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Jurnal Euforia
Published by STAI Al-Gazali Bone
ISSN : -     EISSN : 30635136     DOI : -
Core Subject : Education,
Education
Jurnal Euforia is an peer-reviewed journal dedicated to interchange for the results of high quality research in all aspect of early childhood educatuion. The journal publishes state-of-art papers in fundamental theory, experiments and simulation, as well as applications, with a systematic proposed method, sufficient review on previous works, expanded discussion and concise conclusion. As our commitment to the advancement of science and technology, the Jurnal Euforia follows the open access policy that allows the published articles freely available online without any subscription.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 20 Documents
 1   2 
Deep Learning sebagai Strategi Adaptif dalam Meningkatkan Kualitas Pendidikan Anak Usia Dini Najiich, Muchammad; Titi Lestari
Jurnal Euforia Vol. 3 No. 1 (2026): Edisi Februari 2026
Publisher : Prodi PIAUD STAI AL-GAZALI BONE

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Abstract

This study aims to analyze the implementation of deep learning as an adaptive strategy to improve the quality of early childhood education. A descriptive qualitative literature review was employed using thematic mapping of relevant studies published between 2021 and 2025. The findings indicate that most early childhood educators have a limited understanding of deep learning, commonly equating it with the use of digital media. Learning practices and lesson plans remain one-directional and focus on memorization, which hinders children’s reflective thinking skills. However, exploratory activities such as gardening and role play show strong potential to foster critical thinking, autonomy, and self-reflection in children. Key supporting factors include visionary school leadership, collaborative culture, and family involvement. In conclusion, deep learning can become a transformative pedagogical approach if supported by continuous teacher training and institutional reinforcement.
Psikologi Perkembangan Moral Anak Usia Dini Berbasis Nilai-Nilai Kasih Sayang Milda; Syahrul Saputra; Martina
Jurnal Euforia Vol. 2 No. 2 (2025): Edisi Agustus 2025
Publisher : Prodi PIAUD STAI AL-GAZALI BONE

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Abstract

Early childhood moral development is an important aspect in character formation from an early age. Morality is not only related to understanding right and wrong, but also includes children's ability to show empathy, caring, and mutual respect. One effective approach to supporting early childhood moral development is through instilling compassionate values in the educational process. This study aims to examine early childhood moral development from a developmental psychology perspective, emphasizing the role of compassionate values in social interactions and learning. The research method used is a literature review by analyzing various literature sources in the form of relevant books and scientific journals. The results of the study indicate that the application of compassionate values through teacher role models, positive behavioral habits, and the creation of a safe and comfortable learning environment can help children internalize moral values gradually. Compassionate values also play a role in increasing prosocial behavior and reducing negative behavior in early childhood.
Pola Asuh Positif Guru Dan Dampaknya Terhadap Pembentukan Konsep Diri Anak: Tinjauan Dari Perspektif Kurikulum Cinta Syahrul Saputra; Hasnidar Rauna; Tuti Asriani; Sitti Fatimah SS
Jurnal Euforia Vol. 2 No. 2 (2025): Edisi Agustus 2025
Publisher : Prodi PIAUD STAI AL-GAZALI BONE

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Abstract

Education plays an important role in shaping the foundation of children’s psychological development, particularly self-concept, which develops through social interactions with the closest environment. Teachers have a strategic role in this process due to the high intensity of their interactions with children in the school setting. This study aims to examine positive teacher parenting practices and their impact on the formation of early childhood self-concept from the perspective of the Love Curriculum (Kurikulum Cinta). This research employed a qualitative approach with a phenomenological study design. The research participants consisted of early childhood education teachers and children selected through purposive sampling at PAUD/TK institutions that implement the values of the Love Curriculum. Data were collected through participatory observation and in-depth interviews and analyzed using thematic analysis. The results indicate that positive teacher parenting is manifested through empathetic attitudes, warm communication, positive reinforcement, and guiding discipline. These practices contribute to the development of children’s positive self-concept, such as increased self-confidence, expressive courage, and emotional stability. The values of the Love Curriculum strengthen positive parenting practices by creating a safe and emotionally supportive learning environment. This study concludes that positive teacher parenting grounded in the Love Curriculum contributes significantly to the formation of early childhood self-concept.
Membangun Resiliensi Pada Anak Usia Dini Melalui Intervensi Jusnita; 2Syahrul Safutra; Hartina
Jurnal Euforia Vol. 2 No. 2 (2025): Edisi Agustus 2025
Publisher : Prodi PIAUD STAI AL-GAZALI BONE

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Abstract

Resilience is an individual's ability to survive, adapt, and bounce back when faced with stress or adversity. In early childhood, resilience forms an important foundation for social-emotional development and readiness to face future challenges. However, not all children naturally possess optimal levels of resilience, necessitating planned interventions tailored to the developmental characteristics of early childhood. This study aims to comprehensively examine efforts to build resilience in early childhood through structured interventions. The research method used was a literature review, reviewing various scientific sources, including national and international journals, reference books, and relevant research reports. The study results indicate that interventions focused on strengthening emotional regulation, positive relationships with the environment, and developing social skills significantly contribute to increasing children's resilience. Interventions that are carried out consistently, involve educators and parents, and use a playful approach have proven effective in fostering resilience in early childhood. Thus, structured interventions can be an effective strategy in supporting the development of resilience in children from an early age
Efektivitas Penerapan Kurikulum Cinta dalam Mengembangkan Kecerdasan Emosional Anak Usi Dini Satriani Junaid; Syahrul Saputra
Jurnal Euforia Vol. 2 No. 2 (2025): Edisi Agustus 2025
Publisher : Prodi PIAUD STAI AL-GAZALI BONE

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Abstract

This study analyzes the effectiveness of implementing a love-based curriculum in developing emotional intelligence in early childhood. The study uses a library research approach with a descriptive qualitative type through the collection and review of scientific literature, including journal articles and books discussing affective education, emotional intelligence development, and love-based curricula. Data analysis was conducted using content analysis to identify the main themes related to love curriculum implementation strategies, emotional intelligence indicators, and supporting and inhibiting factors. The results showed that the love curriculum contributed significantly to improving children's self-awareness, emotional management skills, empathy, and social skills. The implementation of learning that emphasizes the values of love, affective communication, and warm interpersonal interactions has proven to be effective in building children's emotional intelligence as a whole. The synergy between teachers, learning media, and parental involvement is a key factor in the success of this curriculum. These findings emphasize the importance of integrating affective and spiritual values in early childhood education as the basis for character building and positive social relationships.
Transformasi Pendidikan Anak Usia Dini dalam Menyongsong Era Digital Pembelajaran R, Nurhasanah
Jurnal Euforia Vol. 3 No. 1 (2026): Edisi Februari 2026
Publisher : Prodi PIAUD STAI AL-GAZALI BONE

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Abstract

The transformation of early childhood education (PAUD) in welcoming the digital era of learning is becoming an increasingly relevant issue amid technological advances and the need to prepare future generations who are ready to face global challenges. This article examines the application of technology in early childhood education in Bone Regency, focusing on the application of digital-based learning that can improve the quality of education and enrich children's learning experiences. This study identifies various strategies applied by PAUD educational institutions in integrating digital technology, such as the use of educational applications, digital teaching aids, and interactive learning media. In addition, this article also discusses the challenges faced by teachers and parents in adopting the technology, as well as how innovative solutions can be implemented to overcome these barriers. Through a qualitative approach, this study provides a comprehensive overview of the positive impacts and potential for further development in early childhood education in Bone Regency, leading to the strengthening of the quality of education that is more inclusive, effective, and relevant to the needs of the times.
Model Pembelajaran Project Based Learning (PjBL) di Pendidikan Anak Usia Dini: Systematic Literatur Review Nur Rahmawati
Jurnal Euforia Vol. 3 No. 1 (2026): Edisi Februari 2026
Publisher : Prodi PIAUD STAI AL-GAZALI BONE

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Abstract

This study aims to analyze and synthesize previous research on the implementation of theProject Based Learning (PjBL) model in Early Childhood Education (ECE) through aSystematic Literature Review (SLR) approach. The study employed a qualitative SLR method(meta-synthesis) by reviewing articles retrieved from Google Scholar published between2022 and 2026. The analysis followed seven systematic stages: literature searching,literature screening, study selection, literature mapping, quality assessment, findingssynthesis, and conclusion drawing. The findings indicate that Project Based Learning is achild-centered, contextual, collaborative, and experiential learning model that promotesmeaningful learning experiences. The implementation of PjBL has been shown to positivelyinfluence children's creativity, critical thinking, problem-solving skills, collaboration,communication, as well as cognitive and socio-emotional development. The successfulimplementation of PjBL is influenced by teachers' competencies, the availability of learningfacilities and instructional media, parental involvement, and a supportive learningenvironment. This study recommends strengthening teachers' professional competencies,providing adequate learning resources, and fostering collaboration between schools andparents to optimize the implementation of PjBL. The findings are expected to serve as avaluable reference for educators, practitioners, and researchers in developing innovativeproject-based learning practices that are aligned with the developmental characteristics ofyoung children.
Strategi Pengukuran dan Penilaian dalam Menentukan Efektivitas Evaluasi Pembelajaran Mata Kuliah Pengembangan Fisik Motorik Salihibudayah Surahman
Jurnal Euforia Vol. 3 No. 1 (2026): Edisi Februari 2026
Publisher : Prodi PIAUD STAI AL-GAZALI BONE

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Abstract

The Physical and Motor Development Course aims to build students' competencies in designingand evaluating gross and fine motor activities for early childhood. The effectiveness of learningin this course needs to be measured systematically so that graduates are able to apply it in thefield. This article describes measurement and assessment strategies to determine theeffectiveness of learning evaluation in the Physical and Motor Development Course. Thefindings of the study indicate that effectiveness can be determined through: 1) establishingmeasurable indicators of motor development, 2) using observation instruments, performancerubrics, and portfolios, 3) analyzing competency achievement and N-Gain of practice, and 4)student reflection and feedback. It is concluded that practice-based and observation-basedmeasurement and assessment strategies are highly effective for assessing the improvement ofcompetencies of prospective early childhood education teachers.
Penerapan Metode Pembelajaran Kreatif dalam Mengembangkan Kemampuan Problem Solving Pada Anak Usia Dini Jusni; Muhammad Suyuthy R.
Jurnal Euforia Vol. 3 No. 1 (2026): Edisi Februari 2026
Publisher : Prodi PIAUD STAI AL-GAZALI BONE

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Abstract

This study aims to describe the implementation of creative learning methods in developing problem-solving skills among early childhood learners at TK Tellung Poccoe YAPIT Taretta, Amali District, Bone Regency. This research employed a qualitative field research approach. The participants consisted of the principal, teachers, and children. Data were collected through observation, interviews, and documentation, and analyzed using the Miles, Huberman, and Saldaña interactive model. The findings revealed that: (1) the implementation of the creative learning model at TK Tellung Poccoe YAPIT Taretta, Amali District, Bone Regency was carried out by providing children with opportunities to express themselves freely, develop their imagination, and generate new ideas through meaningful play-based activities. Teachers employed various creative instructional strategies, including role-playing, storytelling, singing, drawing, dancing, and simple science experiments; (2) following the implementation of the creative learning model, the children's problem-solving skills improved, as reflected in their ability to identify problems, generate ideas, collaborate with peers, test and evaluate alternative solutions, and demonstrate more positive attitudes during the learning process; and . (3) the challenges encountered by teachers in implementing the creative learning model to foster problem-solving skills included: (a) limited learning facilities and infrastructure; (b) differences in children's characteristics and developmental abilities; (c) limited instructional time allocated for kindergarten learning activities; (d) insufficient parental support, as many parents remained primarily focused on early academic skills, particularly reading, writing, and arithmetic; and (e) limited teacher competence in designing and implementing creative learning activities.
Inovasi Pembelajaran Berbasis Kotak Pada Anak Usia Dini Muhammad Rusydu; Satriani Junaid; Hartina
Jurnal Euforia Vol. 3 No. 1 (2026): Edisi Februari 2026
Publisher : Prodi PIAUD STAI AL-GAZALI BONE

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Abstract

This study aims to describe the implementation of box-based learning innovation in early childhood education, focusing on the learning process, children’s learning experiences, and the role of teachers in creating active and enjoyable learning activities. The study employed a qualitative descriptive approach conducted in early childhood education institutions implementing box-based learning media. Data were collected through participatory observation, semi-structured interviews, and documentation, while thematic analysis was used to identify patterns related to learning activities, children’s responses, and teacher strategies. The findings reveal that box-based learning media create interactive and meaningful learning experiences by encouraging children to explore, classify, arrange, and communicate through play activities. The use of concrete and multisensory media positively contributes to children’s cognitive, language, motor, social-emotional, and creative development. Children showed greater enthusiasm, concentration, participation, and communication skills during the learning process. Teachers also played an important role as facilitators in designing contextual and child-centered learning activities. Despite several challenges, such as limited preparation time and learning media availability, box-based learning innovation is considered effective in supporting enjoyable, inclusive, and developmentally appropriate learning for early childhood education.

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