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
 21   22   23   24   25 
Implementation of STEAM Learning in Telling Aspects of Cognitive Development in Children Aged 5-6 Years at Al Ihsan Kindergarten, Cikande Uswatun Hasanah; Nuryati Nuryati; Umalihayati Umalihayati
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.v15i1.15284

Abstract

This research is motivated by the learning implemented in schools is still conventional and monotonous, namely in the form of giving assignments to thicken letters, draw and color so that is does not stimulate children’s thinking skills. The study aims to describe the implementation of steam learning in developing aspects of cognitive development in children agen 5-6 years at Al Ihsan Cikande. The subjects of this study were 8 children. This study uses a descriptive qualitative method with data collection techniques through observation, interviews, and documentation, the date were analyzed using Miles & Huberman’s model, which includes data reduction, data display, and conclusion drawing/verification. The research findings show that the application of STEAM learning through projeck-based play and the use of loose parts provides learning experiences that encourage children to think critically, logically, and symbolically, and to explore various ways of solving problems. This study concludes that STEAM learning provides meaningful learning experiences necessary to support the cognitive development of early childhood through active and exploratory learning processes.
A Study of Digital Media Content Needs for Early Childhood Education on Balikpapan Tourism Anggis Rizky Wiyaringtyas; Hesti Rosita Dwi Putri; Nursanti Novi Arisa
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.v15i1.15291

Abstract

This study aims to identify the needs for digital media content to introduce Balikpapan tourism to early childhood learners. A qualitative descriptive approach was employed through interviews with teachers and parents at Al Azhar Kindergarten 58 Balikpapan. The findings indicate the necessity for educational media that integrates Balikpapan’s local cultural values, includes parental supervision features, and utilizes child-friendly visual designs to enhance learning motivation while balancing digital engagement with real-world exploration. These insights serve as the foundation for developing culturally grounded digital media for early childhood, which is expected to strengthen cultural identity and provide a more meaningful learning experience.
The Paralinguistic Nonverbal Communication Style of Teacher at RA Baiturrohim Erlina Putri Andayani; Eny Nur Aisyah; Rosyi Damayani Twinsari Maningtyas
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.v15i1.15317

Abstract

This study aims to describe the teacher’s paralinguistic nonverbal communication style and its impact on children’s learning engagement at RA Baiturrohim, Lowokwaru, Malang City. The topic was chosen because paralinguistic communication plays an essential role in early childhood learning, where children respond more naturally to intonation, facial expressions, and gestures than to verbal explanations. This research employed a qualitative descriptive approach with 1 class B teacher and 16 children aged 5-6 as subjects. Data were collected through observation, interviews, and documentation. The findings show that the teacher consistently used varied intonation, situation-adjusted volume, and calm speech frequency to support children’s understanding. Cheerful facial expressions and active gestures strengthened verbal messages and created a lively classroom atmosphere. Children were observed to be more focused, responsive, and engaged when the teacher combined vocal cue with expressive body movement. The study concludes that paralinguistic nonverbal communication not only clarifies instructional messages but also fosters emotional connection, ensures a sense of security, and naturally enhances children’s learning engagement.
Strategies for Developing Fine Motor Skills in Early Childhood at PAUD Harsya Ceria Alfina Alfina; Rani Puspa Juwita
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.v15i1.15328

Abstract

This study aims to describe the strategies used by teachers in developing fine motor skills of early childhood learners at PAUD Harsya Ceria. The research employed a descriptive qualitative approach with data collection techniques consisting of observation, interviews, and documentation. The research subjects included teachers and early childhood learners who participated in fine motor learning activities. The results indicate that teachers implemented well-planned strategies through opening activities, core activities, reflection, and closing sessions. During the core activities, teachers employed various tasks such as drawing, coloring, cutting, pasting, threading, as well as life skills activities including opening and closing bottles and buttoning clothes. These strategies were tailored to the individual abilities of children, including children with special needs, ensuring that each child received equal learning opportunities. Teachers also integrated play-based approaches, demonstrations, direct assistance, and scaffolding to help children coordinate finger and hand movements. Evaluation was conducted through observation and assessment of children’s work. Overall, the implemented strategies proved effective in improving fine muscle strength, hand–eye coordination, concentration, and children’s independence. These findings emphasize the importance of varied and adaptive learning planning in optimizing the development of fine motor skills in early childhood.
The Relationship between the Use of Website-Based Child Learning Outcome Reports and Academic Supervision in Early Childhood Education (PAUD) Asep Kurnia Jayadinata; Hafiziani Eka Putri; Dhea Ardiyanti; Khairunisa Al-Izzati Kusuma; Lutfiah Nur Azizah; Ridha Aulia Safitri; Ulfa Sa’adah Hidayat
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.v15i1.15440

Abstract

One form of evidence of technological advancement in the field of education is marked by the emergence of the implementation of website-based learning outcome reports, which facilitate educators and educational staff in accessing and managing children’s learning outcomes more flexibly. However, it has not been significantly evident whether this implementation is associated with early childhood education (PAUD) management, particularly academic supervision. This article was prepared and initiated with the aim of determining the relationship between website-based learning outcome reports and academic supervision in PAUD. The study was designed using a non-parametric statistical design as a quantitative research method. The research sample was taken from educators and educational staff at one PAUD institution. The data collection technique used was a questionnaire employing a 1–4 Likert scale model. The bivariate data analysis applied was the Kendall’s Tau correlation test using SPSS 26. The results obtained from a total of 8 respondents with 18 questionnaire items indicate that the relationship between learning outcome reports and academic supervision is at a percentage of 16.6% based on the Kendall’s Tau test. The calculated correlation coefficient (r) of 0.408 indicates a moderate level of correlation. The significance test shows a p-value of 0.178 > 0.05 (α = 0.05), thus Ha is accepted and Ho is rejected. Therefore, it can be concluded that there is a positive relationship with a moderate level between website-based learning outcome reports and academic supervision in early childhood education (PAUD).
School Family Partnership Based Parental Interventions for Holistic Early Childhood Development Nurul Hidayanti Qomariah; Endah Sri Lestari; Lina Revilla Malik; Muryani Muryani; Ely Sofiyati; Afrida Afrida
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.v15i1.15499

Abstract

Parental involvement is an important factor in supporting the achievement of eight dimensions of early childhood graduation, including spiritual, moral, cognitive, social-emotional, language, physical, motor, independence, and creativity aspects. However, the implementation of partnerships between schools and families still faces various obstacles, such as limited parental understanding, suboptimal communication, and lack of continuity of stimulation between home and school. This study aims to analyze the form of parental intervention and formulate a model of intervention based on school and family partnerships that support the achievement of eight dimensions of early childhood graduation. The research uses a qualitative approach with a case study design. Data was collected through in-depth interviews, observations, and documentation studies, then analyzed through the stages of data reduction, data presentation, and conclusion drawn. The results showed that partnerships built through parenting programs, intensive communication, scheduled consultations, and comprehensive child development reporting encouraged active parental involvement in learning assistance and stimulation at home. This intervention has been proven to strengthen the achievement of child development in a sustainable manner.
The Efforts to Improve Children’s Vocabulary through Bingo Game for 4–5-Year-Old Children at TK ABA Somawangi Nur Chendah; Wafa Aerin
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.v15i1.15519

Abstract

Vocabulary ability is one of the important components in early childhood language development, which is related to children’s ability to understand, mention, and use words in daily communication. The results of the initial observation indicated that the vocabulary ability of children aged 4–5 years at TK ABA Somawangi was still in the low category. This study aims to improve the vocabulary ability of object nouns in children aged 4–5 years through the implementation of the bingo game. This research employed the Classroom Action Research (CAR) method conducted in two cycles with 15 children as research subjects. Each cycle consisted of planning, implementation, observation, and reflection stages. The results of the study showed a significant improvement in children’s vocabulary ability, as indicated by the average achievement of indicators which increased from 46.25% at the pre-research stage to 69.17% in Cycle I and reached 86.46% in Cycle II. Thus, it exceeded the research success indicator of 85%, and it can be concluded that the bingo game can improve the object vocabulary ability of children aged 4–5 years.
Impact Analysis of TikTok Application Usage on the Emotional Development of Early Childhood at ABA 39 Kindergarten, Malang City Syahrani Nabilah; Tomas Iriyanto; Munaisra Tirtaningsih
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.v15i1.15522

Abstract

The rapid development of digital technology in the Industrial Revolution 4.0 era has increased smartphone and social media usage, including TikTok, among early childhood. This study aims to analyze the impact of TikTok application usage on the emotional development of early childhood at TK ABA 39 Malang City. This research employed a descriptive qualitative approach using observation and in-depth interviews as data collection techniques. The research subjects consisted of three teachers and three parents of children aged 5–6 years. The study was conducted in July 2024 at TK ABA 39 Malang City. The findings indicate that TikTok usage has positive impacts, such as enhancing children’s self-expression, creativity, confidence, and the development of empathy and sympathy when children access age-appropriate content under adult supervision. However, negative impacts were also identified, including emotional instability, decreased focus, and resistant behavior when screen time was restricted. Therefore, it can be concluded that TikTok usage has a significant influence on early childhood emotional development. Active supervision, guidance, and digital literacy education from parents and teachers are essential to ensure that TikTok is used wisely to support healthy and balanced emotional development in early childhood.
Implementing School Religious Culture Program to Develop Early Childhood’s Noble Character at TKN Pembina Wlingi Tri Hidayati; Ahmad Samawi; Ahmad Yusuf Sobri
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.v15i1.15537

Abstract

This research addresses the critical need to implement the School Religious Culture program during early childhood to cultivate noble character through daily activities.The study utilized a qualitative approach at TKN Pembina Wlingi through interviews, observation, and documentation, focusing on: (1) program implementation, (2) supporting and inhibiting factors, and (3) strategies for factor management.The findings confirm that the School Religious Culture program successfully develops the noble character of early childhood children, producing individuals who are more positive, religious, and morally upright. This success is strongly supported by the principal, teachers, educational staff, and parents, who continuously strive to instill religious character through consistent, non-pressurized daily habituation.
Stimulation of Naturalistic and Kinesthetic Intelligence Through Exploratory Activities in the Surrounding Environment of Early Childhood Evy Fitria; Nurfazriyah Nurfazriyah; Desi Ashari Ashari; Yani Oktapiyani
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.v15i1.15547

Abstract

This research addresses the critical need to implement the School Religious Culture program during early childhood to cultivate noble character through daily activities. The study utilized a qualitative approach at TKN Pembina Wlingi through interviews, observation, and documentation, focusing on: (1) program implementation, (2) supporting and inhibiting factors, and (3) strategies for factor management. The findings confirm that the School Religious Culture program successfully develops the noble character of early childhood children, producing individuals who are more positive, religious, and morally upright. This success is strongly supported by the principal, teachers, educational staff, and parents, who continuously strive to instill religious character through consistent, non-pressurized daily habituation.

Page 23 of 26 | Total Record : 252

 21   22   23   24   25 

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