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Inovasi Pendidikan dan Anak Usia Dini
Published by Asosiasi Riset Ilmu Pendidikan Indonesia
ISSN : 30636124     EISSN : 30635500     DOI : 10.61132
Core Subject : Education,
Education Other
Inovasi Pendidikan dan Anak Usia Dini, adalah jurnal yang diterbitkan oleh Asosiasi Riset Ilmu Pendidikan Indonesia, Jurnal ini meneliti inovasi dalam pendidikan anak usia dini untuk meningkatkan pembelajaran dan perkembangan anak. Setiap edisi menyajikan penelitian empiris, studi kasus, ulasan literatur, dan tinjauan teoritis dengan beragam metodologi. Artikel-artikelnya membahas aplikasi inovasi dalam kurikulum, metode pengajaran, dan tantangan dalam implementasinya. Jurnal ini berperan penting bagi akademisi, praktisi pendidikan, dan orang tua dalam memajukan pendidikan anak usia dini berbasis bukti dan berkelanjutan. Jurnal ini terbit 1 tahun 4 kali (Januari, April, Juli dan Oktober).
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 126 Documents
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Imlementasi SMART-TENDIK PAUD: Inovasi Manajemen Pendidik dan Tenaga Kependidikan Berbasis Refleksi dan Kolaborasi untuk Meningkatkan Profesionalisme Guru PAUD Loeyyina Khuru’Aini; Hilyatun Naimah; Fetty Ernawati
Inovasi Pendidikan dan Anak Usia Dini Vol. 3 No. 2 (2026): April: Inovasi Pendidikan dan Anak Usia Dini
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/inpaud.v3i2.1053

Abstract

This study aims to describe in detail the implementation of the SMART-TENDIK PAUD innovation as a model for managing educators and educational personnel based on reflection, collaboration, and the use of simple technology, as well as to analyze its impact on improving teacher professionalism in early childhood education settings. This study employs a qualitative approach using a literature review method to explore relevant theories and previous research findings. Data collection techniques include document analysis and systematic online searches from various credible academic sources. Data analysis is conducted through the stages of data reduction, data display, and conclusion drawing to ensure comprehensive and accurate interpretation. The results indicate that the implementation of SMART-TENDIK PAUD enhances teachers’ reflective awareness, strengthens collaboration through active participation in learning communities, and improves the effectiveness of educational personnel management through the practical use of simple and accessible technology. Furthermore, this innovation contributes significantly to improving the quality of learning, making it more creative, adaptive, and innovative. Therefore, SMART-TENDIK PAUD can serve as an alternative model of effective, applicable, and sustainable management innovation in enhancing the professionalism of early childhood education teachers.
Upaya Mengembangkan Pengendalian Emosi melalui Metode Bercerita pada PAUD Duyun Desa Bungabali Kec. Pantar Timur Imanuel Puling
Inovasi Pendidikan dan Anak Usia Dini Vol. 3 No. 2 (2026): April: Inovasi Pendidikan dan Anak Usia Dini
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/inpaud.v3i2.1074

Abstract

This study, entitled "Developing Emotional Control Skills in Early Childhood Education (PAUD) Duyun in Bungabali Village, Pantar Timur District," found that children still struggle to manage their emotions, such as irritability, excessive crying, and difficulty interacting positively with peers. Therefore, effective and enjoyable efforts are needed to help children control their emotions, one of which is through storytelling. This study aims to develop children's emotional control through the application of storytelling to early childhood education at PAUD Duyun. The research method used is a descriptive (exploratory) approach, based on objective observation of a social phenomenon. In this case, the research compiles or creates a clearer picture while data is collected and parts are tested. The results are expected to demonstrate that the application of storytelling can improve children's ability to recognize, express, and control emotions more positively. Furthermore, storytelling activities can also create a fun and interactive learning environment, making it easier for children to understand the emotional values ​​conveyed.
Pengaruh Komunikasi Efektif terhadap Kecerdasan Emosional Anak Usia Dini Nurul Aini MM Sodik; Esperansa Mile; Sri Mulyani; Fitri Adoe; Isnawaty Daintaw
Inovasi Pendidikan dan Anak Usia Dini Vol. 3 No. 2 (2026): April: Inovasi Pendidikan dan Anak Usia Dini
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/inpaud.v3i2.1104

Abstract

This study aims to analyze the influence of effective communication on the emotional intelligence of early childhood. Effective communication is the process of conveying clear, empathetic, and responsive messages between educators or parents and children, which plays a crucial role in shaping children's abilities to recognize, understand, and manage emotions. Emotional intelligence is an essential aspect of child development because it supports social adaptation, self-regulation, and positive interpersonal relationships. The research method used was a quantitative approach with a correlational design. The subjects were early childhood education institutions attending early childhood education institutions, with data collection techniques through observation, questionnaires, and documentation. Data were analyzed using statistical procedures to determine the relationship between the variables studied. The results showed a significant influence between effective communication and children's emotional intelligence. Children who receive good communication tend to have higher empathy skills, are able to control their emotions, and establish positive social relationships. In addition, effective communication helps children express their feelings appropriately and develop self-confidence. Thus, effective communication is an important factor in the development of emotional intelligence in early childhood. This research is expected to serve as a reference for educators and parents in improving the quality of interactions with children and supporting optimal child development.
Pengaruh Komunikasi Efektif Melalui Pendekatan Bermain Anak Usia 5-6 Tahun Nurul Aini MM Sodik; Safira Darmayanti; Sri Putri Enjelita; Fibrianti Lastuan
Inovasi Pendidikan dan Anak Usia Dini Vol. 3 No. 3 (2026): Juli: Inovasi Pendidikan dan Anak Usia Dini
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/inpaud.v3i3.1105

Abstract

Communication is an important aspect in the development of children aged 5–6 years, especially in supporting their language and social-emotional abilities. This study aims to analyze the influence of effective communication through a play approach in early childhood based on the results of previous research. The method used in this study is a quantitative method by conducting observations, research, and observations on effective communication and a play approach in early childhood education. Data collection techniques were carried out through documentation and literature searches from journals, articles, and relevant scientific references. Data analysis techniques used quantitative descriptive analysis by comparing and summarizing the results of previous research. The results show that the play approach has a significant influence on improving children's effective communication skills, such as the courage to speak, the ability to express opinions, social interaction, cooperation, and self-confidence. In addition, play activities have been proven to be able to create a fun learning atmosphere so that children are more active in interacting with peers and teachers. Thus, the play approach can be an effective strategy in developing the communication skills of children aged 5–6 years.
Inclusive Education in Early Childhood Education from Mel Ainscow’s Perspective Dewi Yunjiati; Ellen Prima
Inovasi Pendidikan dan Anak Usia Dini Vol. 3 No. 3 (2026): Juli: Inovasi Pendidikan dan Anak Usia Dini
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/inpaud.v3i3.1108

Abstract

This study discusses inclusive education in Early Childhood Education from the perspective of Mel Ainscow. Inclusive education is an educational approach that provides equal learning opportunities for all children without discrimination, including those with diverse learning needs. The purpose of this study is to describe the concept of inclusive education according to Mel Ainscow and to analyze its implementation in the development of early childhood education. This research employs a qualitative approach using library research methods. The data were collected from various written sources, including books, scientific journals, research articles, and documents related to inclusive education and early childhood education. Documentation techniques were used for data collection, while the data were analyzed through content analysis. The findings reveal that according to Mel Ainscow, inclusive education is a continuous process aimed at increasing the participation of all learners and reducing barriers to learning within educational environments. In the context of early childhood education, inclusive education can be implemented through flexible learning methods, child-friendly learning environments, and active collaboration between teachers and parents in supporting children’s development. The implementation of inclusive education also contributes positively to children’s social and emotional development, as they learn to respect diversity from an early age. However, several challenges remain, including limited facilities, insufficient teacher competence, and a lack of public understanding regarding inclusive education. Therefore, collaboration among schools, families, and the government is necessary to create an inclusive, equitable, and diversity-respecting early childhood education system.
Peran Keluarga dan Masyarakat dalam Menanamkan Nilai Toleransi melalui Pendidikan Multikultural Siti Sarah Sari Mangunsong; Nurhalizah Maharaja; Azizah Hanum OK
Inovasi Pendidikan dan Anak Usia Dini Vol. 3 No. 2 (2026): April: Inovasi Pendidikan dan Anak Usia Dini
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/inpaud.v3i2.1110

Abstract

This research examines how families and communities play a role in instilling the value of tolerance through multicultural education. As a country rich in ethnic, religious, cultural and linguistic diversity, Indonesia needs an attitude of mutual respect so that social life continues to run in peace and harmony. Therefore, it is important to introduce the value of tolerance from an early age through the child's closest environment, such as family, community and school. In everyday life, the family is the first place where children receive education about tolerance through providing understanding, habituating positive behavior, example from parents, and monitoring children's attitudes. On the other hand, society also has a contribution as a learning environment that introduces children to diversity through social interaction and various joint activities. Schools also play a role in forming a tolerant character by implementing multicultural education in a planned and sustainable manner. This research uses a literature study method by examining various scientific sources related to multicultural education and instilling the value of tolerance. Based on the results of the study, it is known that cooperation between family, school and community has a very important role in shaping children's character so that they are able to appreciate differences, live side by side in harmony, and maintain unity in the life of a diverse society.
Pengembangan Model Tata Kelola Keuangan PAUD Berbasis Integrasi Good Financial Governance Febryanggita Kusuma Pranata; Annisa Dwi Nursanti; Fetty Ernawati
Inovasi Pendidikan dan Anak Usia Dini Vol. 3 No. 3 (2026): Juli: Inovasi Pendidikan dan Anak Usia Dini
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/inpaud.v3i3.1115

Abstract

The financial management of Early Childhood Education (PAUD) institutions in Indonesia still faces recurring structural problems, including disorderly financial record-keeping, weak budget planning, low transparency and accountability, and limited human resource capacity in financial management. These conditions directly impact the sustainability and quality of early childhood education services. Although some PAUD institutions have implemented certain elements of governance, these practices are carried out separately and have not been integrated into a systematic cycle. This study aims to develop a financial governance model for PAUD based on the integration of Good Financial Governance principles, encompassing transparency, accountability, effectiveness, efficiency, and integrated budget planning. The research employs a qualitative approach with a library study method through thematic content analysis of scientific literature published between 2017 and 2026, sourced from Google Scholar, SINTA, and GARUDA databases. The study results in a conceptual model operationalized through an input–process–output approach with five interconnected stages: participatory budget planning based on digital platforms, budget implementation via an e-approval system, integrated financial recording, communicative financial reporting, and data-based monitoring and evaluation. All stages are reinforced by the use of digital technology as a supporting instrument for transparency and accountability. This model theoretically contributes to enriching educational management studies through a more comprehensive integrative framework and practically serves as an implementation reference for PAUD managers and a basis for developing more systematic regulations to effectively, efficiently, and sustainably improve the quality of financial governance in PAUD institutions.
Pengaruh Media Loose parts Berbasis Bahan Local terhadap Kreativitas Anak Usia 4-6 Tahun di TK Negeri Pembina Kota Gorontalo Elva M. Sumirat; Fika J. Labanu; Naisila A. Udit; Yuningsih S. Ningko; Nur Afifah
Inovasi Pendidikan dan Anak Usia Dini Vol. 3 No. 3 (2026): Juli: Inovasi Pendidikan dan Anak Usia Dini
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/inpaud.v3i3.1121

Abstract

The development of digital technology has a great impact on the world of education, including early childhood learning. One of the forms of utilizing the technology is an educational digital game designed to help children's learning process in a fun and interactive way. This research aims to find out the relationship between educational digital games and early childhood creativity. The research method used is a quantitative approach with a type of correlational research. Data collection is carried out through observation of early childhood who use educational digital games in learning and playing activities. Research results show that educational digital games have a positive relationship with the development of children's creativity. Children become more active in thinking, able to develop imagination, express new ideas, and have confidence in completing the challenges given in the game. In addition, educational digital games also help improve problem-solving skills and train children's concentration. With the right guidance from teachers and parents, educational digital games can be an effective learning medium to support early childhood creativity.
Hubungan Permainan Digital Edukatif dengan Kreativitas Anak Usia Dini di TK Kh. Dewantoro Sinta Abdullah; Elva M. Sumirat; Dewi Siti Fareliya Ishak; Nurfadila Agus Pakaya; Nayla Arina Mokodompit; Cahyani Citra Piliang
Inovasi Pendidikan dan Anak Usia Dini Vol. 3 No. 3 (2026): Juli: Inovasi Pendidikan dan Anak Usia Dini
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/inpaud.v3i3.1124

Abstract

The development of digital technology has a great impact on the world of education, including early childhood learning. One of the forms of utilizing the technology is an educational digital game designed to help children's learning process in a fun and interactive way. This research aims to find out the relationship between educational digital games and early childhood creativity. The research method used is a quantitative approach with a type of correlational research. Data collection is carried out through observation of early childhood who use educational digital games in learning and playing activities. Research results show that educational digital games have a positive relationship with the development of children's creativity. Children become more active in thinking, able to develop imagination, express new ideas, and have confidence in completing the challenges given in the game. In addition, educational digital games also help improve problem-solving skills and train children's concentration. With the right guidance from teachers and parents, educational digital games can be an effective learning medium to support early childhood creativity.
Pengaruh Kegiatan Eksplorasi Bahan Alam terhadap Kreativitas Anak Usia Dini TK Jambu Putih Evi Muliana A. Nduling; Elva M. Sumirat; Jilda H. Sausambu; Kezia Toikene; Madinatul Munawara Sideng
Inovasi Pendidikan dan Anak Usia Dini Vol. 3 No. 3 (2026): Juli: Inovasi Pendidikan dan Anak Usia Dini
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/inpaud.v3i3.1125

Abstract

Creativity is one of the essential developmental aspects that needs to be stimulated from an early age through meaningful and experience-based learning activities. This study aims to measure the effect of natural material exploration activities on the creativity of early childhood at TK Jambu Putih, Boyomoute Village. This research employed a quantitative approach with a quasi-experimental method using a nonequivalent control group design. The research subjects consisted of 30 children aged 4–6 years divided into an experimental group (n=15) and a control group (n=15) using total sampling technique. The research instrument was a creativity observation sheet developed based on Guilford's four indicators, namely fluency, flexibility, originality, and elaboration, with a 1–4 rating scale. The treatment was carried out over 8 sessions in 4 weeks using various natural materials available in the school's surrounding environment. Data were analyzed using independent ttest after fulfilling the prerequisite tests of normality and homogeneity. The results showed that the mean post-test score of the experimental group (82.67) was significantly higher than that of the control group (68.40), with tvalue = 6.842 and significance of 0.000 (p < 0.05). Therefore, natural material exploration activities are proven to have a positive and significant effect on the creativity of early childhood. These findings confirm that naturebased media is an effective, economical, and contextual learning strategy in developing early childhood creativity.

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