cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Alfina Wildatul Fitriyah
Contact Email
indexsasi@apji.org
Phone
+6285885852706
Journal Mail Official
ejournal@aripi.or.id
Editorial Address
Jl. Nilam I No. 33, RT. 013, RW. 002, Kel. Sambiroto, Kec. Tembalang, Semarang, Provinsi Jawa Tengah, 50275
Location
Kota semarang,
Jawa tengah
INDONESIA
Jurnal Pendidikan Anak Usia Dini dan Kewarganegaraan
Published by Asosiasi Riset Ilmu Pendidikan Indonesia
ISSN : 30640261     EISSN : 30640253     DOI : 10.61132
Core Subject : Education,
Education Other
Focus and scope: pendidikan anak usia dini konsep-konsep kewarganegaraan mengajarkan nilai-nilai kewarganegaraan kepada anak-anak pada usia dini Peran Keluarga dan Komunitas Strategi Pendidikan untuk Identitas Nasional dan Global
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 103 Documents
 7   8   9   10   11 
Analisis Peran Kepala Sekolah dalam Implementasi Penilaian Kinerja Guru Muthi’ah Amelia Nuruddin; Rizki Alifiana Saputri; Farah Fadhilah; Sofi Umi Muslimah; Annafi’ Nurul ‘ilmi Azizah
Jurnal Pendidikan Anak Usia Dini dan Kewarganegaraan Vol. 3 No. 2 (2026): Jurnal Pendidikan Anak Usia Dini dan Kewarganegaraan
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/paud.v3i2.1087

Abstract

This study aims to describe the role of the principal in implementing teacher performance appraisal and its impact on the quality of learning at TK Islam Al-A’raaf Gentan. The research employed a qualitative approach with a descriptive design, in which data were collected through observation, interviews, and documentation. The subjects of this study were the principal and teachers, focusing on the implementation of teacher performance appraisal and its follow-up processes. The findings indicate that the principal plays a strategic role in planning, implementing, and evaluating teacher performance appraisal through systematic academic supervision, including pre-observation, observation, and post-observation stages. The follow-up actions are carried out in a structured manner, ranging from guidance and warnings to rewards for high-performing teachers. The implementation of teacher performance appraisal has a positive impact on the quality of learning, such as improving teacher professionalism, creating active and engaging learning environments, and enhancing students’ motivation and learning outcomes. Therefore, the effective role of the principal in teacher performance appraisal is a crucial factor in improving educational quality.
Perlindungan Hukum Hak Anak atas Pendidikan Inklusif: Tinjauan Yuridis Kebijakan dan Tata Kelola Kelembagaan PAUD Elistiana Elistiana; Elsa Mayori
Jurnal Pendidikan Anak Usia Dini dan Kewarganegaraan Vol. 3 No. 2 (2026): Jurnal Pendidikan Anak Usia Dini dan Kewarganegaraan
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/paud.v3i2.1096

Abstract

This study examines the legal protection of children's rights to inclusive education and its implications for the institutional governance of Early Childhood Education (ECE) in Indonesia. A normative juridical method with a descriptive-qualitative library-based approach is used to evaluate the coherence between macro-level child protection regulations and operational standards for school management. The data are entirely secondary, sourced from statutory laws, ministerial regulations, and pertinent scientific literature. The findings reveal a fundamental tension: the constitutional rights of children with special needs to access non-discriminatory ECE are robustly guaranteed by the 1945 Constitution, Law No. 35/2014 on Child Protection, and Law No. 8/2016 on Persons with Disabilities, yet a wide gap persists at the implementation level. This discrepancy arises because derivative ECE governance instruments including accreditation frameworks and curriculum standards still frame inclusion readiness as a voluntary component rather than a binding obligation. Consequently, ECE institutions encounter systemic barriers in human resource management, physical accessibility, and curricular flexibility. The study underscores the urgency of transitioning ECE management toward a Human Rights-Based Approach (HRBA) and recommends that the Ministry of Basic and Secondary Education reform accreditation instruments by embedding inclusive indicators as mandatory prerequisites for institutional feasibility, thereby aligning administrative governance with the fulfillment of children's constitutional rights.
Pengaruh Lingkungan Keluarga terhadap Keterampilan Berkomunikasi Efektif Anak Usia Dini Nurul Aini MM Sodik; Nahara R.Yamudu; Tria Oktaviani Jannati; Farah Anggraini; Tiara Avrianti Pilo
Jurnal Pendidikan Anak Usia Dini dan Kewarganegaraan Vol. 3 No. 1 (2026): Jurnal Pendidikan Anak Usia Dini dan Kewarganegaraan
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/paud.v3i1.1106

Abstract

This study aims to analyze the impact of the family environment on effective communication skills in early childhood. The family environment, as the first and foremost setting, plays a crucial role in shaping children's communication skills, both through parenting styles, verbal interactions, and the emotional atmosphere within the home. The research method used is a qualitative approach with descriptive analysis techniques, which focuses on describing phenomena based on data obtained through observation and literature review. The results show that children who grow up in a communicative, supportive, and responsive family environment tend to have better communication skills, such as the ability to express opinions, listen well, and interact effectively with others. Conversely, a less harmonious family environment with minimal interaction can hinder the development of children's communication skills. Thus, it can be concluded that the family environment has a significant influence on the effective communication skills of early childhood, so the role of parents is essential in creating a positive and constructive communication atmosphere within the family.
Pengaruh Peran Guru dalam Mengembangkan Komunikasi Efektif pada Anak Usia Dini 4-5 Tahun Nurul Aini MM Sodik; Melia Frilia Pakaya; Fitriyawati Ladiku; Nurwila Ye’ete; Nabila Nggai
Jurnal Pendidikan Anak Usia Dini dan Kewarganegaraan Vol. 3 No. 2 (2026): Jurnal Pendidikan Anak Usia Dini dan Kewarganegaraan
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/paud.v3i2.1107

Abstract

Effective communication is an important element in the early childhood learning process because it plays a significant role in children’s social, emotional, and cognitive development. This study aims to determine the influence of teachers’ roles in developing effective communication among early childhood children aged 4–5 years at TK Damhil, Kota Selatan, Gorontalo Province. The research used a quantitative method with a descriptive research design. The research subjects consisted of 5 children aged 4–5 years selected through purposive sampling techniques. Data collection techniques were carried out through direct observation of children’s communication activities during the learning process. The results showed that the teacher’s role is very important in building effective communication through the use of simple language, responsive attitudes, active listening skills, and the use of verbal and nonverbal communication that is appropriate to children’s developmental characteristics. The implementation of effective communication was proven to improve children’s self-confidence, social interaction skills, and readiness to face formal education. Therefore, effective communication applied by teachers provides a positive contribution to optimizing early childhood development.
Inklusivitas & Layanan Anak Berkebutuhan Khusus Nuraini Nuraini; Zahra Atiah; Azizah Hanum OK
Jurnal Pendidikan Anak Usia Dini dan Kewarganegaraan Vol. 3 No. 2 (2026): Jurnal Pendidikan Anak Usia Dini dan Kewarganegaraan
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/paud.v3i2.1109

Abstract

For every child to receive an equal education, inclusive education at the early childhood education (PAUD) level is a strategic step. The purpose of this study is to thoroughly study the basic concepts of inclusive education in early childhood, identify various types of specific challenges for Children with Special Needs (ABK) in regular classes, and evaluate how effective the use of inclusive learning methods is in optimizing child development. This study uses a literature review with a descriptive qualitative approach. Secondary data were analyzed using content analysis. According to the study, teachers in regular classes face multidimensional characteristics of ABK. These obstacles include visual impairment, deafness, mental retardation, physical disability, emotional retardation/ADHD, autism, and exceptional intelligence. To overcome these problems, it has been proven that the use of assistive technology, a more flexible curriculum, individualized learning programs (IPC) based on initial assessment, varied teaching methods, and a friendly environment can be helpful. This study shows that teachers are not the only key to the success of inclusive education. This requires strong multi-stakeholder collaboration between the government, schools, special education teachers (GPK), professionals, and parents to address facility challenges and eliminate existing stigma in the field.
Program Orang Tua Mengajar sebagai Bentuk Parenting Sekolah pada Pendidikan Anak Usia Dini Assyifa’u Nurul Istiqomah; Endah Tejaningsih
Jurnal Pendidikan Anak Usia Dini dan Kewarganegaraan Vol. 3 No. 3 (2026): Jurnal Pendidikan Anak Usia Dini dan Kewarganegaraan
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/paud.v3i3.1094

Abstract

Early childhood education requires collaboration between schools and parents to support children’s development optimally. One form of parental involvement in learning is through the parent teaching program, in which parents participate as “guest teachers” in the classroom. This study aimed to describe the implementation of the parent teaching program and its contribution to early childhood development at TK Arrohmanul Huda Winong. The study employed a qualitative method with a case study design. Data were collected through observation, interviews, and documentation from September 2025 to April 2026. The research subjects included the principal, classroom teacher, and parents of students. The findings revealed that the parent teaching program was conducted once a month based on agreements between the school and parents. The activities included introducing professions, cooking, sewing, gardening, and other educational activities. The program showed a positive influence on children’s development, especially in cognitive and socio-emotional aspects. Children became more active, confident, enthusiastic, and better able to understand learning materials through direct experiences and practical activities. In addition, the program strengthened the relationship between schools and families in supporting the learning process of early childhood education. However, the implementation of the program still faced challenges in scheduling because most parents were workers, so the activities were more often conducted at the end of the week. This study indicates that parental involvement in classroom learning can be an effective strategy for creating more interactive, contextual, and meaningful learning experiences for young children.
Pengaruh Kegiatan Seni Berbasis Budaya Lokal terhadap Kreativitas Anak Usia Dini di TK Sukma Nusa Bangsa Siti Hairin M. Wawo; Elva M. Sumirat; Febri Wanda Tongka; Yuliana Asiking; Tantri Adam
Jurnal Pendidikan Anak Usia Dini dan Kewarganegaraan Vol. 3 No. 2 (2026): Jurnal Pendidikan Anak Usia Dini dan Kewarganegaraan
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/paud.v3i2.1122

Abstract

This study aims to determine the effect of local culture-based art activities on student creativity at Sukma Nusa Bangsa Kindergarten. Creativity is an important aspect of early childhood development because it supports children’s ability to think imaginatively, express ideas, solve problems, and develop self-confidence. This study employed a quantitative approach using a one-group pre-test post-test design. The research subjects consisted of 10 kindergarten students who participated in a series of local culture-based art activities. Data were collected through observation and documentation techniques, while data analysis was conducted using the Wilcoxon Matched Pairs Test to determine differences between pre-test and post-test scores. The results showed a significant improvement in student creativity after the implementation of the intervention. The average pre-test score of 58.6 increased to 79.4 on the post-test, indicating an improvement of 20.8 points. Furthermore, the Wilcoxon test yielded a significance value of p = 0.005, which is lower than 0.05, leading to the rejection of H0 and acceptance of H1. These findings indicate that local culture-based art activities effectively enhance students’ creativity, particularly in expressing ideas, utilizing imagination, and producing creative works. Therefore, integrating local cultural elements into learning activities can serve as an effective strategy for fostering creativity in early childhood education.
Pengaruh Kegiatan Steam Sederhana terhadap Kreativitas Anak Usia Dini di TK Damhil Kota Gorontalo Elva M. Sumirat; Iyan Indriani; Sindi Adjaan; Laila Herdi; Cintami Anggriani Monggi; Adriana Moodiyato
Jurnal Pendidikan Anak Usia Dini dan Kewarganegaraan Vol. 3 No. 2 (2026): Jurnal Pendidikan Anak Usia Dini dan Kewarganegaraan
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/paud.v3i2.1123

Abstract

This study aims to determine the effect of simple STEAM activities on the creativity of early childhood at TK Damhil Gorontalo City. The research method used is quantitative with ex-post facto type, with 15 children as respondents consisting of 6 boys and 9 girls, selected through total sampling technique. The research instruments used were the STEAM Learning Implementation Scale and Early Childhood Creativity Scale which had been tested for validity and reliability. Data analysis was performed using simple linear regression with the SPSS version 26.0 program. The results showed that the implementation of STEAM activities was mostly in the low category (53.3%), while children's creativity was dominated by the moderate category (46.7%). The hypothesis test proves that there is a positive and significant effect of STEAM activities on children's creativity with F=3876.420 and p=0.000. The influence coefficient is 0.342 and the R Square value is 0.215, indicating that about 21.5% of the variation in children's creativity can be explained by STEAM activities. Based on the research results, it is suggested that teachers optimize the implementation of simple STEAM activities so that the creative potential of early childhood can develop optimally.
Hubungan Kegiatan Seni Rupa dengan Kemampuan Berfikir Kreatif Anak Usia Dini Elva M. Sumirat; Cahaya Putri Yunus; Aprilia Lahati; Siti Aisa Moha; Apni Indah K. Ajun; Sri Rahayu D. Kanoli
Jurnal Pendidikan Anak Usia Dini dan Kewarganegaraan Vol. 3 No. 2 (2026): Jurnal Pendidikan Anak Usia Dini dan Kewarganegaraan
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/paud.v3i2.1126

Abstract

This study aims to determine the relationship between art activities and creative thinking abilities in early childhood. The research employed a quantitative method with a descriptive correlational approach. A total of 30 parents and teachers were selected as respondents through purposive sampling techniques. Data were collected using structured observation sheets and five-point Likert scale questionnaires, then analyzed using the Pearson Product Moment correlation test. The results showed that children's art skills were mostly in the good category with the highest percentage of 33.3%, while children's creative thinking abilities were in the creative category with the highest percentage of 33.3%. The correlation analysis yielded a value of r = 0.81, indicating a very strong positive relationship between art activities and creative thinking abilities in early childhood. These findings suggest that the better children's involvement in art activities, the higher their creative thinking abilities. The results of this study emphasize the importance of implementing planned and continuous art activities as a strategy to optimally develop creative thinking abilities in early childhood.
Pengaruh Permainan Peran Terhadap Kemampuan Komunikasi Anak Usia Dini di TK Karya Bakti Mita Sari; Nisa Ayu Lestari; Siti Nurmala Karlos; Windi Cahyani Dasa; Rosnawati Poloding; Arifin Uduala
Jurnal Pendidikan Anak Usia Dini dan Kewarganegaraan Vol. 3 No. 2 (2026): Jurnal Pendidikan Anak Usia Dini dan Kewarganegaraan
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/paud.v3i2.1139

Abstract

Effect of role-playing on the social and communication skills of early childhood. Role-playing activities are rarely implemented in a structured manner in kindergarten, even though they are crucial for brain development, social skills, and language during the golden age. The study used a quantitative quasi-experimental method with a Nonequivalent Control Group Pretest-Posttest Design. A sample of 40 children aged 4-6 years at Herlina Kindergarten was divided into an experimental group given eight role-play sessions and a control group. Data were collected through Likert-scale pretest-posttest observations. The Mann-Whitney test results showed a significant effect: the experimental group's average score of 7.1105 was higher than the control group's 6.4625. Communication skills increased from very low (50%) to very high (97.5%) after treatment. Indicators that developed included speaking courage, expressing opinions, using new vocabulary, interacting with peers, empathy, and self-confidence. Conclusion: The role-playing method is effective in improving the social and communication skills of early childhood because it facilitates interaction, imagination, and problem-solving in a fun way.

Page 10 of 11 | Total Record : 103

 7   8   9   10   11 

Filter by Year

2024 2026


Reset
Filter By Issues
All Issue Vol. 3 No. 3 (2026): Jurnal Pendidikan Anak Usia Dini dan Kewarganegaraan Vol. 3 No. 2 (2026): Jurnal Pendidikan Anak Usia Dini dan Kewarganegaraan Vol. 3 No. 1 (2026): Jurnal Pendidikan Anak Usia Dini dan Kewarganegaraan Vol. 2 No. 4 (2025): Jurnal Pendidikan Anak Usia Dini dan Kewarganegaraan Vol. 2 No. 3 (2025): Jurnal Pendidikan Anak Usia Dini dan Kewarganegaraan Vol. 2 No. 3 (2025): Agustus : Jurnal Pendidikan Anak Usia Dini dan Kewarganegaraan Vol. 2 No. 2 (2025): Jurnal Pendidikan Anak Usia Dini dan Kewarganegaraan Vol. 2 No. 1 (2025): Jurnal Pendidikan Anak Usia Dini dan Kewarganegaraan Vol. 1 No. 4 (2024): November : Jurnal Pendidikan Anak Usia Dini dan Kewarganegaraan Vol. 1 No. 3 (2024): Agustus : Jurnal Pendidikan Anak Usia Dini dan Kewarganegaraan