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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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Parents' Perceptions of Abusive Language in Early Childhood Reisa Puji Rosalvaluna; Asep Kurnia Jayadinata; Gia Nikawanti
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.v15i2.16461

Abstract

Abusive language refers to the use of negative language, such as expressions that demean, insult, or threaten others. This study aimed to explore parents' perceptions of abusive language among early childhood children. A qualitative approach employing a phenomenological research design was adopted. Participants were selected using a purposive sampling technique, involving two parents of children aged 5–6 years residing in Griya Abdi Negara Housing Estate, Purwakarta. Data were collected through semi-structured interviews and documentation. Data analysis followed the interactive model proposed by Miles, Huberman, and Saldana, consisting of data reduction, data display, and conclusion drawing. The findings revealed that children do not fully understand the meaning of the harsh language they use, and parents perceive abusive language as imitative behavior performed without a profound understanding of its meaning. In response, parents employed persuasive approaches by providing explanations and age-appropriate moral guidance to prevent the recurrence of such behavior.
The Development Of QnA Gen Z Mom E-Book To Support The Educational Practice Of Generation Z Parenting Among Young Mothers Firyal Kamilah; Rosyi Damayani Twinsari Maningtyas
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.v15i2.16462

Abstract

The phenomenon of information overload and misinformation on digital media is a challenge for young mothers of Generation Z in obtaining accurate and relevant early childhood care information. Survey results show that 96,2% of 52 young Mothers of Generation Z use digital media as a source of parenting information. The purpose of this research is to develop the QnA Gen Z Mom E-book product for a practical, communicative, and scientific evidence-based parenting guidance media for young mothers of Generation Z. This research uses the Research and Development (RnD) method with the ADDIE model which consists of 5 stages, namely analysis, design, development, implementation, and evaluation. The product trial was carried out in a limited manner to 12 young mothers of Generation Z aged 17-30 years old who had children aged 0-6 years old through the online purposive sampling technique. The validation results of material experts obtained 95% and 87%, while media experts obtained a score of 71% and 88%, and user trials obtained a score of 93%. All results state that the QnA Gen Z Mom E-book is categorized as very suitable to be used as a parenting guide media for young mothers of Generation Z in the digital era. 
The Effect of the Storytelling Method Using Big Books on the Early Literacy Skills of Children Aged 4–5 Years Nazwa Ghaits Aina Salsabila; Suci Utami Putri; Gia Nikawanti
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.v15i3.16470

Abstract

This study aimed to determine the effect of the storytelling method using Big Book media on the early literacy skills of children aged 4–5 years. The study employed a quantitative approach with an experimental method using a one-group pretest–posttest design. The research participants consisted of 17 children from Class A at TK Plus Al-Maghfiroh, Purwakarta Regency, selected through purposive sampling. Data were collected using an expert-validated observation checklist for assessing early literacy skills. Data analysis was conducted using descriptive and inferential statistics, including normality testing, homogeneity testing, the Paired Sample t-Test, and N-Gain analysis using SPSS. The findings indicated that the mean early literacy score increased from 11.88 in the pretest to 18.65 in the posttest. The Paired Sample t-Test yielded a significance value of < 0.001 (p < 0.05), indicating a statistically significant difference between children's early literacy skills before and after the intervention. In addition, the N-Gain score of 0.60 fell within the moderate category. These findings demonstrate that the storytelling method using Big Book media has a significant and moderately effective impact on improving the early literacy skills of children aged 4–5 years. Therefore, this method can be considered an alternative instructional strategy for fostering early literacy development in early childhood education.
Boosting Early Childhood Morale Through Animated Film Media Najwa Mahfuza; Ahmad Syukri Sitorus
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.v15i3.16745

Abstract

Moral development is an important aspect in early childhood education that needs to be stimulated through concrete and engaging learning. This study aims to improve the moral development of children aged 5–6 years by using the animated film Nussa and Rara as a learning medium at TK Aisyiyah Bustanul Athfal 22 Medan. The study uses the Classroom Action Research (CAR) method, carried out in two cycles, each including the stages of planning, action implementation, observation, and reflection. The research subjects consisted of 15 children, 9 boys and 6 girls. Data were collected through observation and documentation, then analyzed descriptively both quantitatively and qualitatively. The research results show that at the pre-cycle stage, none of the children had reached at least the Expected Development (BSH) category, with 10 children (66.67%) in the Beginning to Develop (MB) category and 5 children (33.33%) in the Not Yet Developed (BB) category. Classical completeness increased to 20.00% in the first meeting of Cycle I, 40.00% in the second meeting, and reached 86.67% in Cycle II. By the end of the study, the children showed behavioral changes such as speaking more politely, sharing, helping friends, showing empathy, waiting their turn, obeying rules, and maintaining cleanliness. Thus, the use of Nussa and Rara animated films combined with Q&A, giving examples, reinforcement, and habituation can support the moral development of early childhood.
The Influence of Parenting Style Types on the Empathy Skills of Children Aged 5–6 Years in Surabaya City Alfira Ayunda Ayukhan; Wulan Patria Saroinsong; Kartika Rinakit Adhe; Muhammad Reza
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.v15i3.16777

Abstract

Empathy skills in children aged 5–6 years constitute a fundamental foundation for social-emotional development and are substantially influenced by the quality of parenting within the family environment. However, empirical evidence regarding the comprehensive influence of Baumrind’s three parenting styles on children's empathy remains limited. This study aimed to analyze the effects of authoritative (democratic), authoritarian, and permissive parenting styles on the empathy skills of children aged 5–6 years in Surabaya City using a quantitative causal-comparative (ex post facto) approach, as parenting variables cannot be manipulated experimentally. A total of 380 parents were selected using simple random sampling. Data were collected using the Parenting Styles and Dimensions Questionnaire–Short Form (PSDQ-SF) and the Empathy Questionnaire (EmQue) Parents Report, and subsequently analyzed using multiple linear regression preceded by classical assumption tests, the F-test, and the t-test. The findings revealed that the three parenting styles simultaneously exerted a significant influence on children's empathy (F = 19.234; p < 0.001). Partially, authoritative parenting demonstrated a significant positive effect (B = 0.400; p < 0.001), authoritarian parenting showed a significant negative effect (B = –0.250; p < 0.001), whereas permissive parenting did not exhibit a statistically significant effect (p = 0.304). The regression model explained 13.3% of the variance in children's empathy (R² = 0.133), indicating that the model's explanatory power remains relatively limited, with most of the variance attributable to other factors beyond parenting styles. These findings confirm that authoritative parenting is the strongest positive predictor in fostering empathy development among early childhood children.
Enhancing Kindergarten Children’s Ability to Recognize Geometric Shapes Through Digital Educational Media Ziha Fida Utami Tanjung; Ahmad Syukri Sitorus
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.v15i3.16781

Abstract

The ability to recognize geometric shapes is an essential aspect of cognitive development in early childhood. However, observations at TK Islam Terpadu Siti Khadijah indicated that children experienced difficulties in identifying, distinguishing, classifying, and arranging geometric shapes because learning activities were still dominated by conventional teaching methods. This study employed Classroom Action Research (CAR) consisting of two cycles, each involving planning, implementation, observation, and reflection. The participants were 13 children aged 5–6 years at TK Islam Terpadu Siti Khadijah. Data were collected through observation and analyzed using descriptive quantitative methods. The findings revealed a substantial improvement in geometry recognition skills, with mean scores increasing from 10.00 in the pre-cycle to 16.23 in Cycle I and 18.77 in Cycle II. Classical learning mastery also rose from 0% to 69.23% and ultimately reached 100%. These results suggest that digital educational media effectively improve children's geometry recognition while encouraging active learning engagement.
The Effectiveness of the Inquiry-Based Learning Model on the Problem-Solving Skills of Children Aged 4–5 Years Poppy Wulandari; Ifa Aristia Sandra Ekayati
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.v15i3.16814

Abstract

This study aimed to determine the effectiveness of the Inquiry-Based Learning model in improving the problem-solving skills of children aged 4–5 years at TK Aisyiyah Karangagung. This research employed a quantitative approach using a quasi-experimental method with a Pretest–Posttest Control Group Design. The participants consisted of 30 children who were divided into an experimental group and a control group, with 15 children in each group. Data were collected through observation sheets developed based on the Early Childhood Development Achievement Standards (Standar Tingkat Pencapaian Perkembangan Anak [STPPA]). Data analysis was conducted using descriptive statistics, the Shapiro–Wilk normality test, Levene’s homogeneity test, and the Independent Samples t-test with the assistance of IBM SPSS Statistics version 26. The findings revealed that the mean score of the experimental group increased from 10.00 in the pretest to 15.20 in the posttest. Furthermore, the Independent Samples t-test yielded a significance value of 0.000 (p < 0.05), indicating a statistically significant difference between the experimental and control groups. Therefore, the Inquiry-Based Learning model was proven to be effective in improving the problem-solving skills of children aged 4–5 years. These findings suggest that Inquiry-Based Learning can serve as an alternative instructional model to support children's cognitive development, particularly in fostering problem-solving skills.
The Validity of the Wordwall-Based Alphabet Fishing Educational Game in Optimizing Language Development in Children Aged 4–5 Years Amanda Duwi Ariyanti; Risma Nugrahani
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.v15i3.16821

Abstract

Developing language abilities in early childhood requires appropriate stimulation, with recognizing letters serving as one of the essential foundational skills. Preliminary observations at TK Aisyiyah Bustanul Athfal Glodog revealed that learning activities were still dominated by conventional media, indicating the need for more interactive learning media suited to children's characteristics. This inquiry examined whether the Wordwall-supported Abjad Fishing Educational Game conformed to established validity criteria as an instructional resource for cultivating language abilities among children between four and five years of age. A developmental research framework was adopted by drawing on the ADDIE model, with the investigation specifically confined to its development phase. The research involved 17 children in Group A at TK Aisyiyah Bustanul Athfal Glodog, while the validation process involved two media experts and two material experts. Data were collected through four-point Likert-scale validation questionnaires and analyzed descriptively using percentage analysis. The results showed that the media validation obtained an average feasibility score of 94.38%, categorized as highly valid, while the material validation achieved 80.84%, also categorized as highly valid. The developed media was considered attractive, easy to use, appropriate for children's language development characteristics, and capable of integrating hands-on educational games with digital technology. Therefore, the Wordwall-based Abjad Fishing Educational Game is valid and feasible for use as a learning medium to optimize the language development of children aged 4–5 years.
Integration of Digital Literacy in Early Childhood Education Learning Andri Hardiyana; Nur Syamsiyah
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.v15i3.16927

Abstract

The development of digital technology has had a significant impact on the field of education, including Early Childhood Education (ECE). The integration of digital literacy into ECE learning represents a strategic effort to prepare children to face technological developments while continuing to consider the characteristics and developmental needs of young children. This study aims to analyze the concept, implementation, and role of digital literacy in supporting the ECE learning process across various aspects of child development. This study employed a qualitative approach using a descriptive method. This research method was used to describe and explain phenomena in depth based on data obtained from research subjects within a natural context. Data were analyzed using content analysis techniques by identifying the main themes related to the integration of digital literacy into learning. The integration of digital literacy can be implemented across various aspects of child development, including moral and religious values, cognitive development, science, language, and social-emotional development. The successful implementation of digital literacy is influenced by teachers' digital competence, the availability of technological facilities, the quality of learning media, and parental involvement in accompanying children. Based on the findings, it can be concluded that digital literacy represents a learning approach capable of enriching young children's learning experiences when implemented appropriately, purposefully, and in accordance with the principles of play-based learning.
Deep Learning Implementation and Teacher Readiness: A Correlational Study of Training Participation Yuniarta Syarifatul Umami; Dyan Rochmah; Novita Rahmadhini
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.v15i3.16942

Abstract

This study aims to examine the relationship between the frequency of training participation and the readiness of Early Childhood Education (PAUD) teachers in implementing the Deep Learning approach. Using a quantitative correlational design, the research involved 62 teachers from Gugus 1, Sumbersari District, Jember Regency, selected via incidental sampling. Data were collected through questionnaires and analyzed using descriptive statistics and the Spearman Rank correlation test. The findings indicate that most teachers (77%) fall into the moderate category for training frequency, while the majority (52%) demonstrate a high level of readiness. Statistical analysis yielded a correlation coefficient of 0.490 with a significance value of 0.000 (p < 0.05), indicating a significant positive relationship of moderate strength. These results suggest that higher participation in professional training correlates with increased teacher readiness for pedagogical innovation. The study highlights the necessity of continuous and structured professional development to bridge the gap between curriculum demands and classroom implementation.

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