cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Iman Nurjaman
Contact Email
jurnalceria@gmail.com
Phone
+6281542117322
Journal Mail Official
jurnalceria@gmail.com
Editorial Address
Jl. Perintis Kemerdekaan I/33, Cikokol, Kota Tangerang, Banten, Indonesia
Location
Kota tangerang,
Banten
INDONESIA
Ceria: Jurnal Program Studi Pendidikan Anak Usia Dini
Published by Universitas Muhammadiyah Tangerang
ISSN : 23019905     EISSN : 2775409X     DOI : http://dx.doi.org/10.31000/ceria.v13i2
Core Subject : Education,
Education Other
Ceria: Jurnal Program Studi Pendidikan Anak Usia Dini memiliki fokus dalam penelitian dalam bidang pendidikan dan anak usia dini. Artikel ilmiah yang termasuk dalam jurnal ini adalah metode pengajaran, media pembelajaran, permasalahan anak usia dini dalam pendidikan, dan hal lain yang terkait pada anak usia dini.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 252 Documents
 20   21   22   23   24 
Development of the “Bisik Lalongklek” Game to Improve Receptive Language Skills in Children Aged 4–5 Years Rochmatul Alim; Rachma Hasibuan; Dewi Komalasari; Dwi Jayanti Kurnia Dewi
Ceria: Jurnal Program Studi Pendidikan Anak Usia Dini Vol. 14 No. 3 (2025): Ceria Jurnal Pendidikan Anak Usia Dini
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/ceria.v14i3.14705

Abstract

This study aims to develop a learning medium in the form of the “Bisik Lalongklek” game to enhance the receptive language skills of children aged 4–5 years. Receptive language ability is crucial for young children to understand instructions, recognize vocabulary, and provide appropriate responses. This study employed a Research and Development (R&D) method, involving stages of problem identification, product design, expert validation, product revision, and both limited and extensive trials. The research subjects were group A children aged 4–5 years, with data collected through observation and documentation. Validation results from material and media experts indicated that the “Bisik Lalongklek” game falls within the “highly feasible” category, with an average feasibility percentage above 85%. The findings revealed that the children showed improvement in understanding instructions, recognizing vocabulary, and responding appropriately. This study demonstrates that integrating physical movement and traditional games can create enjoyable and meaningful learning experiences. The motor involvement and verbal interaction embedded in the game encourage children to be more active in processing information. Therefore, the “Bisik Lalongklek” game can serve as an innovative, educational learning medium aligned with the developmental characteristics of early childhood and can be effectively implemented by teachers in classroom learning activities.
Developing Children's Story-Based Digital Comics (Digibarita) to Increase Early Children's Interest in Reading Medi Kapriany Purwaningrum; Lilis Suryani; Hamid Patilima
Ceria: Jurnal Program Studi Pendidikan Anak Usia Dini Vol. 15 No. 1 (2026): Ceria Jurnal Pendidikan Anak Usia Dini
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/ceria.v15i1.15028

Abstract

Low interest among Indonesian children remains a major concern that affects their literacy development. This study aimed to develop and test DIGIBARITA, a digital comic based on children’s stories, as an innovative medium to foster reading interest in early childhood education. The research used a Research and Development (R&D) design adapted from the ADDIE model, consisting of analysis, design, development, and implementation. The subjects were 30 children aged 4–6 years at TK Islam Najwa, Bekasi, and early childhood teachers as expert validators and evaluators. Data were collected through validation questionnaires, observation sheets, and interviews, then analyzed descriptively using quantitative and qualitative approaches. Results showed that DIGIBARITA was rated “very valid” by the material expert (96.25%), media expert (96.87%), and practitioner (98%). Implementation through individual, small group, and large group trials revealed that children actively participated, enjoyed the reading activities, and showed increased interest in retelling stories. Teacher responses placed the media in the “very good” category with a score of 98.5%, confirming its practicality. In conclusion, DIGIBARITA is feasible, practical, and effective in enhancing early reading interest and may serve as an alternative literacy medium in early childhood education.
Development of Snake and Ladders Learning Media for the Introduction and Management of Basic Emotions in Children Aged 2–4 Years Christine Dewiyani; Imamah Imamah; Sukiman Sukiman
Ceria: Jurnal Program Studi Pendidikan Anak Usia Dini Vol. 15 No. 1 (2026): Ceria Jurnal Pendidikan Anak Usia Dini
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/ceria.v15i1.15030

Abstract

This research aimed to develop and test the feasibility of snakes and ladders learning media to help children aged 2–4 years recognize and manage basic emotions at SPS Negeri Bale Bermain Cendkia Kemayoran. Using the Four-D model (Define, Design, Develop, Disseminate), the define stage found that 75% of children struggled to identify emotions, 80% lacked adaptive management strategies, and 70% could not express emotions proportionally. In the design stage, a jumbo floor game (200x200 cm) with supporting components was created. At the develop stage, validation by three experts (subject, media, and early childhood practitioner) scored 97.67/120 (81.39%), categorized as “Valid.” Limited trials with 30 children showed average pre-test scores of 30.33 (42%) and post-test scores of 49.07 (68%), reflecting a 26% increase and a gain score of 0.45 (“Low”). The highest improvement appeared in emotion recognition with a gain score of 0.54 (“Medium”). In the disseminate stage, socialization and implementation assistance were conducted across early childhood institutions in Kemayoran District. Overall, this research produced valid and effective snakes and ladders media, proven to support children in recognizing and managing basic emotions through fun, interactive play.
Family–School Collaboration in Fostering Children's Character Through Religious and Moral Values Raysha Amallia; Aslamiah Aslamiah; Novitawati Novitawati
Ceria: Jurnal Program Studi Pendidikan Anak Usia Dini Vol. 15 No. 1 (2026): Ceria Jurnal Pendidikan Anak Usia Dini
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/ceria.v15i1.15039

Abstract

The cultivation of moral and religious values in early childhood is a foundational component in fostering holistic character development. This literature study aims to analyze the role of early childhood education teachers, the influence of the family environment, the effectiveness of parent–teacher synergy, and the supporting and inhibiting factors in the internalization of moral and religious values. Employing a qualitative descriptive approach through literature review, this study synthesizes findings from peer-reviewed academic sources. The results indicate that ECE teachers play a strategic role as role models, facilitators, and motivators through methods such as habituation, storytelling, and value-integrated learning. Concurrently, the family particularly through democratic parenting and consistent religious practices contributes significantly to the moral development of children. The synergy between teachers and parents enhances the consistency of value internalization, especially when supported by collaborative programs, two-way communication, and digital parenting initiatives. However, challenges such as limited parental understanding, lack of educational resources, and negative digital influences hinder optimal collaboration. These findings underscore the necessity of effective communication, continuous teacher training, and active parental involvement to ensure the successful moral and religious education of young children.
Understanding Low Empathy and Reluctance to Share Among Young Children : A Qualitative Analysis Efna Leluni; Novitawati Novitawati; Yogi Prihandoko
Ceria: Jurnal Program Studi Pendidikan Anak Usia Dini Vol. 15 No. 1 (2026): (Part 2) Ceria Jurnal Pendidikan Anak Usia Dini
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/ceria.v15i1.15041

Abstract

Empathy and sharing are essential foundations in shaping the social character of early childhood, as they play a crucial role in fostering compassion, cooperation, and the ability to build positive relationships with others. However, in practice, many behaviors among young children still reflect a low level of empathy, such as reluctance to share toys, competing for play materials, and being insensitive to peers’ feelings. This study aims to analyze the symptoms of low empathy and sharing attitudes among early childhood learners through observational approaches in preschool settings. The research employed a descriptive qualitative method using non-participant observation and informal interviews with classroom teachers. The findings revealed that egocentric behavior in children tends to arise from a lack of habituation, limited social simulation, and insufficient positive reinforcement within the learning environment. This study emphasizes the importance of implementing consistent and collaborative social-emotional learning strategies between teachers and parents to nurture empathy and sharing attitudes in young children.
Teachers’ Social-Emotional Readiness in Handling Children with Special Needs in Early Childhood Education at PAUD Cikal Insani Nursiyam Triadnani; Arizka Harisa
Ceria: Jurnal Program Studi Pendidikan Anak Usia Dini Vol. 15 No. 1 (2026): Ceria Jurnal Pendidikan Anak Usia Dini
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/ceria.v15i1.15062

Abstract

This study aims to describe teachers’ social-emotional readiness in handling children with special needs (CSN) at PAUD Cikal Insani. A descriptive qualitative approach was employed, with data collected through observation and in-depth interviews with the main teacher. The findings indicate that inclusive learning at PAUD Cikal Insani is implemented in a single central classroom that accommodates both regular children and children with special needs. Teachers demonstrate strong social-emotional competencies, such as empathy, self-control, and patience when dealing with diverse child behaviors. The learning strategies applied are individualized and situational, tailored to each child’s specific needs. Despite limitations in facilities and the absence of specialized training related to handling children with special needs, teachers are still able to create an inclusive and supportive learning environment. These findings emphasize that teachers’ social-emotional readiness is a fundamental factor in the success of inclusive education at the early childhood level. Teachers with high emotional intelligence are capable of building positive relationships and optimally supporting children’s social development.
Building Self-Confidence in Shy Children through Group Activities in Class A2 of RA Masjid Al Akbar Surabaya (A Case Study) Amaliah Syafitri; Ilun Muallifah
Ceria: Jurnal Program Studi Pendidikan Anak Usia Dini Vol. 15 No. 1 (2026): Ceria Jurnal Pendidikan Anak Usia Dini
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/ceria.v15i1.15074

Abstract

Low self-confidence in early childhood is reflected in doubts about personal abilities, lack of optimism, and difficulties in social interaction. This condition affects children’s ability to adapt and actively participate in learning activities. To help children overcome these challenges, role-playing activities and group activities were implemented and designed to foster children’s courage and independence. Teachers play a role as facilitators who guide and provide supporting facilities so that activities run in an enjoyable and meaningful manner. The strategies applied include the provision of play media, the arrangement of implementation time, and the provision of appreciation in each learning session.This study employed a qualitative descriptive method with a case study approach. Data collection techniques included observation, interviews, and documentation. Data analysis was conducted through data reduction, data presentation, and conclusion drawing. The results indicate that the implementation of group activities is able to increase the self-confidence of shy children, as children are given opportunities to interact, cooperate, and confidently express themselves within a safe and supportive social environment.
Analysis of Role Play in Children’s Social-Emotional Development at Madrasah Diniyah Istiqomah Tanah Kusir Nur Assyifa; Erna Fauziah
Ceria: Jurnal Program Studi Pendidikan Anak Usia Dini Vol. 15 No. 1 (2026): Ceria Jurnal Pendidikan Anak Usia Dini
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/ceria.v15i1.15121

Abstract

This study aims to describe the implementation of the role play method in developing the social-emotional abilities of early childhood at Madrasah Diniyah Istiqomah Tanah Kusir. A descriptive qualitative approach was employed, involving 49 children aged 4–6 years as research subjects, along with two teachers and two parents as key informants. Data were collected through interviews, observations, and documentation, and then analyzed using the Miles and Huberman model, which consists of data reduction, data display, and conclusion drawing. The findings indicate that role play activities have a positive impact on children’s social-emotional development. Children become more confident, are able to communicate effectively, collaborate with peers, and demonstrate empathy as well as improved emotional regulation. Teachers play a crucial role in facilitating these activities and instilling Islamic values, while parental support further reinforces the application of positive behaviors in the home environment. Therefore, the role play method is proven to be effective as a holistic and contextual learning strategy oriented toward the development of social-emotional character in early childhood within the madrasah diniyah setting.
"Cerita Anak Nusantara" E-Book to Enhance an Understanding of Social Value in Early Childhood Jojor Renta Maranatha; Asep Kurnia Jayadinata; Gia Nikawanti
Ceria: Jurnal Program Studi Pendidikan Anak Usia Dini Vol. 15 No. 1 (2026): (Part 2) Ceria Jurnal Pendidikan Anak Usia Dini
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/ceria.v15i1.15187

Abstract

The purpose of this study was to determine the effect of the e-book application "Cerita Anak Nusantara" as a learning media on the development of social values of early childhood.  The study included aquasi-experimental control-group pretest–posttest and was conducted in Purwakarta, Indonesia. Participants in this study were children aged 5-6 years, totaling 40 people. Data collection was carried out using a rating scale of social values of early childhood. This data was then analyzed using a paired sample t-test to determine the effect of learning media on the social values of early childhood, and an independent sample t-test to assess the difference in understanding of social values between the experimental group and the control group. The results of this study are: (1) There is an effect of the e-book learning media "Cerita Anak Nusantara" on the understanding of early childhood values. (2) There is a difference in the understanding of social values of early childhood children who received learning with the e-book media "Cerita Anak Nusantara" and early childhood children who received learning with conventional storybook media. It was concluded that the e-book media "Cerita Anak Nusantara" was more effective than conventional storybook media in increasing the understanding of social values in early childhood.
Project-Based Learning to Improve Creative Thinking Skills in Early Childhood Rahma Hesti Retno Devi; Pascalian Hadi Pradana; Alam Zulkarnain Ali
Ceria: Jurnal Program Studi Pendidikan Anak Usia Dini Vol. 15 No. 1 (2026): (Part 2) Ceria Jurnal Pendidikan Anak Usia Dini
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/ceria.v15i1.15222

Abstract

Creative thinking skills are essential for every individual, particularly for early childhood, as they form a fundamental basis for children to explore and maximize their potential. However, field research indicates that, on average, children’s creative thinking abilities are still underdeveloped. This condition is influenced by a lack of self-confidence, which causes children to feel hesitant or shy about expressing their ideas, as well as limited knowledge that hinders their ability to think creatively. This study aims to improve early childhood creative thinking skills through the implementation of Project-Based Learning (PjBL). The research employed a Classroom Action Research (CAR) design conducted in two cycles, involving 22 children at TAAM Qur’an Bahrusysyifa’ Kindergarten, Lumajang. The results showed that in Cycle I, only 31% of children reached the “very well developed” category, while in Cycle II this percentage increased significantly to 86%. Therefore, it can be concluded that project-based learning is an effective method for improving creative thinking skills in early childhood.

Page 22 of 26 | Total Record : 252

 20   21   22   23   24 

Filter by Year

2017 2026


Reset
Filter By Issues
All Issue Vol. 15 No. 1 (2026): (Part 2) Ceria Jurnal Pendidikan Anak Usia Dini Vol. 15 No. 3 (2026): (In Progress) Ceria Jurnal Pendidikan Anak Usia Dini Vol. 15 No. 2 (2026): Ceria Jurnal Pendidikan Anak Usia Dini Vol. 15 No. 1 (2026): Ceria Jurnal Pendidikan Anak Usia Dini Vol. 14 No. 3 (2025): Ceria Jurnal Pendidikan Anak Usia Dini Vol 14, No 3 (2025): (On Progress) Ceria Jurnal Pendidikan Anak Usia Dini Vol 14, No 2 (2025): Ceria Jurnal Pendidikan Anak Usia Dini Vol 14, No 1 (2025): Ceria Jurnal Pendidikan Anak Usia Dini Vol 13, No 3 (2024): Ceria Jurnal Pendidikan Anak Usia Dini Vol 13, No 2 (2024): Juli Vol 13, No 2 (2024): Ceria Jurnal Pendidikan Anak Usia Dini Vol 13, No 1 (2024): Ceria Jurnal Pendidikan Anak Usia Dini Vol 12, No 2 (2023): Ceria Jurnal Pendidikan Anak Usia Dini Vol 12, No 1 (2023): Ceria Jurnal Pendidikan Anak Usia Dini Vol 11, No 2 (2023): Ceria Jurnal Pendidikan Anak Usia Dini Vol 10, No 2 (2022): Ceria Jurnal Pendidikan Anak Usia Dini Vol 10, No 1 (2021): Ceria Jurnal Pendidikan Anak Usia Dini Vol 9, No 2 (2021): Ceria Jurnal Pendidikan Anak Usia Dini Vol 9, No 1 (2020): Ceria Jurnal Pendidikan Anak Usia Dini Vol 8, No 2 (2020): Ceria Jurnal Pendidikan Anak Usia Dini Vol 8, No 1 (2019): Ceria Jurnal Pendidikan Anak Usia Dini Vol 7, No 2 (2019): Ceria Jurnal Pendidikan Anak Usia Dini Vol 7, No 1 (2018): Ceria Jurnal Pendidikan Anak Usia Dini Vol 6, No 2 (2018): Ceria Jurnal Pendidikan Anak Usia Dini Vol 6, No 1 (2017): Ceria Jurnal Pendidikan Anak Usia Dini Vol 5, No 2 (2017): Ceria Jurnal Pendidikan Anak Usia Dini More Issue