduling, teacher daily journals, child development assessment, and digital report card generation. The testing results showed that the main system features functioned according to the established testing scenarios and demonstrated good usability. In conclusion, the developed system provides a more integrated and structured approach to ECE curriculum management while supporting administrative automation and the use of data for child development monitoring. The implication is that the system can serve as a digital alternative to help teachers and administrators improve curriculum management efficiency while supporting the implementation of the Merdeka Curriculum in a more systematic manner.
Kindergarten Children’s Visual Spatial Skills through Cooperative Project Constructive Play and Motivated Exploration with Natural Media Parwoto; Muhammad Yusri Bacthiar; Sitti Nurhidayah Ilyas; Evania Yafie
Jurnal Pendidikan Anak Usia Dini Undiksha Vol. 14 No. 2 (2026): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/paud.v14i2.102981

Abstract

Spatial visual skills in childhood play an important role in the development of thinking skills, creativity, and spatial understanding, which form the basis for fields such as design, architecture, and visual arts. Lack of mastery of these skills can hinder children's cognitive development and problem-solving abilities. Therefore, this study aims to analyze differences in children's spatial abilities based on the application of collaborative and competitive learning methods, as well as to examine the influence of the interaction between constructive learning methods and play motivation on children's spatial abilities. This study uses a quantitative approach with an experimental design, involving 32 children from kindergarten who were selected using multistage random sampling. Data were collected through observation of constructive play activities, then analyzed using two-way ANOVA with the help of SPSS. The findings indicated that the constructive learning model played a significant role in children's spatial abilities. The children who learned using the collaborative model had better spatial abilities than those who learned using the competitive model. Furthermore, play motivation was not significantly different in terms of spatial abilities, but there was an interaction between play motivation and the learning method on spatial learning outcomes. It concluded by stating that collaborative learning works well in enhancing the visual-spatial skills of early childhood children. The implication is that kindergarten teachers need to design collaborative play activities and explore natural media to foster children's creativity, social cooperation, and spatial intelligence in an integrated manner.
The Effect of Mindful Parenting on Children’s Discipline and Learning Motivation of Industrial Worker Mothers Firdaus Sa'adah; Ali Formen; Diana
Jurnal Pendidikan Anak Usia Dini Undiksha Vol. 14 No. 2 (2026): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/paud.v14i2.103143

Abstract

Limited time among mothers working in the industrial sector can pose challenges in providing attentive parenting and support for children’s development of discipline and learning motivation. Mindful parenting is a parenting approach that emphasizes full presence, self-control, acceptance, and positive communication in interactions with children. This study aimed to analyze the effect of mindful parenting on children’s discipline and learning motivation among mothers working in the industrial sector. This study employed a quantitative approach with an ex post facto design. The population consisted of 709 mothers working in the industrial sector who had children aged 2.5–6 years, with a sample of 120 mothers. Data were collected using questionnaires and analyzed using descriptive statistics and simple linear regression. The results showed that mindful parenting had a positive and significant effect on children’s discipline, with a calculated t-value of 2.794 > the t-table value of 1.658 and a significance value of < 0.001. Mindful parenting also had a positive and significant effect on children’s learning motivation, with a calculated t-value of 1.706 > the t-table value of 1.658 and a significance value of 0.016. The study concludes that mindful parenting plays a role in supporting children’s discipline and learning motivation among mothers working in the industrial sector. The findings imply that the implementation of mindful parenting through attentive presence, positive communication, consistent guidance, and emotional support can serve as a parenting approach to strengthen children’s discipline and learning motivation.
Pioneering AI Driven STEAM Education: A Phenomenological Study of Teachers' Experiences in Early Childhood Settings Ardhana Reswari; Selfi Lailiyatul Iftitah; Thorik Aziz; Ria Astuti
Jurnal Pendidikan Anak Usia Dini Undiksha Vol. 14 No. 2 (2026): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/paud.v14i2.104436

Abstract

The integration of AI into STEAM education in early childhood is developing rapidly, but it still faces challenges in balancing technological innovation with children's developmental needs. Teachers' experiences and readiness in navigating this pedagogical transformation also remain underexplored. This study aims to explore teachers' lived experiences in integrating AI into STEAM learning and to analyze the meanings, challenges, benefits, and professional needs that emerge during its implementation. This study employed a qualitative approach with an Interpretative Phenomenological Analysis (IPA) design involving 10 early childhood education teachers who had experience integrating AI into STEAM learning. Data were collected through semi structured in depth interviews, classroom observations, and learning document analysis, and were analyzed using six stages of IPA. The findings revealed four main themes: diverse perceptions reflecting enthusiasm for the potential of personalized learning and concerns about developmental appropriateness, multidimensional technical and pedagogical challenges, perceived benefits of AI for children's engagement and learning, and the need for continuous professional development and institutional support. In conclusion, AI integration into STEAM learning represents a pedagogical transformation that requires teachers to act as facilitators and decision makers while maintaining a focus on children's development. The implication is that AI implementation requires teacher competence, professional collaboration, adequate infrastructure, and policies that support appropriate and child centered use of technology.
Parenting Styles of Single Parents and Children’s Social Adaptation Process in Early Childhood Education La Hewi; Hadi Machmud; Muh. Shaleh
Jurnal Pendidikan Anak Usia Dini Undiksha Vol. 14 No. 2 (2026): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/paud.v14i2.105253

Abstract

Studies on single parenthood in terms of parenting are important and urgent because most studies only position parenting and its correlation with child development. This study aims to analyze in depth the meaning and construction behind the parenting style of single parents and to examine the social adaptation process experienced by children when interacting in early childhood education units. The researcher used a qualitative approach with a phenomenological method. Data were collected through in-depth interviews with three single parents and two teachers at RA An Nur Baruga in Kendari, supplemented by participatory observation of children's social interactions in early childhood education units. The results of the study found that the meaning of single parents' parenting styles focused on strategies to cope with stress and challenges faced in parenting, thereby building resilience in managing their role as caregivers. This means that parenting is influenced by coping strategies to life pressures, such as financial conditions and limited time for parenting, while parenting practices tend to prioritize early independence and responsibility for children in carrying out their activities. Meanwhile, the process of children's social adaptation in PAUD units is more dynamic and influenced by the level of children's emotional regulation, educator support, and the quality of interactions among children in PAUD units. The implications of these research findings recommend the need for partnerships between PAUD and families, as well as peer support programs, to provide protection and foster the social-emotional development of children with single parents.
Construction of a Naturalistic Cognitive Assessment Model in Outdoor Learning for Children Aged 5-6 Years Erna Widiastuti; Rivo Panji Yudha
Jurnal Pendidikan Anak Usia Dini Undiksha Vol. 14 No. 2 (2026): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/paud.v14i2.105992

Abstract

Contemporary early childhood assessment practices remain dominated by structured testing protocols that often fail to capture children’s cognitive competencies as authentically demonstrated in naturalistic outdoor learning contexts. This study developed and validated a comprehensive naturalistic cognitive assessment model for children aged 5–6 years through design-based research integrating mixed-methods procedures over a 14-month period. The Naturalistic Cognitive Observation Protocol (NCOP) was developed to document cognitive behaviors across five domains during outdoor learning activities. Participants included 180 children from six early childhood education centers in East Jakarta, 24 teachers, and 12 expert validators. The model underwent rigorous psychometric validation and an eight-week field implementation. Results demonstrated excellent validity and reliability, with a content validity index (CVI) of 0.93, inter-rater reliability of ICC = 0.86 and Cohen’s κ = 0.83, and internal consistency of α = 0.91. Children demonstrated meaningful cognitive development across all domains, with moderate to large effect sizes (Cohen’s d = 0.54–0.71). Notably, 78% of the observed cognitive behaviors emerged during child-initiated activities rather than teacher-directed tasks, while 89% of metacognitive verbalizations occurred during peer interactions. Most participating teachers (91.7%) reported an improved understanding of children’s cognitive capabilities through naturalistic observation. This study demonstrates that outdoor-based naturalistic assessment can achieve ecological validity without compromising psychometric integrity, providing a validated, developmentally appropriate tool that meets accountability demands and captures cognitive development more comprehensively than conventional assessment.
The Influence of the Sandpaper Letter Phonics Method on Early Reading Skills: A Quasi-Experimental Study Annisha Erdaliameta; Ika Budi Maryatun; Winda Sherly Utami; Laila Fitriana
Jurnal Pendidikan Anak Usia Dini Undiksha Vol. 14 No. 2 (2026): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/paud.v14i2.74591

Abstract

Early reading skills are an important aspect that needs to be developed in early childhood as a foundation for literacy development. The use of learning methods and media that are appropriate to children’s characteristics is needed to support the development of these skills. This study aimed to analyze the effect of implementing the phonics method assisted by sandpaper letters on the early reading skills of Group B children. This study employed a quantitative approach with a quasi-experimental design using a pretest-posttest non-equivalent control group design. The participants consisted of 31 children who were divided into an experimental group and a control group. Data were collected through observation using a checklist instrument for early reading skills that had undergone validity and reliability testing. Data analysis included descriptive statistics, normality and homogeneity tests, and an independent samples t-test using SPSS 27 for Windows. The results showed that the mean early reading skill score in the experimental group increased from 72.63 to 89.81, while the control group increased from 73.33 to 80.93. The hypothesis test showed a significance value of 0.040 < 0.05, indicating a significant difference between the experimental and control groups. Therefore, the implementation of the phonics method assisted by sandpaper letters can be used as an alternative learning approach to support the development of early reading skills in early childhood.
PENGARUH PERMAINAN SIGAJANG LALENG LIPA’ TERHADAP PENDIDIKAN KARAKTER ANAK USIA DINI MELALUI PENDEKATAN LEARNING BY DOING DI TAMAN KANAK-KANAK ALAM DARUL ISTIQAMAN KABUPATEN MAROS. Hejerah; Nur Alim Amri; Rika Kurnia. R; Syamsuardi; Muhammad Yusri Bachtiar; Intisari
Jurnal Pendidikan Anak Usia Dini Undiksha Vol. 14 No. 2 (2026): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/paud.v14i3.97291

Abstract

Character development in early childhood remains a challenge in education, particularly when learning focuses primarily on verbal instruction and traditional games are increasingly underutilized. This situation highlights the need for learning experiences that allow children to experience and practice character values directly. This study aims to analyze the effect of the traditional game Sigajang Laleng Lipa’, implemented through a learning by doing approach, on strengthening character development in early childhood. The study employed a quantitative approach using a pre-experimental one-group pretest-posttest design. The participants were children aged five to six years who were selected through purposive sampling. Data were collected through observations using a character assessment instrument and analyzed using the Wilcoxon Signed-Rank Test and paired-samples t-test. The findings indicate an increase in character scores following participation in the traditional game. Improvements were observed in responsibility, cooperation, sportsmanship, and self-confidence, with statistically significant differences between pre-intervention and post-intervention scores. These findings suggest that traditional games combined with direct learning experiences have the potential to support character development through social interaction and active participation. The study concludes that Sigajang Laleng Lipa’ can serve as an alternative medium for character education rooted in local culture. The findings imply that traditional games can be integrated into early childhood education as a contextual, participatory, and meaningful learning strategy while taking children's developmental needs and safety into account.

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