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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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Educational Games to Sharpen Children's Fine Motor Skills Yusuf Hadi Putra, Muhammad
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.v2i2.307

Abstract

Background: Fine motor skills are a fundamental component of early childhood development, significantly influencing academic readiness and daily life functioning. Despite their importance, effective and contextually appropriate interventions to enhance fine motor development in preschoolers require further exploration, particularly through structured educational play approaches.Objective: This study aims to investigate the effectiveness of educational play as an intervention to improve fine motor skills in preschool children aged 4–6 years.Method: The study employed a qualitative design using a 12-week case study approach involving 24–30 preschoolers from 3–4 early childhood education centers.Findings and Implications: Results showed that manipulative play significantly improved fine motor coordination, with activity completion time decreasing from 4.8 minutes to 1.4 minutes and precision increasing from 62% to 94%. Creative play enhanced visual-motor integration, demonstrated by a shift in pencil grip from palm/cylindrical dominance (78%) to dynamic tripod (71%), and improved scissors accuracy from 38% to 88%. Technology-based games effectively supported digital skills but were limited in promoting 3D object manipulation and tactile feedback. Skill sustainability remained strong at follow-up, with scores increasing from 8.35/10 to 8.40/10 and showing substantial transfer to academic domains (r = 0.78). Conclusion: A balanced integration of manipulative, creative, and technology-based educational play constitutes an effective intervention for enhancing fine motor skills and supporting the holistic development of preschool children.
Implementation of the Montessori Method in Early Childhood Education: A Case Study on Early Childhood Education Institutions Applying the Montessori Method Nur Fadillah, Ega; Daffa, Muhammad Yusuf
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.v2i2.308

Abstract

Backround: The Montessori method offers an innovative approach to early childhood education, but its implementation in Indonesia faces various challenges.Objective: This study examines the effectiveness and implementation of the Montessori method in Indonesian PAUD institutions using a mixed-method approach with a sequential explanatory design. The research was carried out in 5 Montessori PAUD institutions in Jakarta, Bandung, and Yogyakarta (January-June 2024).Method: The quantitative component involved 120 children aged 3-6 years with pre-test and post-test using ASQ-3, Child Development Inventory, Montessori Assessment Checklist, SSRS, and DESSA-mini, analyzed by paired sample t-test and ANOVA. The qualitative component included structured observation (600 hours), in-depth interviews with 25 teachers and 5 principals, and focus group discussions with 100 parents, analyzed using thematic analysis.Findings and Implications: Quantitative results showed a significant increase (p<0.001): independence 42.7% (Cohen’s d=1.87), cognitive 38.5%, and social-emotional 44.3%. The quality of the prepared environment is strongly correlated with developmental outcomes (r=0.78). The qualitative analysis identified five themes: prepared environment as a foundation, transformation of the role of teachers into observer-facilitators (68% of the time for observation), practical life activities as the key to independence, mixed-age grouping facilitating peer learning, and implementation challenges including the scarcity of trained teachers (68%), high material costs (76%), and parental misconceptions (58%).Conclusion: The Montessori method is effective in optimizing the holistic development of children when implemented with high fidelity. Government policies are needed for certification recognition, material subsidies, development of local production, and systematic parent education to expand access to quality Montessori education.  
The Impact Of Gadget Use On Social Skills Of Preschool-Age Children Rahma Fitriyani, Denta
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.v2i2.309

Abstract

This study investigates the impact of gadget usage on social skills development in preschool-age children (3-6 years). Despite increasing digital device prevalence in early childhood, empirical evidence regarding their effects on social competence remains limited and contested. This quantitative research employed a correlational design with 120 preschool children from six kindergartens in urban and suburban areas. Data were collected through structured observations using the Social Skills Rating System (SSRS) and parental questionnaires assessing daily gadget usage duration, types, content quality, and parental mediation practices. Statistical analysis revealed a significant negative correlation (r = -0.68, p < 0.001) between daily gadget usage exceeding 2 hours and social skills scores, particularly affecting cooperation, assertion, self-control, empathy, and responsibility dimensions. Hierarchical regression demonstrated screen time explained 34% variance beyond demographic factors, emerging as the strongest predictor (B= - 58 p < 0.001). Children with excessive gadget exposure (>3 hours/day) demonstrated 47% lower peer interaction quality and 39.8% reduced social skills compared to minimal users (<1 hour/day). Entertainment applications produced stronger negative effects (r = -74) than educational content (r = -18), while parental mediation provided partial protective benefits (B = .27) without eliminating risks. Findings suggest excessive gadget use during critical developmental periods impedes face-to-face social interaction opportunities essential for social skills acquisition. Implications include developing evidence-based screen time guidelines limiting preschool usage to under 2 hours daily, integrating social-emotional learning curricula, educating parents about developmental risks and mediation strategies, and promoting balanced digital-physical play environments prioritizing interpersonal experiences during sensitive developmental windows.
Optimizing Play-Based Learning for Early Childhood in the Digital Era Abdurohman, M.
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.v2i2.310

Abstract

Background: Play-based learning is a foundational approach in early childhood education that supports holistic child development. However, amid increasing digitalization, concerns have emerged regarding the impact of digital technologies on traditional play-based pedagogies, despite their potential educational benefits.Objective: This study aims to examine the optimization of play-based learning approaches in early childhood education within digital contexts by comparing traditional play-based learning, technology-integrated play, and hybrid approaches that combine both modalities.Method: This mixed-methods study involved 156 children aged 4–6 years from eight early childhood centers. Three pedagogical conditions were compared: traditional play-based learning, technology-integrated play, and hybrid approaches. Data were collected over eight months through developmental assessments, observational protocols, teacher surveys, and parent interviews. Quantitative analyses were conducted to evaluate developmental outcomes across conditions.Findings and Implications: Results indicated that hybrid approaches produced superior outcomes in cognitive (d = 0.82), social-emotional (d = 0.76), and creative development (d = 0.91) compared to technology-only conditions, while maintaining comparable results to enhanced traditional play. Technology-integrated play showed benefits in specific cognitive skills (e.g., spatial reasoning and problem-solving) but demonstrated reductions in social interaction quality (42%) and imaginative play complexity (38%). Optimal integration involved limiting screen-based activities to 20–25% of total play time, emphasizing open-ended digital tools, and ensuring teacher-facilitated rather than solitary technology use. These findings highlight the importance of balanced integration strategies, educator training in technology-enhanced pedagogy, developmentally appropriate digital materials, and evidence-based guidelines for technology use in early childhood settings.Conclusion: Play-based learning remains foundational for early childhood development in digital contexts. Technology should function as a supplementary tool rather than a replacement for traditional play, and its integration must be carefully structured to preserve the essential developmental functions of play while leveraging digital affordances.
The Effectiveness of Montessori Approach on Independence and Cognitive Abilities of Early Childhood Children in the Digital Era Kholifatur Rizkiyah, Nur
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.v2i2.312

Abstract

Background: The Montessori approach emphasizes child-centered learning, yet its effectiveness in the digital era remains underexplored. This study examined Montessori education's impact on independence and cognitive development, with digital media exposure as a moderating factor. Methods: A 16-week quasi-experimental study with propensity score matching included 156 children aged 4-6 years (Montessori: n=78; Control: n=78). Independence and cognitive abilities were assessed using validated instruments. Digital media exposure was tracked via parent-reported weekly questionnaires. Results: Montessori children showed significantly greater improvements in independence (d=0.58, p<.001) and cognitive abilities (d=0.53, p<.001). Independence gains were strongest in domestic and personal care domains. Cognitive advantages appeared most in planning (np²=.086) and learning abilities (np²=.061). Digital media exposure significantly moderated the independence relationship (b=-0.42, p=.009), with Montessori advantages diminishing above 23.4 hours weekly screen time. Conclusions: Montessori education effectively promotes early childhood development. However, extensive digital exposure attenuates these benefits, necessitating balanced technology integration strategies.
Augmented Reality (AR) in Early Childhood Science Education Enhancing Conceptual Understanding Nasir, Mohamad
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.v3i1.313

Abstract

Background: Early childhood science education faces challenges in making abstract concepts concrete and engaging for young learners. Augmented Reality (AR) technology offers promising potential to bridge this gap through interactive and immersive learning experiences. Objective: This study investigates the effectiveness of AR-based learning media in enhancing early childhood students' understanding of basic science concepts, examining its impact on cognitive comprehension, engagement levels, and knowledge retention. Methods: A quasi-experimental pretest-posttest control group design was employed with 120 kindergarten students (aged 5-6 years) from three schools in urban Indonesia. Participants were randomly assigned to experimental (AR-based learning) and control (conventional learning) groups. Data were collected through observation checklists, cognitive comprehension tests, and engagement measurement instruments over eight weeks. Statistical analyses included independent t-tests, ANCOVA, and effect size calculations. Results: The AR group demonstrated significantly higher comprehension scores (M = 82.45, SD = 6.73) compared to the control group (M = 71.23, SD = 8.92), t (118) = 7.84, p < 0.001, Cohen's d = 1.43. Engagement levels increased by 67% in the AR group, and retention rates after four weeks remained 34% higher than conventional methods. Conclusion: AR technology significantly enhances early childhood understanding of basic science concepts through improved visualization, interactivity, and sustained engagement. This study contributes empirical evidence supporting AR integration in early science education and provides practical implementation guidelines for educators. 
Storytelling as a Method for Internalizing Islamic Moral Values in Integrated Early Childhood Education Agustina, Dena
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.v3i1.314

Abstract

Backround: The integration of Islamic moral values in early childhood education faces challenges in finding effective pedagogical methods that resonate with young children's developmental characteristics.Objective: This study investigates the effectiveness of storytelling as a method for internalizing Islamic moral values in integrated early childhood education settings.Method: A mixed-methods approach was employed with 120 children aged 5-6 years from three integrated Islamic kindergartens in Indonesia. Data collection involved pre-post moral reasoning assessments, classroom observations, and teacher interviews over 12 weeks. Quantitative data were analyzed using paired t-tests and ANOVA, while qualitative data underwent thematic analysis.Findings and Implications: Children exposed to Islamic storytelling demonstrated significant improvements in moral reasoning scores (M=78.4, SD=8.2) compared to baseline (M=58.6, SD=9.1), t (119) =15.82, p<.001, d=2.31. Thematic analysis revealed three key mechanisms: emotional engagement, character identification, and narrative scaffolding. Conclusion: Storytelling provides a developmentally appropriate and culturally responsive method for moral education, suggesting its integration into Islamic early childhood curricula as a primary pedagogical strategy.
Internalization of Islamic Moral Values through Storytelling Method in Integrated Islamic Early Childhood Education Institutions Rifai, Ahmad
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.v3i1.315

Abstract

Background: This study examines the effectiveness of storytelling methods in internalizing Islamic moral values among children aged 5-6 years in Integrated Islamic Early Childhood Education (PAUD Islam Terpadu) institutions. Objective: The research addresses the challenge of developing character education that integrates Islamic teachings with developmentally appropriate practices in early childhood settings. Method: Using a mixed-methods approach combining classroom observations, teacher interviews, and moral comprehension assessments, this study involved 120 children from six PAUD Islam Terpadu institutions in urban Indonesia. Data were collected through structured observation protocols, semi-structured interviews with 18 teachers, and pre-post moral understanding tests administered over a 12-week intervention period. Findings and Implications: Results indicate that storytelling methods incorporating Islamic narratives significantly enhanced children's understanding and internalization of moral values, with mean scores increasing from 2.45 to 4.12 (p<0.001) on the Islamic Moral Comprehension Scale. Thematic analysis revealed four key mechanisms: narrative engagement, prophetic role modeling, emotional connection, and cultural-religious contextualization. Conclusion: The study demonstrates that culturally grounded storytelling approaches effectively bridge abstract Islamic moral concepts with concrete early childhood experiences. Implications suggest that PAUD Islam Terpadu institutions should systematically integrate narrative pedagogy with Islamic values education, while teacher preparation programs must emphasize storytelling competencies within Islamic educational frameworks.
Developing Religious Character in Early Childhood: Daily Habituation Model in Islamic Kindergartens Nafsaka Sajidin, Zayin
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.v3i1.316

Abstract

Backround: This study investigates the implementation and effectiveness of daily habituation models in developing religious character among early childhood students in Islamic kindergartens.Objective: The research addresses the gap between theoretical frameworks of Islamic character education and practical implementation strategies in early childhood settings.Method: Using a mixed-methods approach, data were collected from 156 children aged 5-6 years across six Islamic kindergartens in Indonesia through observation protocols, teacher interviews, parent questionnaires, and character assessment instruments.Findings and Implications: Quantitative analysis employed paired sample t-tests and ANOVA, while qualitative data were analyzed thematically. Results revealed that systematic daily habituation significantly improved children's religious character indicators (p < 0.001), with effect sizes ranging from medium to large (Cohen's d = 0.68-1.24). Five core habituation patterns emerged: ritual worship practices, moral behavioral routines, Islamic social etiquette, Quranic literacy activities, and prophetic character modeling.Conclusion: The study demonstrates that structured, consistent, and contextually integrated daily routines serve as effective pedagogical tools for character formation in early childhood. Implications suggest that Islamic kindergartens should prioritize authentic, experiential learning environments over didactic instruction, emphasizing teacher modeling, peer interaction, and family-school partnership in character development programs.
Implementation of Play-Based Learning in Developing Social-Emotional Skills of 5–6-Year-Old Children in Integrated Islamic Kindergarten Aisyah, Aisyah; Hakim, Arif Rohman
Generasi: Jurnal Pendidikan Anak Usia Dini Vol. 3 No. 2 (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.v3i2.317

Abstract

Backround: Social-emotional competencies developed during early childhood significantly influence lifelong learning and well-being. Play-based learning offers developmentally appropriate approaches for fostering these competencies, yet implementation in integrated Islamic kindergartens remains underexplored, particularly regarding values integration within child-centered pedagogy.Objective: This research examined the implementation of play-based learning for developing social-emotional competencies among 5–6-year-old children in integrated Islamic kindergartens, including forms and strategies employed, effectiveness across competency domains, Islamic values integration, and facilitating factors and obstacles.Method: Employing a qualitative descriptive-analytical design, the study conducted participant observations, in-depth interviews with eight teachers and two principals, focus group discussions, and documentation analysis across two purposively selected integrated Islamic kindergartens over twelve weeks. Data analysis followed Miles, Huberman, and Saldaña's interactive model. Three play forms—free play, guided play, and structured play—were systematically implemented, with guided play predominating (62% of observed activities).Findings and Implications: All five social-emotional competency domains showed substantial development: self-awareness (78% improvement in emotional vocabulary use), self-management (85% increase in conflict resolution without teacher intervention), social awareness (92% demonstrated perspective-taking behaviors), relationship skills (88% engaged in sustained cooperative play), and responsible decision-making (73% applied problem-solving strategies independently).Conclusion: Islamic values were successfully integrated through environmental design, activity content, and teacher-child interactions without compromising developmental appropriateness. Teacher competency and administrative support emerged as critical facilitating factors, while time constraints and parent misconceptions presented persistent challenges. Play-based learning effectively develops social-emotional competencies in young children when implemented with intentionality, adequate support, and cultural responsiveness, demonstrating compatibility between faith-based character education and child-centered pedagogy.

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