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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
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Revisiting Ki Hadjar Dewantara’s Among System as a Philosophical Foundation for Early Childhood Education Asih Rosnaningsih; Ratih Ayu Wulandari; Sholeh Hidayat; Yudi Juniardi
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.v15i1.15562

Abstract

This study aims to examine the core principles of the Among System and to analyze their contextual application in contemporary Early Childhood Education practices. The research employed a qualitative library research design. Data were collected through document analysis of primary sources, including Ki Hadjar Dewantara’s writings, and secondary sources such as scholarly books, peer-reviewed journal articles, and relevant educational literature. The research instrument consisted of document review guidelines focusing on the principles of the Among System and early childhood education concepts. Data analysis was conducted using qualitative content analysis through stages of data reduction, categorization, interpretation, and synthesis. The findings indicate that the principles of Ing Ngarso Sung Tuladha, Ing Madya Mangun Karsa, and Tut Wuri Handayani are conceptually aligned with the nature of early childhood development and contemporary child-centered pedagogical approaches. These principles can be contextualized in classroom interactions, learning facilitation, and formative assessment practices to promote children’s motivation, independence, and agency. In conclusion, Ki Hadjar Dewantara’s Among System remains a relevant and applicable philosophical foundation for enhancing the quality and humanistic orientation of Early Childhood Education.
Serial Picture Media: A Strategy to Optimize Logical Thinking Ability in Children Aged 5–6 Years Tutus Nika Hardiyanti; Iys Nur Handayani
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.v15i1.15567

Abstract

This study was motivated by the low logical thinking ability of children aged 5–6 years, as indicated by their limitations in classifying, sequencing, and comparing. The study aimed to improve children’s logical thinking ability through the use of serial picture media. This research is a classroom action research conducted at TK Pertiwi Sri Hastuti Simbang with 32 children as subjects. The research was carried out in two cycles with four meetings, which included the stages of planning, implementation, observation, and reflection. The pre-research results showed that the logical thinking ability of children aged 5–6 years was still dominated by the categories of Not Yet Developed (BB) and Beginning to Develop (MB). After the intervention in Cycle I, children’s logical thinking ability increased with an average achievement of 56.24%. A more significant improvement occurred in Cycle II, where the average achievement of children’s logical thinking ability reached 81.25%. The results of this study indicate that the use of serial picture media can improve the logical thinking ability of children aged 5–6 years.
Improving the Ability to Recognize Number Symbols 1–10 Through the Fishing Numbers Game for Children Aged 4–5 Years. Tutut Widi Lestari; Habib Hambali
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.v15i1.15606

Abstract

The background of this study is the low ability of children aged 4–5 years in recognizing number symbols at TK Al Amin Kebanaran. This ability plays an important role in early cognitive development, which serves as the foundation for children’s numeracy readiness. The purpose of this study is to improve the ability to recognize number symbols through the fishing numbers game.This research applied the Classroom Action Research (CAR) method and was conducted in two cycles. The study involved 21 children aged 4–5 years as research subjects. Data were collected through observation using instruments that included the ability to sequence, mention, imitate, and match number symbols with the quantity of objects.The results showed that the average percentage of children’s ability to recognize number symbols increased from 50.25% in the pre-cycle to 69.75% in Cycle I, and further increased to 81.75% in Cycle II. Improvements occurred across all ability indicators. Based on these findings, it can be concluded that the fishing numbers game is effective in improving the ability to recognize number symbols in children aged 4–5 years.
Analysis of the Implementation of the ‘Love-Based Curriculum’ in Early Childhood Education: The Role of Teachers and Supporting Learning Materials Nurul Fitria Kumala Dewi; Rohmah Wati; Sulimah
Ceria: Jurnal Program Studi Pendidikan Anak Usia Dini Vol. 15 No. 2 (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.v14i3.15676

Abstract

Education is the primary means of instilling moral values, empathy, and compassion from an early age. The Ministry of Religious Affairs of the Republic of Indonesia (MoRA) introduced the Love-Based Curriculum as an effort to develop an educational system that emphasizes the values of humanity, tolerance, and respect for diversity. This study aims to describe the implementation of the Love-Based Curriculum concerning the role of teachers and supporting learning materials at RA An Najwa. This study employed a qualitative approach using a descriptive method. The research participants consisted of the school principal and teachers. Data were collected through observations, interviews, and documentation. The findings indicate that the implementation of the Love-Based Curriculum at RA An Najwa is still in its initial stage and has therefore not yet been implemented optimally. Teachers have made efforts to instill the values of compassion, empathy, and tolerance in learning activities; however, their understanding of the curriculum remains limited due to the lack of socialization and technical guidance provided by the Ministry of Religious Affairs. The learning media and instructional materials currently used are still conventional and have not fully supported the systematic implementation of the values of the Love-Based Curriculum. Therefore, continuous training, technical assistance, and the development of love-based learning media are needed to ensure that the curriculum can be implemented effectively in accordance with the objectives of the Ministry of Religious Affairs of the Republic of Indonesia. This study provides an initial overview of the implementation of the Love-Based Curriculum in an Early Childhood Education institution under the supervision of the Ministry of Religious Affairs, an area that has rarely been reported in previous studies.
Edupreneurship to Improve Financial Literacy Through Market Day Activities in Children Aged 5–6 Years Riska Amalia; Nahdiyah Hidayah
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.v15i1.15686

Abstract

This study aims to improve the financial literacy of children aged 5–6 years through edupreneurship-based market day activities. Financial literacy is important to be introduced from an early age so that children are able to understand the concept of money and simple transactions. The study employed a Classroom Action Research (CAR) method based on the Kemmis and McTaggart model, conducted in two cycles. The research subjects consisted of 20 children in Group B at TK ABA Somawangi, Banjarnegara Regency. Data were collected through observation and documentation based on financial literacy indicators, including recognition of types of money, understanding of money value, and the ability to conduct buying and selling transactions. The results showed an improvement in children's financial literacy from 40% in the pre-cycle to 60% in Cycle I and significantly increased to 83% in Cycle II. Improvements occurred across all indicators and met the success criteria of ≥ 80%. Based on these findings, it can be concluded that edupreneurship-based market day activities are proven effective in improving the financial literacy of children aged 5–6 years.
Development of a Practical Life Busy Book Learning Medium for Teaching Hand–Eye Coordination at Nurul Ulum Preschool in Malang Habibatul Azizah; Ayu Asmah; Cicilia Ika Rahayu Nita
Ceria: Jurnal Program Studi Pendidikan Anak Usia Dini Vol. 15 No. 2 (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.v15i2.15723

Abstract

Hand–eye coordination is essential for children's development. However, the development of hand–eye coordination among children aged 4–5 years has not yet reached its optimal level, indicating the need for effective learning media to support its development. This study aimed to determine the feasibility and practicality of developing a practical life busy book as a learning medium. The research employed both qualitative and quantitative methods. Data were collected at Nurul Ulum Playgroup, Tajinan, Malang, involving children aged 4–5 years through small-group trials (3 children), medium-group trials (7 children), and large-group trials (12 children). The study adopted the ADDIE research model, which consists of five stages. The findings showed that the material expert validation achieved a score of 93%, while the media expert validation reached 96%, both categorized as highly valid. The trial results obtained percentages of 73% in the small-scale trial, 84% in the medium-scale trial, and 94.5% in the large-scale trial, indicating that this learning medium is highly feasible for use with children aged 4–5 years. It can be concluded that the practical life busy book is practical and feasible for use in learning activities aimed at improving hand–eye coordination among children aged 4–5 years. The practical life busy book is expected to become an effective learning medium for enhancing the development of hand–eye coordination in children aged 4–5 years.
Analysis of the Use of GERATIF (Interactive Numeracy Game) on the Numeracy Skills of Children Aged 5–6 Years Vina Salsabilah Himawati; Nur Ika Sari Rakhmawati; Rachma Hasibuan; Sri Widayati; Dwi Jayanti Kurnia Dewi
Ceria: Jurnal Program Studi Pendidikan Anak Usia Dini Vol. 15 No. 2 (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.v15i2.15819

Abstract

This study was motivated by the problem of low numeracy skills among children aged 5–6 years, which is frequently encountered in early childhood education settings. This condition is influenced by learning activities that are insufficiently engaging and fail to motivate children. Meanwhile, technological advancements require the education sector to integrate digital media into the learning process. This study aimed to determine the effect of using GERATIF (Interactive Numeracy Game) on the numeracy skills of children aged 5–6 years. The study employed a quantitative approach using a quasi-experimental method with a nonequivalent control group design. The participants consisted of 40 children, comprising 20 children in the experimental group and 20 children in the control group. Data were collected through observation and documentation. The data obtained from both the experimental and control groups were analyzed using the Independent Samples t-Test. The results of the analysis indicated an Equal Variances Assumed significance value (Sig. 2-tailed) of 0.025. Since the significance value was less than 0.05, the alternative hypothesis (Ha) was accepted and the null hypothesis (H₀) was rejected. These findings demonstrate that the use of GERATIF (Interactive Numeracy Game) has a significant effect on the numeracy skills of children aged 5–6 years.
Mindfulness Therapy in Learning to Reduce Aggressive Behavior among Children at TKN 01 Dompu Asnih Sari; Ihlas; Muslim
Ceria: Jurnal Program Studi Pendidikan Anak Usia Dini Vol. 15 No. 2 (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.v15i2.15825

Abstract

This study aims to describe the implementation of mindfulness therapy within the learning process as a strategy for addressing aggressive behavior among children at TKN 01, Dompu District. Aggressive behavior in early childhood may interfere with children's social interactions, emotional regulation, and participation in classroom learning. Therefore, learning activities that encourage self-awareness and emotional regulation are considered important in supporting children's socio-emotional development. This study employed a qualitative descriptive approach involving 12 participants, consisting of 10 children and 2 classroom teachers at TKN 01, Dompu District. Data were collected through classroom observations, semi-structured interviews with teachers, and documentation of learning activities. The data were analyzed using the stages of data reduction, data display, and conclusion drawing to identify patterns related to the implementation of mindfulness therapy in classroom learning. The findings indicate that mindfulness therapy was integrated into daily learning through breathing exercises, relaxation activities, focused attention, and guided emotional reflection. Teachers consistently facilitated these activities to help children recognize, express, and regulate their emotions in appropriate ways. Based on teachers' observations and classroom documentation, children demonstrated improved emotional awareness, greater self-control, more positive peer interactions, and fewer observable incidents of aggressive behavior during learning activities. These findings suggest that the implementation of mindfulness therapy within classroom learning provides a supportive approach for fostering emotional regulation and promoting positive social behavior among young children in early childhood education settings.
The Implementation of Interactive Learning through the Hypnoteaching Method in Fostering Children's Emotional Intelligence at PAUD Nurul Furqon Hadijah; Ihlas; Ade S Anhar
Ceria: Jurnal Program Studi Pendidikan Anak Usia Dini Vol. 15 No. 2 (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.v15i2.15826

Abstract

This study aims to describe the implementation of interactive learning through the hypnoteaching method in fostering emotional intelligence among early childhood learners at PAUD Nurul Furqon. Emotional intelligence is a crucial aspect of early childhood development, as it influences children’s ability to recognize and manage emotions, develop empathy, and engage in positive social interactions. This research employed a qualitative descriptive approach involving 15 children and 2 teachers at PAUD Nurul Furqon. Data were collected through classroom observations, interviews with teachers, and documentation of learning activities. The findings show that the implementation of the hypnoteaching method was characterized by the use of positive suggestions, empathetic communication, and warm interactions that created a conducive and emotionally supportive learning environment. Observation and interview data revealed that children were more actively involved in learning activities, demonstrated emotional awareness, expressed empathy toward peers, and engaged in positive social interactions during the learning process. The study concludes that the implementation of interactive learning through the hypnoteaching method reflects learning practices that support the development of children’s emotional awareness, empathy, self-regulation, and social interaction skills within the context of early childhood education.
Teacher Creativity in Improving Children's Counting Ability Through the Congklak Game at TK Jabal Nur Nurfitri Rahmawati; Ihlas; Hermansyah
Ceria: Jurnal Program Studi Pendidikan Anak Usia Dini Vol. 15 No. 2 (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.v15i2.15844

Abstract

This study aims to describe teacher creativity in improving children’s numeracy skills through the congklak game at TK Jabal Nur. The study employed a qualitative approach with a descriptive design to obtain an in-depth understanding of the learning process, the teacher’s role, and the development of children’s numeracy skills through the congklak game. This design was selected because it enables researchers to describe participants’ experiences and classroom practices in their natural setting rather than to test hypotheses or determine causal relationships. The research involved one teacher and 20 Group B children aged 5–6 years who were selected purposively based on their participation in congklak-based learning activities. Data were collected through observations, semi-structured interviews, and documentation. The data were analyzed using the Miles and Huberman interactive model, including data reduction, data display, and conclusion drawing, while source and technique triangulation were applied to enhance the credibility of the findings. The findings indicate that teacher creativity was reflected in the design and implementation of engaging congklak-based learning activities that supported children’s numeracy development. Children demonstrated greater participation during learning activities and showed progress in recognizing numbers, counting objects, matching numbers with quantities, and understanding number sequences based on classroom observations and assessment records. The learning activities also provided opportunities for children to develop concentration, logical thinking, cooperation, and social interaction through meaningful play experiences. These findings highlight the importance of integrating traditional games into child-centered learning practices and demonstrate how teacher creativity can enrich numeracy learning experiences in early childhood education.

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