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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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The Effectiveness of Using Interactive Digital Media on Early Childhood Literacy Skills: A Comparative Study in Urban and Rural Early Childhood Education (PAUD) Widiastuti, Sri; Nursidiq, Fajri
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.v3i2.318

Abstract

Backround: Early childhood literacy development is increasingly mediated by digital technologies, yet empirical evidence regarding interactive digital media effectiveness across diverse socioeconomic contexts remains limited, particularly concerning urban-rural disparities in implementation quality and learning outcomes.Objective: This study investigated the comparative effectiveness of interactive digital media on early literacy competencies among preschool children in urban and rural early childhood education settings, examining contextual factors mediating differential outcomes.Method: This qualitative study employed a comparative case study design conducted over six months in two purposively selected ECEC institutions (one urban, one rural) serving children aged 4-5 years. Data collection involved classroom observations (60 hours), semi-structured interviews with educators (n=12) and parents (n=24), and document analysis. Thematic analysis identified patterns, themes, and comparative insights across contexts.Findings and Implications: Interactive digital media demonstrated differential effectiveness across contexts and literacy domains. Both settings showed improvements in foundational skills (letter recognition, phonological awareness), with digital interventions narrowing urban-rural achievement gaps by 53-69% in these areas. However, gaps in complex competencies (vocabulary, comprehension) persisted or widened due to differential implementation quality, educator digital competency, and home-school technology continuity. Educator mediation emerged as the most critical factor determining effectiveness, surpassing mere technology access.Conclusion: Digital media can support early literacy development when implemented within supportive ecosystems featuring adequate infrastructure, educator capacity, and family engagement. Realizing equity potential requires comprehensive approaches addressing multiple implementation dimensions rather than device distribution alone.
Development of a Portfolio-Based Authentic Assessment Instrument to Measure the Development of Multiple Intelligence in 4-5 Year Old Children Aisyah, Siti
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: 10.59784/10qvjk37

Abstract

Backround: Early childhood assessment practices predominantly focus on linguistic and logical-mathematical abilities, neglecting other intelligence domains and failing to capture the multidimensional nature of children s development. Existing assessment instruments lack integration of authentic portfolio approaches with comprehensive multiple intelligence frameworks for children aged 4-5 years.Objective: This research aimed to develop and validate a comprehensive portfolio-based authentic assessment instrument for measuring multiple intelligence development in children aged 4-5 years, establishing its psychometric properties and practical feasibility.Method: The study employed Research and Development methodology following the ADDIE model with qualitative-dominant mixed-methods approach. Data were collected through needs analysis surveys, expert validation protocols involving nine specialists, and field testing across five early childhood settings with ten educators and 47 children over four months. Analysis utilized thematic analysis, Content Validity Index calculation, reliability coefficients, and inter-rater agreement measures. Findings and Implications: The instrument demonstrated strong validity (CVI=0.89), internal consistency (a=0.82-0.91), and inter-rater reliability (ICC=0.80). Field testing confirmed practical feasibility with educators collecting comprehensive evidence across eight intelligence domains. The rotating observation focus system effectively addressed implementation challenges. Results provide educators with evidence-based tools for holistic assessment, support policy advocacy for authentic assessment practices, and enhance family engagement through meaningful developmental documentation.Conclusion: The validated instrument successfully integrates portfolio-based authentic assessment with multiple intelligence theory, offering practical solutions for comprehensive early childhood assessment while demonstrating feasibility in diverse educational settings.
The Influence of Constructivist Pedagogy Training Programs on ECCE Teachers' Professional Competence in Designing Child-Centered Learning Salamah, Mar’atus
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.v3i2.321

Abstract

Backround: Early childhood education increasingly emphasizes child-centered pedagogical approaches rooted in constructivist theory, yet many teachers struggle to translate these principles into effective classroom practice. The gap between theoretical understanding and practical implementation highlights the critical need for comprehensive professional development programs that enhance teachers' competence in designing authentic child-centered learning experiences.Objective: This study examines the influence of constructivist pedagogy training programs on early childhood teachers' professional competence in designing child-centered learning, exploring transformations in pedagogical knowledge, curriculum planning abilities, learning environment design skills, and classroom practice implementation.Method: A qualitative phenomenological approach was employed with fourteen (N=14) ECCE teachers participating in a structured constructivist pedagogy training program. Data collection included in-depth interviews, focus group discussions, classroom observations, pedagogical documentation analysis, and reflective journals.Findings and Implications: Thematic analysis identified patterns in teachers’ competence development and implementation experiences. Teachers demonstrated substantial improvements in pedagogical knowledge, planning competencies, and child-centered practice implementation. Professional identity transformation emerged as foundational to sustained practice change. However, contextual factors including institutional pressures, resource limitations, and administrative support significantly influenced implementation quality.Conclusion: Findings suggest that effective professional development requires sustained engagement, practice-based learning, attention to professional identity, and systemic approaches addressing enabling conditions beyond individual teacher competence. Well-designed constructivist pedagogy training substantially enhances teachers' professional competence in child-centered learning design, though successful implementation requires supportive contextual conditions alongside individual competence development.
Balanced Scorecard-Based Quality Management Strategy in Improving the Quality of Educational Services in Accredited Early Childhood Education Institutions Saona, Saona
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.v3i2.322

Abstract

Backround: Quality management in Grade A accredited PAUD institutions requires comprehensive strategic frameworks that balance multiple performance dimensions while maintaining educational excellence. The Balanced Scorecard (BSC) offers a systematic approach integrating financial, customer, internal process, and learning and growth perspectives to enhance service quality and organizational effectiveness.Objective: This research aims to analyze BSC-based quality management strategy implementation in Grade A accredited PAUD institutions and evaluate their effectiveness in enhancing educational service quality across multiple performance dimensions.Method: Employing qualitative descriptive-analytical approach, this study examined six Grade A accredited PAUD institutions in Jakarta, Bandung, and Surabaya through semi-structured interviews with 25-30 key informants, observations of educational and administrative processes, focus group discussions with teachers and parents, and document analysis of strategic plans and performance records. Data were analyzed using thematic analysis procedures.Findings and Implications: Comprehensive BSC implementation correlates with superior service quality outcomes including higher parent satisfaction (4.54 vs 4.25), improved teacher retention (91% vs 81%), enhanced operational efficiency (88.7% vs 81.3%), and greater innovation capacity. Strategic integration across BSC perspectives, systematic performance monitoring, and balanced investment in organizational capabilities emerge as critical success factors.Conclusion: Findings inform institutional strategic management practices and policy development supporting PAUD quality enhancement. BSC-based quality management strategies effectively enhance PAUD service quality when implemented comprehensively with strategic integration, leadership commitment, stakeholder engagement, and sustained organizational development.
Implementasi Finger Painting pada Perkembangan Motorik Halus Anak Usia Dini Abellia, Ninda; Loka, Novita
Generasi: Jurnal Pendidikan Anak Usia Dini Vol. 4 No. 1 (2026): 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.v4i1.241

Abstract

Latar Belakang: Finger painting adalah teknik melukis langsung dengan jari tangan di atas bidang gambar dengan cara mengoleskan cat pada kertas basah tanpa menggunakan alat bantu kuas atau pensil. Tujuan: Penelitian ini bertujuan untuk menganalisis implementasi finger painting terhadap perkembangan motorik halus anak usia 4-5 tahun di TK Al Barokah Indralaya. Metode: Menggunakan metode kualitatif deskriptif, penelitian dilakukan pada 9 anak yang belum optimal dalam perkembangan motorik halusnya. Data dikumpulkan melalui observasi partisipatif, wawancara mendalam, dan dokumentasi, kemudian dianalisis dengan model interaktif Miles dan Huberman. Temuan dan Implikasi: Hasil penelitian menunjukkan bahwa implementasi finger painting memberikan pengaruh positif terhadap perkembangan motorik halus anak pada tiga aspek utama: koordinasi mata-tangan, kelenturan jari-jemari, dan kontrol gerakan halus. Peningkatan paling signifikan terjadi pada aspek koordinasi mata-tangan, dengan 22,2% anak (2 anak) mencapai kategori Berkembang Sangat Baik (BSB) dan 44,4% anak (4 anak) mencapai Berkembang Sesuai Harapan (BSH). Variasi aktivitas finger painting, terutama dengan pola tertentu, terbukti paling efektif dalam menstimulasi perkembangan motorik halus. Faktor yang memengaruhi keberhasilan implementasi meliputi kualitas dan tekstur bahan, dukungan dan bimbingan guru, serta frekuensi dan konsistensi pelaksanaan kegiatan. Kesimpulan: Temuan penelitian juga mengungkapkan adanya transfer keterampilan dari aktivitas finger painting ke kegiatan lain yang memerlukan motorik halus serupa, seperti menulis, menggunting, dan menempel.
Implementasi Pendekatan Montessori dalam Meningkatkan Kemandirian Anak Usia Dini Rizky Thania Sabila; Novita Loka
Generasi: Jurnal Pendidikan Anak Usia Dini Vol. 4 No. 1 (2026): 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.v4i1.242

Abstract

Latar Belakang: Pendekatan Montessori merupakan metode pendidikan yang dikembangkan oleh Dr. Maria Montessori yang menekankan pada kemandirian, kebebasan dalam batasan tertentu, dan penghormatan terhadap perkembangan alami anak. Tujuan: Penelitian ini bertujuan untuk menganalisis implementasi pendekatan Montessori dalam pengembangan kemandirian anak usia dini, mengidentifikasi faktor pendukung dan penghambat implementasinya, serta merumuskan strategi efektif untuk mengoptimalkan pengembangan kemandirian anak melalui pendekatan Montessori yang disesuaikan dengan konteks sosial-budaya di Indonesia. Metode: Metode penelitian menggunakan pendekatan kualitatif deskriptif dengan subjek penelitian 20 anak usia 4-6 tahun dan 7 guru di TK Pertiwi Indralaya. Pengumpulan data dilakukan melalui observasi partisipatif, wawancara mendalam, dan dokumentasi. Hasil dan Temuan: Hasil penelitian menunjukkan peningkatan signifikan pada tingkat kemandirian anak sebesar 32,25% setelah implementasi pendekatan Montessori, dengan peningkatan tertinggi pada aspek kemampuan merawat diri (self-care) sebesar 32%. Faktor pendukung keberhasilan implementasi meliputi lingkungan belajar yang terstruktur, material pembelajaran yang mendukung kemandirian, peran guru sebagai fasilitator, dan keterlibatan orang tua. Tantangan yang dihadapi berupa keterbatasan pemahaman guru, material Montessori yang terbatas, dan resistensi pola asuh. Kesimpulan: Pendekatan Montessori yang diadaptasi sesuai konteks lokal terbukti efektif dalam meningkatkan kemandirian anak usia dini di Indonesia, namun memerlukan strategi komprehensif untuk mengatasi tantangan implementasinya.
Conceptual and Application of Properties of Integer Operations in Elementary School Mathematics Learning Sari, Novita
Generasi: Jurnal Pendidikan Anak Usia Dini Vol. 4 No. 1 (2026): 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.v4i1.330

Abstract

Backround: Integers constitute one of the fundamental concepts in mathematics and play an important role in everyday life as well as in elementary school mathematics learning. A solid understanding of integers is essential because it forms the basis for learning more advanced mathematical concepts. However, many students still encounter difficulties in understanding the concept of integers and performing integer operations.Objective: This study aims to analyze the concept of integers, the properties of integer operations, and their implementation in mathematics learning.Method: The research employed a literature review method by examining various books and scientific journals related to mathematics education.Result: The results of the analysis indicate that students’ understanding of integers can be improved through contextual learning approaches, the use of concrete learning media, and a systematic explanation of the properties of integer operations. These findings highlight the importance of designing meaningful learning experiences that connect mathematical concepts with students’ real-life situations.Implication: This study concludes that a strong conceptual understanding of integers is crucial for elementary school students and can be effectively supported through contextual teaching strategies and the use of appropriate instructional media.
The Effect of Visual and Manipulative Learning Media on Elementary School Students’ Conceptual Understanding of Integers: A Quasi-Experimental Study Putri Siregar, Yusfika Nayla
Generasi: Jurnal Pendidikan Anak Usia Dini Vol. 4 No. 2 (2026): 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.v4i2.331

Abstract

Backround: Many elementary school students experience difficulties in understanding integer concepts, particularly negative numbers, due to the abstract nature of the topic and reliance on conventional teaching methods that emphasize procedural memorization over conceptual understanding.Objectives: This study aims to examine the effect of visual and manipulative instructional media on fifth-grade elementary school students' conceptual understanding of integer concepts.Method: A quantitative approach with a quasi-experimental design using a nonequivalent control group design was employed. The participants, fifth-grade students at an elementary school in Indonesia, were divided into an experimental class and a control class. The experimental class received instruction using visual and manipulative media, while the control class received conventional instruction. Data were collected through pre-test and post-test instruments and analyzed using an independent sample t-test.Findings and Implications: The experimental class experienced a significantly higher improvement in conceptual understanding compared to the control class (t = 2.87, p < 0.05), with mean gain scores of 26.8 and 12.4, respectively.Conclusion: The use of visual and manipulative instructional media can effectively enhance elementary school students' conceptual understanding of integers. Teachers are encouraged to integrate number line representations and concrete manipulatives as part of a sequential instructional approach in mathematics learning.

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