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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 270 Documents
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Using QR-Code Flashcards with the Phonics Method to Improve Children's Phonics Skills Dina Amalia; Aliva Rosdiana; Nur Alina Lailil Faroh; Rama Tri Nuryahya
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.v15i2.15990

Abstract

This study addresses the low early reading proficiency of children aged 5–6 years and the limited use of interactive technology-based learning media in early childhood education. The study aimed to examine the effectiveness of QR-Code Flashcards integrated with the phonics method in improving children's early reading skills. A quantitative quasi-experimental design with a pretest–posttest control group was employed at TK Al Ikhlash Pekalongan, Jepara, involving 60 children (30 experimental; 30 control). Data were collected through early reading tests and classroom observation sheets and analyzed using descriptive statistics and an independent samples t-test. The results showed that the experimental group's mean score increased from 62.4 in the pretest to 85.7 in the posttest, with a gain of 23.3 points, while the control group improved from 61.8 to 72.3, with a gain of 10.5 points. Improvements were consistently higher in letter recognition (88.5), phoneme articulation (84.7), and vocabulary comprehension (83.9). The independent samples t-test indicated a statistically significant difference between the two groups (t (58) = 36.15, p < .001), demonstrating that QR-Code Flashcards integrated with the phonics method were significantly more effective than conventional flashcards. The findings indicate that integrating QR-Code technology with phonics instruction provides an effective multisensory learning approach that strengthens children's early reading skills and offers a practical innovation for early childhood literacy instruction in the digital era.
Improving Early Childhood's Ability to Recognize Object Sizes and Concentration Through the Pink Tower for Children Aged 4–5 Years Nurul Fadilah Hsb; Masganti Sit
Ceria: Jurnal Program Studi Pendidikan Anak Usia Dini Vol. 15 No. 3 (2026): (In Progress) 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.v15i3.16544

Abstract

This study aimed to examine the effect of the Pink Tower learning media on the ability to recognize object sizes and the concentration of children aged 4–5 years. The research employed a quasi-experimental method using a pretest–posttest control group design involving 20 children who were divided equally into an experimental group and a control group. The findings revealed that the experimental group demonstrated significantly greater improvement than the control group. These results indicate that the Pink Tower learning media has a positive and significant effect on enhancing children's ability to recognize object sizes and improving their concentration during learning activities. Therefore, the Pink Tower can serve as an effective Montessori-based educational medium to support cognitive development and learning readiness among early childhood learners.
Enhancing Early Childhood's Love for the Homeland Through Folk Songs at KB At-Taqwa, Singosari District, Malang Regency Any Farihatun Nisa&#039;; Farida Nur Kumala; Ayu Asmah
Ceria: Jurnal Program Studi Pendidikan Anak Usia Dini Vol. 15 No. 3 (2026): (In Progress) 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.v15i3.15846

Abstract

This study aims to enhance early childhood's sense of love for the homeland through the use of folk songs at KB At-Taqwa, Singosari District, Malang Regency. The study employed a Classroom Action Research (CAR) approach implemented over two cycles. The participants were children aged 5–6 years. Data were collected through observations, interviews, and documentation. The findings revealed that learning folk songs, namely Padang Bulan and Cublak-Cublak Suweng, successfully enhanced children's sense of love for the homeland. This improvement was reflected in the children's ability to recognize folk songs and their enthusiasm and enjoyment while singing them. Therefore, it can be concluded that the use of folk songs is effective in fostering children's love for their homeland.
The Effect of the Sociodrama Learning Method on the Storytelling Skills of Children Aged 5–6 Years at TK Miftahul Ulum Gresik Ainnun Rohma; Umi Masturoh; Mustain
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.v15i2.16057

Abstract

This study aims to determine the effect of the sociodrama learning method on the storytelling skills of children aged 5–6 years at TK Miftahul Ulum Tlogobedah, Menganti, Gresik. Storytelling skills constitute an important foundation for the development of literacy, communication, and creativity in early childhood. A quasi-experimental design with a nonequivalent control group design was employed. The study population comprised all students in Group B (aged 5–6 years), consisting of two classes with 20 children in each class. Class B1 served as the experimental group receiving the sociodrama learning method, while Class B2 served as the control group using the question-and-answer method. Data were collected through a performance test consisting of six storytelling indicators and analyzed using the Wilcoxon Signed-Rank Test due to the non-normal distribution of the pretest data. The results indicated that the experimental group improved by an average of 12.20 points (from 20.05 to 32.25, or 80.63%, categorized as "Very Good"), whereas the control group improved by only 2.40 points (from 18.10 to 20.50, or 62.12%, categorized as "Good"). Hypothesis testing yielded a Sig. (2-tailed) value of 0.000 < α = 0.05, leading to the rejection of H₀ and acceptance of Hₐ. It can therefore be concluded that the sociodrama learning method has a significant effect on the storytelling skills of children aged 5–6 years at TK Miftahul Ulum, Menganti, Gresik.
Integrated Measurement Model of Geometry Knowledge and Construction Skills for Kindergarten Children: Evidence from Structural Equation Modeling Minuk Riyana; Ferry Irawan; Aprlianti Tika Muliyani; Rival Hanip
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.v15i2.16068

Abstract

This study aims to develop and validate geometry recognition instruments in Kindergarten (TK) children using the Structural Equation Modeling (SEM) approach assisted by AMOS. The research method uses a Research and Development (R&D). Data analysis included the assessment of standardized factor loadings, Composite Reliability (CR), Average Variance Extracted (AVE), and goodness-of-fit indices, including Chi-square/degrees of freedom (CMIN/DF), Comparative Fit Index (CFI), Tucker–Lewis Index (TLI), Goodness-of-Fit Index (GFI), Adjusted Goodness-of-Fit Index (AGFI), and Root Mean Square Error of Approximation (RMSEA). The results of the analysis showed that the measurement model had a good goodness of fit (Chi-square/df < 3; CFI > 0.90; RMSEA < 0.08). All indicators have a loading factor value of > 0.50 and significant (p < 0.05), the validated measurement model provides a comprehensive and psychometrically sound instrument for assessing geometric competence in kindergarten children and offers a valuable framework for supporting research, classroom assessment, and evidence-based instructional practices in early childhood mathematics education.
Developing Children’s Expressive Language Skills Using the Storytelling Method Sayidah Luthfi Nur Mukaromah; Subyantoro
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.v15i2.16213

Abstract

Expressive language skills play a crucial role in early childhood development; however, many children still struggle to express ideas, use vocabulary, and construct simple sentences. This study aims to describe the development of children's expressive language skills through a storytelling method utilizing profession-themed picture cards. The research hypothesis posits that the storytelling method using these cards positively influences the improvement of children's expressive language skills. A descriptive qualitative approach was employed, involving 28 children from Group B at TK Pertiwi 32 Pakintelan. Data were collected through observation, documentation, recordings, and the transcription of children's speech, utilizing the simak (listening) method—specifically the sadap (eavesdropping/listening-in), simak libat cakap (participatory listening), rekam (recording), and catat (note-taking) techniques. Data analysis followed the Miles and Huberman model, comprising data reduction, data display, and conclusion drawing. The results indicate that all children participated in four learning sessions and demonstrated progress in expressive language skills, evidenced by increased confidence in expressing opinions, an improved ability to answer questions, an expanded vocabulary, and the ability to construct simple sentences. Therefore, the storytelling method using profession-themed picture cards serves as a viable instructional alternative to support expressive language development in early childhood.
Improving Reading Ability Through Creative Word Play in Group B at TK 2 Wonoagung Suwarti Sanik; Rina Wijayanti; Ayu Asmah
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.v15i2.16310

Abstract

Reading ability in early childhood is an important aspect of language development because it forms the foundation for recognizing letters, syllables, and simple words. Preliminary observations at TK 2 Wonoagung, revealed that the reading ability of Group B children still needed improvement. Of the 10 children observed, 2 had difficulty distinguishing letters, 3 struggled to combine letters, 2 experienced difficulties reading syllables, and 3 were able to read simple words with teacher guidance. This study aimed to improve children’s reading ability through creative word play activities. The research employed Classroom Action Research (CAR) using the Kemmis and McTaggart model, consisting of two cycles with the stages of planning, action, observation, and reflection. The subjects were 10 Group B children consisting of 6 girls and 4 boys. Data were collected through observation and documentation. The results showed a significant improvement in children’s reading ability, increasing from 53.75% in the pre-cycle stage to 60% in Cycle I, 77.5% in Cycle II Meeting 1, and 88.75% in Cycle II Meeting 2. Of the 10 children participating in the study, 9 children (90%) achieved the Very Well Developed (BSB) category by the end of Cycle II Meeting 2, while 1 child (10%) was in the Developed as Expected (BSH) category. These findings indicate that creative word play activities were effective in improving children’s reading ability.
The Use of Interactive Flat Panel (IFP) Learning Media on Motor and Socio-Emotional Development Through the Implementation of Deep Learning Nadhira Hafidah Fitriana; Oca Kolifah Indriani; Alvin Khasanah
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.v15i2.16331

Abstract

Advancements in digital technology have encouraged the use of more interactive learning media in early childhood education. However, the utilization of digital media in learning remains suboptimal, making it necessary to employ media that can support children’s development, one of which is the Interactive Flat Panel (IFP). This study aims to describe the use of IFP media in promoting children’s motor and socio-emotional development through meaningful learning experiences. This study employed a qualitative descriptive approach using observation and interview techniques. The research was conducted at Al Khodijah Serut Boyolangu Kindergarten, involving two teachers, namely one teacher responsible for the IFP and one homeroom teacher. The findings indicate that through four learning activities, namely recognizing letters, following movements displayed on the screen, drawing number symbols, and listening to stories, children appeared more active and enthusiastic in learning. These activities helped stimulate fine motor skills, gross motor skills, and socio-emotional abilities, such as self-confidence, discipline, cooperation, and responsibility. Therefore, the use of IFP media can support children’s development when balanced with real-life activities and teacher guidance.
The Role of Parenting Education Instagram Accounts in Fostering Parents' Awareness of Parenting Practices Rahma Yulia Andyani; Ismatul Khasanah; Anita Chandra Dewi Sagala
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.v15i2.16379

Abstract

Social media has become one of the primary sources of information utilized by parents to acquire knowledge about parenting practices. Instagram, as a parenting education platform, plays a role not only in providing information but also in supporting parents’ learning processes. This study aims to analyze the role of parenting education Instagram accounts in fostering parents’ awareness of parenting practices. The study employed a qualitative approach with an interpretive descriptive design. Data were collected through online in-depth interviews conducted from 11–18 May 2025 with four parents who followed the Instagram accounts @parentalk.id and @ibupedia_id. Each interview lasted between 24 and 35 minutes, and the data were analyzed using thematic analysis. The findings indicate that the development of parenting awareness occurs through a process of acquiring information, interpreting experiences, selecting and validating information, obtaining emotional support, engaging in reflection, and integrating information into parenting practices. These findings demonstrate that Instagram functions as a non-formal learning medium that supports parents in developing critical and contextual parenting awareness.
Constructivist Theory in Early Childhood Education: A Literature Review of Teacher Strategies and Active Learning Nur Syahida Zaria; Ahmad Suriansyah; Rizky Amelia
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.v15i2.16410

Abstract

Constructivist theory remains an important foundation in early childhood education as it positions children as active learners who construct knowledge through learning experiences. This study aims to analyze the implementation of constructivist theory in early childhood education by examining teacher strategies and active learning practices. A qualitative literature review approach was employed. Data were collected from Scopus, Google Scholar, and Garuda databases. A total of 15 articles met the inclusion criteria, consisting of 5 Scopus-indexed international articles and 10 national articles indexed at least in SINTA 3, published between 2022 and 2024. The findings indicate that constructivist learning is implemented through play-based learning, problem-based learning, project-based learning, game-based learning, center-based learning, and the STEAM approach. Teachers act as facilitators who support children's exploration, social interaction, and meaningful learning experiences. Constructivist learning contributes to the development of creativity, critical thinking, problem-solving skills, social skills, and character. This review confirms the relevance of constructivism in early childhood education and proposes a conceptual synthesis linking teacher facilitation, active learning, knowledge construction, and child development.

Page 26 of 27 | Total Record : 270

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