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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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Utilization of School Resources for Science Learning in Early Childhood Education: A Systematic Literature Review Siti Sumarni; Asma Kurniati; la Jeti
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: 10.31000/16030

Abstract

Optimal utilization of school resources is the key to providing concrete and meaningful science learning for early childhood. This study aims to systematically review the literature on strategies for utilizing school environmental resources to develop science learning in Early Childhood Education (ECE). The method employed is a Systematic Literature Review (SLR) using the PRISMA protocol, sourcing data from SINTA 1-3 accredited journals such as Jurnal Murhum, Obsesi, UNJ, Undiksha, and UIN Sunan Kalijaga. Out of 516 identified articles, 9 met the inclusion criteria (2019–2025) for further analysis. The findings indicate that utilized school resources fall into three main categories: the physical environment (school grounds and coastal ecosystems), biotic components (plants and trees), and abiotic components (natural loose parts). Integrating these resources through Contextual and STEAM approaches has proven effective in enhancing children's cognitive abilities, naturalist intelligence, and environmental literacy (eco-literacy). This study offers practical implications suggesting that financial constraints are not barriers; teacher creativity in transforming school environmental facilities into real laboratories can create profound learning experiences. This research is expected to serve as a policy reference for school principals in organizing learning ecosystems and as a guide for teachers to reduce reliance on manufactured media.
The Role of Classroom Management in Early Childhood Learning Concrentration Siti Nur Alimah; Maria Qoriah; Imam Wahyono; Ria Octa Viana
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.v15i2.16173

Abstract

Learning concentration is an essential aspect of early childhood education because it influences children's ability to receive, process, and respond to learning experiences. However, many early childhood education institutions still face challenges related to classroom physical conditions, such as limited space, classroom layout, lighting, and ventilation, which may affect children's concentration during learning activities. This research is based on the urgency of learning concentration in early childhood, which is influenced by the physical management of classrooms. The main objective is to analyze the influence of classroom management on student learning concentration. The approach used is qualitative through a case study, with children aged 4–6 years at Bustanul Falah Kindergarten for one month. Data were collected through observation, interviews, and documentation. The results indicate that classroom layout, lighting, ventilation, and cleanliness support children's learning concentration despite limited classroom space. Teachers addressed this challenge through flexible seating arrangements and adjustments to classroom layout based on learning activities. It can be concluded that optimal physical classroom management helps create a learning environment that supports children's concentration. Ultimately, strategic management of the physical classroom environment is essential for fostering a supportive atmosphere that enhances children's cognitive focus.
Analysis of STEAM Learning in Developing the Creativity of Children Aged 4–5 Years Khuriyah Ilmi Haqiqi; Renistiara Medilianasari
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.v15i2.16264

Abstract

This study aims to describe the process of STEAM-based learning in developing the creativity of children aged 4–5 years at PAUD Sekar Nagari. This study employed a descriptive qualitative approach using a case study method. The research participants consisted of 20 children, 2 classroom teachers, and the school principal. Data were collected through observations, interviews, and documentation. The findings indicate that STEAM learning was implemented through play-based activities integrating the elements of science, technology, engineering, arts, and mathematics into thematic learning activities. The learning process consisted of the stages of apperception, stimulation, exploration, and reflection. Teachers acted as facilitators by providing children with opportunities to explore, experiment, and freely express their ideas. STEAM learning was able to develop children's creativity, as reflected in their ability to generate diverse ideas, solve problems using various approaches, and create unique and imaginative works. Although several challenges were encountered, such as limited time and learning media, the learning process remained effective through the utilization of simple materials available in the surrounding environment.
Teacher Strategies for Developing Environmental Care Attitudes in Early Childhood: A Literature Review Tari; Henny; La Jeti
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.v15i2.16362

Abstract

This study aims to analyze teachers' strategies in developing environmental care attitudes among early childhood children through a literature review approach. The study reviewed 19 nationally accredited SINTA journal articles published between 2021 and 2026. The data were collected through a documentation study by identifying relevant articles using the keywords early childhood teachers' strategies, early childhood environmental education, and environmental care attitudes through Google Scholar. Data were analyzed using content analysis, which consisted of data reduction, data display, and conclusion drawing. The findings indicate that the most dominant learning approaches were ecopedagogy and the contextual approach, each identified in eight articles, while two articles employed a learning-through-play approach and one article integrated both the contextual and ecopedagogy approaches. The most frequently applied instructional methods were the project method and habituation, whereas the dominant instructional techniques consisted of hands-on practice and observation. Environment-based classroom management was also found to effectively support the development of environmental care attitudes among young children. The findings further reveal that learning strategies based on direct experiences are more effective in fostering environmental care attitudes than learning that relies solely on instructional approaches.
The Dhuha Prayer Habituation Strategy to Foster Children's Self-Confidence Ummi Nur Latifah; Siti Marliah
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.v15i2.16388

Abstract

Self-confidence is a fundamental aspect of early childhood social-emotional development, enabling children to communicate, interact, and participate actively in learning. However, some children still show low self-confidence, such as hesitating to speak in class, answering questions reluctantly, and depending on teacher assistance. This study aimed to describe the role of congregational Dhuha prayer in enhancing the self-confidence of children aged 5–6 years at ABA 2 Labuhan Kindergarten. A descriptive qualitative approach was employed involving 27 children in Group B. Data were collected through observations across five phases, interviews, and documentation, then analyzed using the Miles and Huberman interactive model. The findings showed that regular participation in congregational Dhuha prayer improved children's self-confidence. The number of children in the Very Well Developed (VWD) category increased from 10 to 15, while the Not Yet Developed (NYD) category declined from four children to none. Children became more confident in leading prayers, answering questions, speaking before their peers, and interacting with teachers and classmates. These findings suggest that congregational Dhuha prayer is an effective religious habituation strategy for strengthening young children's self-confidence and social-emotional development.
The Relationship Between the Sandwich Generation and Early Childhood Moral Development Jauharin Insiyah; Maria Qoriah; Viena Wanidha Andriani
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.v15i2.16400

Abstract

This study aims to empirically examine the relationship between the role of the sandwich generation and the moral development of early childhood at RA Tunas Cendekia Glenmore. The sandwich generation refers to a group of individuals who experience dual financial and emotional responsibilities, as they are required to care for their aging parents while simultaneously raising children who remain dependent on them. This dual-role strain frequently triggers psychological stress, which has the potential to reduce parental warmth and consistency in parenting practices, thereby influencing children's moral development. Employing a quantitative correlational research design, data were collected from a purposive sample of 60 parents at RA Tunas Cendekia using purposive sampling techniques. Data collection instruments consisted of closed-ended questionnaires based on a Likert scale, and the data were analyzed using the Pearson Product-Moment Correlation Coefficient. Statistical analysis yielded a Pearson correlation coefficient of 0.43, indicating a moderate or moderately strong correlation (0.40–0.70) based on Sugiyono's interpretation criteria. These statistical findings demonstrate a significant relationship between the level of parental dual-role strain within sandwich-generation families and the moral development of early childhood. The study concludes that interventions in the form of effective parenting strategies and strong social support systems are essential for sandwich-generation families to maintain the quality of children's moral development during the golden age.
Preconception Profile of Children Aged 5-6 Years in Understanding the Concept of Pattern Recognition Wizaroh Putri; Ifa Aristia Sandra Ekayati
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.v15i2.16493

Abstract

The ability to recognize patterns is a crucial aspect of early childhood cognitive development, as it plays a role in building logical thinking skills, problem-solving abilities, and mathematics learning readiness for the subsequent stages. However, children's initial capability to understand the concept of pattern recognition still exhibits variations, thereby requiring the identification of children's preconceptions before providing a more targeted learning stimulation. This study aims to describe the preconception profile of children aged 5–6 years in understanding the concept of pattern recognition. This study utilizes a quantitative approach with a descriptive quantitative research design. The research subjects consisted of 18 children aged 5–6 years at TK Retno Asih, who were selected using a total sampling technique so that all children in group B were included as research samples. Data collection was conducted through a checklist observation sheet that had been validated by two expert lecturers. The results showed that the preconception profile of children aged 5–6 years regarding the concept of pattern recognition is still at the early developmental stage. The indicator for the ability to verbally state pattern sequences showed the highest achievement, while the ability to create patterns independently obtained the lowest achievement. These findings indicate that children's initial ability to understand the concept of pattern recognition still requires learning stimulation that is concrete, structured, and aligned with the cognitive developmental characteristics of early childhood.
Analysis of the Early Reading Learning Outcomes of Children Aged 5–6 Years Through a Computational Thinking-Based Problem-Based Learning Model Isrofinatun Nahari Magfiroh; Ifa Aristia Sandra Ekayati
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.v15i2.16495

Abstract

Early reading skills are one of the essential aspects of early childhood language development that need to be developed as a foundation for entering the next level of education. This study aimed to analyze the early reading learning outcomes of children aged 5–6 years through a Computational Thinking-based Problem-Based Learning (PBL) model. The study employed a quantitative approach using a one-group pretest-posttest design. The research subjects consisted of 15 children in Group B at TK PGRI Tunas Harapan Keduyung, selected using a purposive sampling technique. Data were collected through observation using an instrument covering early reading indicators and were analyzed using descriptive statistics by calculating the mean scores, percentages, and developmental categories of children's learning outcomes. The results showed that the average early reading learning outcome at the pretest stage was 7 (43.75%), which was categorized as Beginning to Develop (BD). After the implementation of the Computational Thinking-based Problem-Based Learning model, the average learning outcome increased to 12 (75%), which fell into the category of Developing as Expected (DE). The findings indicate that children's early reading learning outcomes through the Computational Thinking-based Problem-Based Learning model reached the Developing as Expected (DE) category. Therefore, the Computational Thinking-based Problem-Based Learning model can be used as an alternative instructional approach to support the achievement of early reading learning outcomes in early childhood.
Strengthening Early Childhood Empathy Character Through the Islamic-Themed Storytelling Method Assisted by the Interactive Flat Panel (IFP) Adinda Ayu Pramita Sari; Siti Marli'ah
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.v15i2.16496

Abstract

This study aims to describe the implementation of the Islamic-themed storytelling method assisted by the Interactive Flat Panel (IFP) in strengthening the empathy character of children aged 5–6 years at TK Islam Al-Jazilah Semanding Tuban. The study employed a qualitative approach using a case study design. The research subjects consisted of 16 children in Group B, the classroom teacher, the principal, and parents as supporting informants. Data were collected through observations, interviews, and documentation, and then analyzed using the Miles and Huberman model, which includes data reduction, data display, and conclusion drawing. The trustworthiness of the data was ensured through source triangulation and technique triangulation. The findings indicate that the Islamic-themed storytelling method assisted by the IFP was implemented systematically through the selection of stories about the Prophets containing values of empathy, compassion, mutual assistance, and respect for others. The use of AI Prompt-based animated videos displayed through the IFP enhanced children's attention, enthusiasm, and engagement during the learning process. The children's empathy character developed across eight indicators, namely understanding the feelings of others, caring, compassion, tolerance, helping others, respecting others, social sensitivity, and the ability to share and avoid selfish behavior. Therefore, the Islamic-themed storytelling method assisted by the IFP can serve as an effective learning strategy to support the strengthening of empathy character in early childhood.
Implementation of Facilities and Infrastructure Management in Early Childhood Learning at RA Al Bani Amir, Tangerang City, Banten Muzdalifah; Cucu Atikah; Fahmi
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.v15i2.16516

Abstract

This study aimed to describe the implementation of facilities and infrastructure management in supporting children's learning processes at RA Al Bani Amir, Tangerang City, Banten. The research employed a qualitative approach using a descriptive method to obtain an in-depth understanding of the management of educational facilities and infrastructure implemented at the institution. The study was conducted during the second semester of the 2025/2026 academic year, involving the principal, teachers, and facilities and infrastructure manager as research participants. Data were collected through observations, interviews, documentation, and field notes. Data trustworthiness was ensured through triangulation techniques, member checking, prolonged engagement, persistent observation, negative case analysis, and peer debriefing. Data analysis was carried out in three stages: data reduction, data display, and conclusion drawing. The findings revealed that the implementation of facilities and infrastructure management encompassed planning, procurement, utilization, maintenance, inventory management, and evaluation. However, its implementation still encountered several challenges, resulting in suboptimal performance, particularly in the aspects of maintenance and facility organization. Nevertheless, the available facilities and infrastructure contributed positively to supporting children's learning by enhancing comfort, motivation, and engagement during learning activities. Therefore, facilities and infrastructure management plays a crucial role in improving the quality of early childhood education and should be managed more effectively, systematically, and sustainably.

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