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Generasi: Jurnal Pendidikan Anak Usia Dini
Published by Sekolah Tinggi Agama Islam Kuningan
ISSN : 29875293     EISSN : 2987517X     DOI : https://doi.org/10.59784/generasi
Core Subject : Health, Education,
Education Languange, Linguistic, Communication & Media Mathematics Public Health Other
Focus and Scope of Jurnal of Early Childhood is research, study and analysis related to early childhood include; development of moral and religious values, physical motor development, emotional social development, cognitive development, language development, artistic and creative development, parenting, parenting, management institution of early childhood education, early child development assessment, child development psychology, child empowerment, learning strategy, Educational tool play, instructional media, innovation in early childhood education and various fields related to Early Childhood Education.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 48 Documents
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Upaya Peningkatan Kemampuan Kognitif Anak Usia 5–6 Tahun melalui Metode Bermain Peran Metamorfosis Kupu-Kupu Munfajriah, Munfajriah; Hanum, Cut Fazlil; Sartika, Dewi
Generasi: Jurnal Pendidikan Anak Usia Dini Vol. 2 No. 2 (2024): Generasi : Jurnal Pendidikan Anak Usia Dini
Publisher : Sekolah Tinggi Agama Islam Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59784/generasi.v2i2.207

Abstract

Penelitian ini bertujuan untuk meningkatkan kemampuan kognitif anak usia 5-6 tahun melalui penerapan metode bermain peran dengan tema metamorfosis kupu-kupu di TKS IT Misbahul Ikhlas. Penelitian tindakan kelas ini menggunakan siklus desain yang terdiri dari tahap perencanaan, pelaksanaan, observasi, dan refleksi. Subjek penelitian adalah 16 anak, dengan evaluasi kognitif berdasarkan empat kategori: belum berkembang (BB), mulai berkembang (MB), berkembang sesuai harapan (BSH), dan berkembang sangat baik (BSB). Data dikumpulkan menggunakan lembar observasi dan analisis deskriptif kuantitatif. Hasil penelitian menunjukkan peningkatan kemampuan kognitif anak setelah pelaksanaan dua siklus. Pada siklus pertama, rata-rata kemampuan kognitif mencapai kategori BSH (50%) dan BSB (30%). Pada siklus kedua, terjadi peningkatan signifikan dengan pencapaian rata-rata kategori BSB sebanyak 50%. Metode bermain peran, yang melibatkan simulasi siklus hidup kupu-kupu, memberikan pengalaman belajar yang interaktif dan menyenangkan bagi anak-anak. Kegiatan ini terbukti efektif dalam mengembangkan kemampuan kognitif anak melalui eksplorasi, interaksi sosial, dan pengenalan konsep-konsep dasar biologi.
Peningkatan Kemampuan Berhitung Anak Kelompok B5 Melalui Permainan Edukatif Bunga Berhitung di TK IT Baitusshalihin Nabila, Nabila
Generasi: Jurnal Pendidikan Anak Usia Dini Vol. 2 No. 2 (2024): Generasi : Jurnal Pendidikan Anak Usia Dini
Publisher : Sekolah Tinggi Agama Islam Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59784/generasi.v2i2.211

Abstract

Penelitian ini bertujuan untuk meningkatkan kemampuan berhitung anak usia dini melalui penerapan media permainan edukatif bunga berhitung di TK IT Baitusshalihin Ule Kareng Banda Aceh. Metode yang digunakan adalah Penelitian Tindakan Kelas (PTK) dengan dua siklus, yang mencakup tahapan perencanaan, pelaksanaan, observasi, dan refleksi. Subjek penelitian adalah 20 anak usia 5–6 tahun, terdiri dari 10 laki-laki dan 10 perempuan. Hasil penelitian menunjukkan bahwa kemampuan berhitung anak meningkat secara signifikan dari siklus I ke siklus II. Pada siklus I, sebanyak 60% anak berada pada kategori belum berkembang, sedangkan pada siklus II, 70% anak telah mencapai kategori berkembang sangat baik. Peningkatan ini dicapai melalui pembelajaran berbasis permainan edukatif yang dirancang secara menarik dan interaktif. Media bunga berhitung terbukti efektif dalam memfasilitasi anak untuk mengenal angka, melakukan penjumlahan, dan pengurangan sederhana. Penelitian ini menyarankan guru untuk terus menggunakan media permainan edukatif dalam pembelajaran guna meningkatkan motivasi dan keterampilan kognitif anak. Dukungan kepala sekolah dan orang tua juga penting dalam mendukung proses pembelajaran ini. Dengan demikian, media permainan edukatif bunga berhitung dapat dijadikan inovasi dalam meningkatkan kualitas pendidikan anak usia dini.
Profesionalisme Guru dalam Mengoptimalkan Capaian Perkembangan Anak di RA Sumur Jero Hendayani, Ayi; Salamah, Mar’atus; Habibah, Umi
Generasi: Jurnal Pendidikan Anak Usia Dini Vol. 2 No. 1 (2024): Generasi : Jurnal Pendidikan Anak Usia Dini
Publisher : Sekolah Tinggi Agama Islam Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59784/generasi.v2i1.248

Abstract

Penelitian ini bertujuan untuk mendeskripsikan upaya peningkatan profesionalisme guru dalam mengoptimalkan capaian perkembangan anak di RA Sumur Jero, Kabupaten Kuningan. Metode penelitian yang digunakan adalah pendekatan kualitatif deskriptif, dengan teknik pengumpulan data melalui observasi langsung, wawancara mendalam dengan guru dan orang tua siswa, serta studi dokumentasi seperti RPPH, catatan perkembangan anak, dan dokumentasi kegiatan harian. Hasil penelitian menunjukkan bahwa RA Sumur Jero telah melakukan berbagai strategi untuk meningkatkan profesionalisme guru, antara lain melalui pelatihan berkelanjutan, supervisi edukatif secara rutin, dan penciptaan lingkungan kerja yang positif dan kolaboratif. Hasil observasi dan wawancara menunjukkan bahwa anak-anak mengalami perkembangan yang signifikan, terutama dalam aspek sosial emosional, kemandirian, dan kepercayaan diri. Hal ini menunjukkan bahwa peningkatan kapasitas guru berdampak langsung terhadap kualitas pembelajaran dan perkembangan anak. Kesimpulan dari penelitian ini adalah bahwa peningkatan profesionalisme guru berkontribusi secara langsung terhadap optimalisasi capaian perkembangan anak. Meskipun demikian, diperlukan penguatan kebijakan internal, penataan manajemen kelembagaan, serta peningkatan sarana dan prasarana pendidikan agar seluruh guru dapat mencapai kompetensi profesional secara merata dan berkelanjutan.
Analisis Peningkatan Problem Solving Anak Usia Dini: Inovasi Pembelajaran Steam Berbasis Loose Parts Salamah, Mar’atus; Alawiyyah, Sri Tuti; Maryam, Iyam Siti
Generasi: Jurnal Pendidikan Anak Usia Dini Vol. 2 No. 2 (2024): Generasi : Jurnal Pendidikan Anak Usia Dini
Publisher : Sekolah Tinggi Agama Islam Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59784/generasi.v2i2.253

Abstract

Perkembangan ilmu pengetahuan dan teknologi menuntut penguatan keterampilan abad 21 sejak usia dini, khususnya kemampuan pemecahan masalah (problem solving). Salah satu pendekatan inovatif yang mampu menjawab kebutuhan tersebut adalah pembelajaran STEAM (Science, Technology, Engineering, Arts, and Mathematics) berbasis loose parts, yang memungkinkan anak mengeksplorasi material lingkungan secara bebas untuk membangun pengetahuan secara aktif dan kreatif. Penelitian ini bertujuan untuk menganalisis kontribusi pembelajaran STEAM berbasis loose parts terhadap peningkatan kemampuan pemecahan masalah anak usia dini serta keterampilan pendukungnya seperti berpikir kritis, kreativitas, dan kolaborasi. Penelitian ini merupakan kajian pustaka dengan pendekatan kualitatif. Data diperoleh dari sumber ilmiah seperti jurnal, buku, artikel akademik, dan penelitian relevan. Analisis dilakukan secara deskriptif dengan menelaah temuan literatur terkait efektivitas implementasi STEAM berbasis loose parts dalam konteks pendidikan anak usia dini. Hasil kajian menunjukkan bahwa pembelajaran STEAM berbasis loose parts efektif meningkatkan keterampilan problem solving anak melalui aktivitas eksploratif, investigatif, dan konstruktif. Anak diberi kesempatan untuk bereksperimen, menguji ide, menemukan solusi, serta berkolaborasi dalam proses kreatif. Selain itu, pendekatan ini juga memberikan dampak positif terhadap kemampuan berpikir kritis, kreativitas, komunikasi, kolaborasi, serta imajinasi anak. Pembelajaran STEAM berbasis loose parts merupakan strategi pedagogis yang relevan dan efektif dalam mengembangkan kemampuan pemecahan masalah dan keterampilan abad 21 pada anak usia dini. Pendekatan ini menekankan eksplorasi, pengalaman belajar autentik, dan kebebasan berkreasi sehingga mendukung terbentuknya karakter pembelajar yang adaptif, inovatif, dan mandiri sejak dini.
The Role of Parents in Stimulating the Language Development of Children Aged 3-5 Years: A Phenomenological Study Sri Mahartini, Gusti Ayu
Generasi: Jurnal Pendidikan Anak Usia Dini Vol. 3 No. 1 (2025): Generasi : Jurnal Pendidikan Anak Usia Dini
Publisher : Sekolah Tinggi Agama Islam Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59784/generasi.v3i1.311

Abstract

Parental involvement plays a critical role in early childhood language development, yet limited research has explored the lived experiences of parents as language facilitators during the preschool years. This phenomenological study aimed to explore and describe the essential structures of parental experiences in stimulating language development among children aged three to five years. Sixteen parents of typically developing preschool-aged children participated in in-depth semi-structured interviews. Data were analyzed using Colaizzi's phenomenological method, involving systematic extraction of significant statements, formulation of meanings, theme clustering, and synthesis of essential structures. Five major themes emerged: (1) Constructing Identity as Language Facilitator parents' transformation from intuitive to intentional facilitation; (2) Weaving Language Into Daily Life integration of language stimulation strategies within authentic family routines including shared reading, mealtime conversations, play-based interactions, and environmental print experiences; (3) Navigating Challenges and Uncertainty confronting barriers including time constraints, resource limitations, knowledge gaps, and child-related challenges while developing adaptive responses; (4) Emotional Dimensions and Relational Rewards experiencing joy, pride, anxiety, guilt, and profound relational satisfaction through language-rich interactions; and (5) Sociocultural Contexts and Community Influences shaping beliefs and practices through cultural backgrounds, educational partnerships, community resources, and broader social discourses. Parental language facilitation encompasses complex identity construction, emotional labor, adaptive problem-solving, and meaning-making processes deeply embedded in sociocultural contexts. Findings inform development of strengths-based, culturally responsive interventions that honor diverse family circumstances while supporting optimal language learning environments.
Exploring the Essence of Curriculum and Teaching Approaches in Early Childhood Education: A Phenomenological Study of Educators' Experiences Syahara Razaq, Siti Ulfya
Generasi: Jurnal Pendidikan Anak Usia Dini Vol. 2 No. 1 (2024): Generasi : Jurnal Pendidikan Anak Usia Dini
Publisher : Sekolah Tinggi Agama Islam Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59784/generasi.v2i1.298

Abstract

Backround: Early childhood education (ECE) is pivotal in establishing a foundation for lifelong learning and development. However, educators frequently encounter challenges in implementing diverse curricula and teaching methodologies. Understanding these experiences is crucial for improving educational practices and outcomes in ECE.Objective: This study aims to explore the lived experiences of early childhood educators regarding their pedagogical practices. By uncovering the essence of their challenges and successes, the research seeks to inform better curriculum design, teacher preparation, and policy development within early childhood education.Method: Using a phenomenological approach, this study involved in-depth semi-structured interviews, focus group discussions, and reflective journals with 45 early childhood educators across various educational settings. Data collection spanned 12 months and was analyzed using Colaizzi's phenomenological method.Findings and Implications: The findings yielded five major themes: (1) Curriculum Implementation Challenges, (2) Pedagogical Identity and Professional Growth, (3) Child-Centered Approaches and Authentic Learning, (4) Assessment Practices and Developmental Monitoring, and (5) Professional Development and Collaborative Learning Communities. Participants highlighted the importance of experiential learning and the integration of STEAM but noted persistent barriers, such as large class sizes and limited resources.Conclusions: The study enhances understanding of educators' lived experiences, providing valuable insights for enhancing teacher training, curriculum development, and supportive policies in early childhood education. Recommendations include improving pre-service training and fostering collaborative learning environments to better support child-centered teaching practices.
Phenomenological Insights into the Integration of Media and Technology in Early Childhood Learning: Perspectives of Teachers and Parents Saona, Saona
Generasi: Jurnal Pendidikan Anak Usia Dini Vol. 2 No. 1 (2024): Generasi : Jurnal Pendidikan Anak Usia Dini
Publisher : Sekolah Tinggi Agama Islam Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59784/generasi.v2i1.299

Abstract

Background: The integration of media and technology in early childhood education has grown rapidly, particularly after the COVID-19 pandemic. Despite this increased use, there is limited understanding of how educators and parents experience and perceive this integration in early childhood learning environments.Objective: This phenomenological study investigates the lived experiences of 52 participants (28 early childhood teachers and 24 parents) on technology integration for children aged 3-6 years, focusing on their perspectives and challenges.Method: Over 10 months, data were gathered via semi-structured interviews, focus groups, and reflective journals. Analysis followed van Manen’s phenomenological approach to capture participants' experiences.Findings and Implications: Four themes emerged: (1) Balancing Benefits and Concerns, (2) Parent-Teacher Communication and Collaboration, (3) Digital Literacy and 21st Century Skills Development, and (4) Implementation Challenges and Support Needs. Stakeholders highlighted diverse views on technology's pros and cons. Effective integration demands educator-family partnerships, professional development, age-appropriate digital citizenship education, and supportive policies for developmentally appropriate practices.Conclusion: Successful technology integration hinges on teacher-parent collaboration, targeted training, and balanced policies. Future research should assess impacts on learning outcomes.
Understanding Character Education and Islamic Values in Early Childhood: A Phenomenological Analysis of Educators' Perspectives and Practices Nafsaka Sajidin, Zayin
Generasi: Jurnal Pendidikan Anak Usia Dini Vol. 2 No. 1 (2024): Generasi : Jurnal Pendidikan Anak Usia Dini
Publisher : Sekolah Tinggi Agama Islam Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59784/generasi.v2i1.300

Abstract

Backround: Islamic character education is increasingly recognized for integrating moral and spiritual development with cognitive growth in early childhood settings, with direct implications for curriculum design and teacher training policies. This study examines how 42 educators in Malaysia, Indonesia, and the UAE implement Islamic character education and navigate related challenges.Objective: The study aims to understand how educators integrate Islamic character education, the challenges they face, and its impact on children's development.Method: Data were collected through in-depth semi-structured interviews, focus group discussions, and reflective journals over an 11-month period. Van Manen’s hermeneutic phenomenological approach was used for analysis.Findings and Implications: The study identified four key themes: (1) navigating between traditional and contemporary practices, (2) effective pedagogical strategies such as storytelling and role modeling, (3) challenges like resource limitations and balancing secular curricula, and (4) positive impacts on moral awareness, empathy, self-regulation, and religious identity.Conclusion: The study highlights the importance of integrating Islamic values in early childhood education through developmentally appropriate practices. It recommends culturally responsive professional development, authentic curriculum creation, and stronger parent-teacher collaboration to enhance the effectiveness of Islamic character education in early childhood settings.
Unpacking Professionalism and Capacity Building in Early Childhood Education: A Phenomenological Approach Salamah, Mar’atus
Generasi: Jurnal Pendidikan Anak Usia Dini Vol. 2 No. 1 (2024): Generasi : Jurnal Pendidikan Anak Usia Dini
Publisher : Sekolah Tinggi Agama Islam Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59784/generasi.v2i1.301

Abstract

Backround: Professional development and capacity building are essential for improving quality, equity, and outcomes in early childhood education globally. As systems strive to enhance the skills and knowledge of educators, understanding the lived experiences of early childhood professionals is crucial for designing effective programs. Objective: This study aims to explore the experiences of 58 early childhood professionals from Australia, Canada, and Taiwan who participated in systematic professional development and capacity-building initiatives. The focus is on understanding how these initiatives shape educators' professional identities, growth, and pedagogical practices. Method: A phenomenological approach was employed, utilizing van Manen's hermeneutic phenomenological methodology. Data were collected over 14 months through in-depth semi-structured interviews, focus group discussions, professional portfolios, and reflective journals. Findings and Impications: The study identified four key themes: Conceptualizing Professionalism (navigating evolving professional identities), Capacity Building Strategies (mentoring, technology, and communities of practice), Barriers and Facilitators (time, funding, organizational support), and Transformation and Impact (improvements in pedagogy, leadership, and organizational culture). Conclusion: The findings highlight the importance of professional development in fostering identity transformation, critical reflection, and systemic change. Organizational culture, leadership support, and collaborative networks were crucial for effective capacity building. The study underscores gaps in mental health support and inclusive practices, offering insights for future professional development and policy frameworks in early childhood education.
Implementation of Living Values Education (LVE) With Islamic Integration: Building Honesty and Responsibility in Preschool Children please make an introduction that contains Saridah, Siti; Saona, Saona
Generasi: Jurnal Pendidikan Anak Usia Dini Vol. 2 No. 1 (2024): Generasi : Jurnal Pendidikan Anak Usia Dini
Publisher : Sekolah Tinggi Agama Islam Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59784/generasi.v2i1.305

Abstract

Background: The integration of media and technology in early childhood education has rapidly increased, particularly after the COVID-19 pandemic. However, understanding how educators and parents experience and perceive this integration remains limited. This phenomenological study explores the lived experiences of 52 participants, including 28 early childhood teachers and 24 parents, regarding technology integration in learning environments for children aged 3-6 years. Objective: The study aims to explore the experiences of teachers and parents regarding the integration of technology in early childhood education and the challenges they face. Method: Data were collected through semi-structured interviews, focus groups, and reflective journals over a 10-month period, analyzed using van Manen’s phenomenological methodology. Findings and Implications: Findings reveal four major themes: (1) Balancing Benefits and Concerns, (2) Parent-Teacher Communication and Collaboration, (3) Digital Literacy and 21st Century Skills Development, and (4) Implementation Challenges and Support Needs. Teachers reported technology enhanced engagement and creativity, while parents expressed concerns about screen time and social development impacts. Conclusion: The study suggests that successful technology integration requires collaborative partnerships between educators and families, robust professional development, age-appropriate digital citizenship education, and policies supporting balanced, developmentally appropriate practices.

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