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Melia Eka Daryati
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Dekanat Fakultas Keguruan dan Ilmu Pendidikan, Universitas Bengkulu Jl. WR. Supratman, Kandang Limun Bengkulu 38371 A
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JURNAL PENA PAUD
Published by Universitas Bengkulu
ISSN : 27771377     EISSN : 27754731     DOI : https://doi.org/10.33369/penapaud.v4i2.30845
Core Subject : Education,
Education Other
The journal PENA PAUD is a scientific journal published by the national early childhood education university Bengkulu containing the results of the study are lifted off the theory and research in early childhood education. The journal pen PAUD rising twice a year, in June and December. The purpose of these journals is to facilitate scientific publication that is the results of research conducted by students, teachers, academics, and researchers. The journal PENA PAUD contains interdisciplinary early childhood education especially in the sphere of child development, early childhood education learning, early childhood education policy, childhood problems early, health in early childhood education, early childhood nutrition for parenting, and education
Arjuna Subject : Umum - Umum
Articles 93 Documents
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The Role Of Teachers In Developing Social Skills In Children Aged 5-6 Years Through The Field Trip Method Rosyida , Alfi; Pratama, Lia Ricka
JURNAL PENA PAUD Vol. 6 No. 1 (2025): JUNE
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jpp.v6i1.41872

Abstract

The social abilities of early childhood children develop through direct interaction with environments rich in real experiences. The field trip method provides opportunities for children to learn outside the classroom through visits to educational and recreational sites, thereby promoting meaningful learning. This study aims to describe the strategic role of teachers in stimulating the development of social abilities in children aged 5-6 years through the implementation of field trip methods at RA Jauharotul Mualimin. A qualitative approach with descriptive design was employed in this study, with one teacher serving as the primary informant. Data collection was conducted through structured observation, in-depth interviews, and documentation. Data analysis encompasses reduction processes, visual presentation, and inductive conclusion drawing. The findings indicate that teachers fulfill roles as guides, instructors, motivators, facilitators, and evaluators. During field trip activities, teachers implemented a series of stages, including the preparation of tools and materials, grouping children based on supervisors, prayer recitation, and directing observation toward study objects. These findings confirm the importance of active teacher involvement in supporting children's social development through experience-based learning approaches.
The Implementation Of Character Education In Reducing Violence In Early Childhood At Paud An-Nur Village Ndano Na'e Suryani; Hendra; Muslimin
JURNAL PENA PAUD Vol. 6 No. 1 (2025): JUNE
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jpp.v6i1.41869

Abstract

The research team at Paud An-Nur, Ndano Na'e Village sought to find out how character education can reduce early childhood violence. Character education has the potential to reduce violence against young children in Paud An-Nur, Ndano Na'e Village, but this study also identifies variables that can hinder or facilitate its implementation. This study aims to analyse the implementation of character education in reducing violence in Early Childhood at PAUD An-Nur, Ndano Na'e Village and to analyse the supporting and inhibiting factors in the implementation of character education in reducing violence in Early Childhood at PAUD An-Nur, Ndano Na'e Village. This research uses qualitative research methods. Based on the findings of this study, character education has successfully reduced the rate of violence against early childhood in PAUD An-Nur, Ndano Na'e Village. The programme promotes the development of important character traits including empathy, discipline and cooperation through an integrated strategy involving parents, children and educators. As a result, the rate of physical violence between children has decreased dramatically. The success of the programme depends on the cooperation of teachers, parents and the community. The character education programme at PAUD An-Nur can serve as an example for other PAUD schools by fostering a violence-free atmosphere if it receives consistent and sustained support. Many obstacles were faced, but one school managed to overcome them by finding ways to involve parents more and help fund the character education programme. This programme can serve as an example for other ECD institutions by actively collaborating and continuously working towards a violence-free learning environment..
The Meaning and Impact of Screen Time (ST) on Emotional Regulation in Children Aged 5-6 Years Hasanah, Nur; Astarin, Wd. Syamzahrah Astarin; Salasatun Ashar, Dinar
JURNAL PENA PAUD Vol. 6 No. 2 (2025): In Progress
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jpp.v6i2.44827

Abstract

Increased screen time (ST) in children aged 5–6 years has various effects on their emotional development. Excessive ST can hinder children's ability to recognize and control their emotions. This study aims to explore the meaning and impact of screen time (ST) on children's emotional regulation. The study employed a descriptive qualitative approach, utilizing interviews and observation techniques with six parents who have young children. Informants were selected using purposive sampling with the following criteria: (1) parents with different educational backgrounds (high school and bachelor's degree) to see variations in perceptions of ST and children's emotional regulation; (2) parents whose children routinely used ST for 5–8 hours per day; and (3) communicative parents, namely mothers and fathers of children aged 5–6 years who were willing to participate in the study. The results showed that parents perceived ST as a means of entertainment, learning, and calming their children. These findings were obtained through a thematic analysis of interview transcripts and observations, which revealed three primary meanings. ST evoked ambivalent emotional reactions: children displayed positive responses, such as happiness, joy, calmness, and imitative behavior, when using ST; however, they also showed adverse reactions, including anger, tantrums, sadness, or bargaining, when ST was stopped. Excessive use without time limits can weaken children's ability to control their emotions. ST management strategies are implemented by setting time limits, determining goals, and considering the child's condition. These findings show that ST plays a dual role in children's emotional regulation.

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