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INDONESIA
Jurnal Pendidikan Anak
Published by Universitas Negeri Yogyakarta
ISSN : 23026804     EISSN : 25794531     DOI : 10.21831
Core Subject : Education, Social,
Education Social Sciences
Jurnal Pendidikan Anak 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 65 Documents
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Unplugged Coding with Traditional Snacks: A Quasi-Experimental Approach to Enchancing Early Childhood Computational Thinking Yunissafara, Amanda; Suharti, Suharti; Ningrum , Mallevi Agustin; Safitri , Dhian Gowinda Luh
Jurnal Pendidikan Anak Vol. 15 No. 1 (2026): Jurnal Pendidikan Anak
Publisher : Department of Early Childhood Education, Faculty of Education, Universitas Negeri Yogyakarta in in cooperation with in cooperation with the Perkumpulan Pengelola Jurnal PAUD (PPJ PAUD) Indonesia based on the MoU Number: 030/PPJ-PAUD/VIII/2020.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpa.v15i1.2796

Abstract

This study aims to describe the implementation of unplugged coding using traditional snack media to develop computational thinking skills in children aged 5-6 years. The lack of integration of local cultural elements in technology education is the primary background of this study. The research method used was a quantitative quasi-experimental design with a one-group pretest-posttest. Data were analyzed using a paired t-test to assess the significance of differences in children’s abilities before and after treatment. The results showed a significant improvement in decomposition, pattern recognition, and simple algorithmic skills after children interacted with traditional snack media. These findings prove that abstract computational concepts can be taught concretely and contextually through local wisdom. This research contributes to the development of early childhood education by providing an innovative model of digital learning without devices (unplugged) while preserving cultural values. Theoretically, these results strengthen the integration of ethnopedagogy into modern educational curricula and provide a foundation for digital literacy from an early age, without dependence on gadgets.
Case of Challenges and Solution of Coping Skill Learning in Kindergarten Muthmainah Muthmainah; Ika Budi Maryatun; Oktaviana Maharani; Zehra Khushal
Jurnal Pendidikan Anak Vol. 15 No. 1 (2026): Jurnal Pendidikan Anak
Publisher : Department of Early Childhood Education, Faculty of Education, Universitas Negeri Yogyakarta in in cooperation with in cooperation with the Perkumpulan Pengelola Jurnal PAUD (PPJ PAUD) Indonesia based on the MoU Number: 030/PPJ-PAUD/VIII/2020.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpa.v15i1.2472

Abstract

Coping skills for early childhood are children's ability to face and manage challenging or stressful situations. These skills are important because they can help children develop adaptation and problem-solving abilities, and maintain their emotional well-being. Unfortunately, not all kindergarten teachers are able to train coping effectively through classroom learning. The purpose of this study is to describe the challenges and solutions of coping learning in kindergarten. Schools that have implemented coping learning need to be studied to provide a positive impact for other institutions that have not implemented. This study used a qualitative case study methodology, which used data sources in the form of in-depth interviews and observations. The research subjects were the school principal, vice principal for curriculum, and classroom teachers. Data were analyzed qualitatively using the Miles and Huberman model. The results showed that the challenges of coping learning are the need for teacher mastery of coping learning materials, the importance of teacher creativity to design coping learning, and parental involvement. Solutions include regular teacher training, and school-based programs, and school-parent partnerships. This study provides unique insights into the challenges and solutions in developing coping skill learning in kindergarten. This research can serve as a bridge for policy makers in designing coping skill-based education programs for kindergarten students.
STEAM-Based Learning Strategies to Foster Religious and Moral Values Among Young Children Sefriyanti Sefriyanti; Siti Khomsiyati
Jurnal Pendidikan Anak Vol. 15 No. 1 (2026): Jurnal Pendidikan Anak
Publisher : Department of Early Childhood Education, Faculty of Education, Universitas Negeri Yogyakarta in in cooperation with in cooperation with the Perkumpulan Pengelola Jurnal PAUD (PPJ PAUD) Indonesia based on the MoU Number: 030/PPJ-PAUD/VIII/2020.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpa.v15i1.2781

Abstract

Developing religious and moral values in early childhood should be fostered through contextual, meaningful learning aligned with children’s developmental characteristics. STEAM-based learning (Science, Technology, Engineering, Arts, and Mathematics) is an innovative approach that not only enhances critical thinking and creativity but also fosters children’s religious and moral character from an early age. This study aimed to describe the implementation of STEAM-based learning to develop religious and moral values among children at Tunas Ceria Pilot Early Childhood Education Center. The research employed a qualitative descriptive approach involving one teacher and 15 children aged 5–6 years in Group Gold A. Data were collected through observation, interviews, and documentation, using observation sheets focused on children’s religious and moral development. Data analysis applied the interactive model of Miles and Huberman, including data reduction, data display, and conclusion drawing, and was supported by source and technique triangulation. The findings revealed that STEAM learning was implemented through meaningful play, environmental exploration, collaborative projects, and integrated religious habits. These activities successfully developed gratitude, care for living things, discipline, responsibility, cooperation, empathy, and mutual assistance among children, indicating that STEAM can serve as a holistic and integrative learning strategy in early childhood education
Shifting Meanings of Art: A Narrative Analysis of Coloring Competitions as a Social Practice in Early Childhood Andreas Teguh Nurcahyanto; Suharti Suharti; Yes Matheos Lasarus Malaikosa; Rachma Hasibuan
Jurnal Pendidikan Anak Vol. 15 No. 1 (2026): Jurnal Pendidikan Anak
Publisher : Department of Early Childhood Education, Faculty of Education, Universitas Negeri Yogyakarta in in cooperation with in cooperation with the Perkumpulan Pengelola Jurnal PAUD (PPJ PAUD) Indonesia based on the MoU Number: 030/PPJ-PAUD/VIII/2020.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpa.v15i1.2997

Abstract

This study aims to understand the experiences of children, parents, and teachers in early childhood education coloring competitions, as well as the meanings constructed within these practices. The study used a qualitative approach based on narrative inquiry. Data were analyzed using reflexive thematic analysis to identify patterns of meaning across participants’ narratives. Data were collected through participant observation, semi-structured interviews, and documentation conducted during a coloring competition event held in Surabaya. The participants consisted of six children aged 4-6 years, five parents, and three teachers or organizers selected through purposive sampling. Data analysis followed Braun and Clarke’s six phases: familiarization, coding, theme generation, theme review, theme definition and naming, and report writing. The findings indicate that parents’ motivations range from recreational to competitive orientations. Teachers and organizers tend to maintain coloring competitions for practical reasons, while children’s responses range from enthusiasm to pressure. These findings suggest that coloring competitions serve as a social practice that shapes children’s experiences within a competitive value framework. This study offers a critical perspective on art practices in early childhood education. In practice, it suggests reorienting art activities toward more appreciative formats, such as open-ended drawing festivals that allow children to express themselves without competitive pressure.
Needs Analysis of Early Childhood Education Teachers Regarding the Integration of Acehnese Heroic Values in Character Education Elfiadi Elfiadi; Panggung Sutapa; Nur Hayati; Anisaturrahmi Anisaturrahmi
Jurnal Pendidikan Anak Vol. 15 No. 1 (2026): Jurnal Pendidikan Anak
Publisher : Department of Early Childhood Education, Faculty of Education, Universitas Negeri Yogyakarta in in cooperation with in cooperation with the Perkumpulan Pengelola Jurnal PAUD (PPJ PAUD) Indonesia based on the MoU Number: 030/PPJ-PAUD/VIII/2020.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpa.v15i1.3030

Abstract

Patriotism in early childhood is a key foundation for social cohesion and national identity. However, integrating local cultural values into character education remains a challenge in many early childhood settings. This study explores early childhood education teachers’ needs for integrating Acehnese heroic values into character learning. A mixed-methods sequential explanatory design was employed, involving a survey of 86 kindergarten teachers in North Aceh, followed by focus group discussions (FGD) and in-depth interviews. The findings revealed three main themes: (1) learning practices were largely dominated by conventional approaches, with limited use of Acehnese heroic narratives; (2) teachers faced challenges related to inadequate training in contextual pedagogy, limited learning resources, and difficulties in designing meaningful learning activities; and (3) most teachers expressed a strong need for innovative learning models grounded in local wisdom, active child participation, and practical teaching guidelines. The study identifies three key areas of need: content, pedagogy, and system support. Its main contribution lies in linking teachers’ needs analysis with local heroic values as a foundation for integrating character education into early childhood learning.

Page 7 of 7 | Total Record : 65

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