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Erwin Eka Saputra
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E-MAS
Published by Universitas Sulawesi Tenggara
ISSN : -     EISSN : 30899869     DOI : 10. 91989
Core Subject : Education,
Education Other
Jurnal Edukasi dan Pembelajaran Anak Usia Dini memuat publikasi ilmiah hasil penelitian, studi kepustakaan, pengembangan model, dan praktik baik dalam bidang pendidikan dan pembelajaran anak usia dini. Fokus utama jurnal ini mencakup dua ranah utama: (1) edukasi secara umum di berbagai jenjang, dan (2) pembelajaran anak usia dini secara spesifik dan kontekstual. 1. Fokus dan Scope Bidang Edukasi Fokus: Bidang edukasi menitikberatkan pada pengkajian, pengembangan, dan inovasi dalam dunia pendidikan secara umum, yang mencakup teori pendidikan, manajemen pendidikan, kebijakan pendidikan, teknologi pendidikan, hingga profesionalisme tenaga pendidik pada berbagai jenjang pendidikan. Scope: Inovasi pembelajaran dan pendekatan pedagogis di berbagai jenjang pendidikan Pengembangan kurikulum dan evaluasi pembelajaran Teknologi dalam pendidikan (e-learning, media digital, aplikasi pembelajaran) Pendidikan karakter dan multikultural Manajemen pendidikan dan kepemimpinan sekolah Psikologi pendidikan dan bimbingan konseling Peningkatan kompetensi dan profesionalisme pendidik Kebijakan pendidikan dan tantangan pendidikan global Literasi dan Pengajaran 2. Fokus dan Scope Bidang Pembelajaran Anak Usia Dini (PAUD) Fokus: Pembelajaran anak usia dini berfokus pada pengembangan keilmuan dan praktik terbaik dalam mendidik anak usia 0–6 tahun secara holistik, menyenangkan, dan sesuai tahap perkembangan, dengan mengintegrasikan nilai budaya, karakter, dan literasi dasar. Scope: Perkembangan anak usia dini (kognitif, sosial-emosional, bahasa, motorik, moral) Strategi pembelajaran berbasis bermain, sentra, tematik, dan saintifik Literasi awal dan pemerolehan bahasa anak usia dini Media pembelajaran dan alat permainan edukatif (APE) Asesmen perkembangan anak melalui observasi dan portofolio Pembelajaran inklusif untuk anak berkebutuhan khusus Peran guru, orang tua, dan lingkungan dalam mendukung proses belajar anak Penguatan karakter dan integrasi kearifan lokal dalam pembelajaran PAUD Pengelolaan lembaga PAUD dan implementasi kebijakan pendidikan anak usia dini
Arjuna Subject : Umum - Umum
Articles 14 Documents
 1   2 
Teacher's Efforts In Improving Early Childhood's Symbolic Thinking Abilities Through Geometry Play Activities Aris Suziman; Rosnawati Rosnawati; Ode Yahyu Herliani Yusuf
Jurnal E-MAS (Edukasi dan Pembelajaran Anak Usia Dini) Vol. 1 No. 1 (2025): Edisi April 2025
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/e-mas.v1i1.24

Abstract

Symbolic thinking ability is one of the essential cognitive aspects that need to be developed from an early age. This study aims to explore the efforts of teachers in improving children's symbolic thinking skills through geometry play activities at TK Sangiantina, Kabaena Tengah Subdistrict, Bombana Regency. The research employs a qualitative approach with a classroom action research design. The research subjects consisted of 20 children from TK Sangiantina. Data collection was conducted through observation, documentation, and evaluation of geometry play activities. he evaluation results regarding the enhancement of symbolic thinking skills through geometry play activities indicate significant improvement. This is evident from the comparison of initial observation results before and after the intervention. Before the intervention, the percentage was 45% (9 out of 20 children), with 2 children categorized as "Developing Very Well" (BSB) and 7 children as "Developing as Expected" (BSH). In Cycle I, the percentage increased to 60% (12 out of 20 children), with 5 children in the BSB category and 7 in the BSH category. In Cycle II, the percentage rose further to 80% (16 out of 20 children), with 9 children categorized as BSB and 7 as BSH. In conclusion, symbolic thinking skills in Group B children can be enhanced through geometry play activities.
The Impact Of Montessori Based Learning On Early Childhood Cognitive And Social Development Erwin Eka Saputra
Jurnal E-MAS (Edukasi dan Pembelajaran Anak Usia Dini) Vol. 1 No. 1 (2025): Edisi April 2025
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/e-mas.v1i1.28

Abstract

Montessori based learning has been widely applied in early childhood education as an approach that emphasizes independence, exploration, and social interaction. This study aims to analyze the impact of the Montessori method on the cognitive and social development of early childhood based on a literature review of various previous studies. The results of the study indicate that the Montessori approach has a positive influence on cognitive development, especially in the aspects of logical thinking, problem solving, and learning independence. In addition, in the social aspect, this method improves cooperation, communication, and emotional regulation skills in children. The implications of this study indicate that the application of the Montessori method in PAUD can be an effective strategy in improving children's holistic development.
The Role Of Nature-Based Learning In Developing Early Childhood Creativity Suryadi Suryadi
Jurnal E-MAS (Edukasi dan Pembelajaran Anak Usia Dini) Vol. 1 No. 1 (2025): Edisi April 2025
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/e-mas.v1i1.29

Abstract

Nature based learning has become an increasingly popular approach in early childhood education due to its potential in stimulating children's creativity. This study aims to analyze the role of nature-based learning in developing early childhood creativity through a literature study. The method used is a literature review of various relevant studies and theories. The results of the study indicate that nature-based learning provides a multisensory experience that can enrich children's imagination and creativity. Exploratory activities such as playing with natural materials, observing natural phenomena, and interacting with the surrounding environment have been shown to improve children's creative thinking skills. In addition, nature-based learning also strengthens the social-emotional aspects that contribute to the development of creativity. The conclusion of this study shows that the integration of nature-based learning in the early childhood education curriculum is very necessary to optimize the development of children's creativity.
SKRINING PERKEMBANGAN ANAK USIA 4 – 6 TAHUN Amseke, Fredericksen Victoranto; Richard S. Tolang
Jurnal E-MAS (Edukasi dan Pembelajaran Anak Usia Dini) Vol. 1 No. 1 (2025): Edisi April 2025
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/e-mas.v1i1.30

Abstract

Child development is a process of change in a child towards the stage of maturity or maturity of physical and psychological functions that occurs within a certain period of time. Based on research at the Dahlia Christian Kindergarten, there are 3 out of 10 children who are still unable to retell the video they have watched, walking on tiptoe with both hands on their hips 3 meters away, catching and throwing a small ball 5 meters away. At the Dahlia Christian Kindergarten, there has never been an early growth and development detection test. The purpose of this writing is to determine the development of children aged 4-6 years at the Dahlia Christian Kindergarten in 2023. This research design uses descriptive quantitative methods. The research sample was children aged 4-6 years at the Dahlia Christian Kindergarten. This research was conducted at the Dahlia Christian Kindergarten using the Pre-Developmental Screening Questionnaire (KPSP). The results of the research found that the development category was appropriate as much as (70%), the development category was doubtful as much as (50%). The deviation development category is (30%). Nearly half of respondents were in the developmentally appropriate category. Advice for mothers and fathers is to always be more active in providing stimulation to children through gross motor skills and language so that children's development can take place more optimally.
Early Childhood Character Education In The Perspective Of Independent Curriculum Nopiana Nopiana
Jurnal E-MAS (Edukasi dan Pembelajaran Anak Usia Dini) Vol. 1 No. 1 (2025): Edisi April 2025
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/e-mas.v1i1.31

Abstract

Early childhood character education is the main foundation in forming a good personality and integrity. The Independent Curriculum provides flexible space for educators to develop character-based learning according to the needs of students. This literature study aims to analyze the concept of early childhood character education from the perspective of the Independent Curriculum and its implications for educational practices in Indonesia. Using the literature study method, this study examines various academic sources related to the implementation of character education, the approaches used, and the challenges faced in its implementation. The results of the study show that the Independent Curriculum emphasizes child-centered learning, differentiation in learning, and character strengthening through project-based activities. Character education in this curriculum emphasizes moral, ethical, and social values ​​that are introduced contextually to children. In addition, the role of teachers and parents is a key factor in the successful implementation of character education. This study recommends intensive training for educators and policy support that strengthens character education from an early age.
Profesionalisme Pendidik Paud Dalam Membangun Fondasi Pendidikan Karakter Anak Usia Dini Hasbi Hasbi
Jurnal E-MAS (Edukasi dan Pembelajaran Anak Usia Dini) Vol. 1 No. 2 (2025): Edisi Juli 2025
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/e-mas.v1i2.229

Abstract

Early childhood education (PAUD) has a strategic role in forming the foundation of children's character from an early age. In this context, the professionalism of PAUD educators is the main factor that determines the quality of character learning. Professionalism includes pedagogical, personality, social, and professional competencies that synergistically support the process of internalizing character values ​​in children. This literature study aims to examine various research results and current theories that discuss the relationship between the professionalism of PAUD educators and the development of early childhood character. This study was conducted through literature analysis from relevant national and international journals over the past five years. The results of the study show that professional PAUD educators are able to create a conducive learning environment, apply a holistic learning approach, and be role models in behavior. In addition, educators' understanding of the psychological development of early childhood is very important in instilling values ​​such as honesty, responsibility, empathy, and discipline. This study recommends strengthening ongoing training for PAUD educators so that they are able to develop contextual and value-based character learning strategies. In conclusion, the professionalism of PAUD educators contributes significantly to building the foundation of early childhood character education optimally.
Peran Model Pembelajaran Berbasis Proyek Dalam Mendorong Perkembangan Kognitif Anak Usia Dini Sri Jumiaty Permatasari; Itsnain Alfajri Husain; Chairan Zibar L. Parisu
Jurnal E-MAS (Edukasi dan Pembelajaran Anak Usia Dini) Vol. 1 No. 1 (2025): Edisi April 2025
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/e-mas.v1i1.230

Abstract

The project-based learning model (PjBL) has become one of the relevant approaches in early childhood education because it provides space for exploration, direct experience, and active participation of children in the learning process. This study aims to theoretically examine how the application of PjBL can encourage the cognitive development of early childhood. Through the literature study method of various scientific sources published in the last five years (2020–2025), it was found that the application of PjBL consistently correlates with increased cognitive functions such as critical thinking skills, observation, classification, reflection, and early literacy. Project activities allow children to be involved in direct observation of objects, make predictions, organize categories, and convey ideas verbally and visually. In addition, PjBL also encourages children's independence in decision-making and the development of creativity in completing simple tasks independently. Simple projects such as environmental exploration, making creative products, and simulating social roles have been shown to stimulate children's logical and systematic thinking skills. The role of the teacher as a facilitator is crucial in designing projects that are appropriate to the child's developmental stage and interests. The conclusion of this study shows that PjBL is not only an effective method in strengthening cognitive aspects, but also provides an important foundation for children's readiness in facing learning at the elementary education level. This approach is also in line with the spirit of 21st century learning which emphasizes collaboration, creativity, and problem solving.
Gender Equality In Early Childhood Education: A Literature Review Of Global Practices and Challenges Andi Al Muhammad Ardiansyah; Saqjuddin Saqjuddin
Jurnal E-MAS (Edukasi dan Pembelajaran Anak Usia Dini) Vol. 1 No. 2 (2025): Edisi Juli 2025
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/e-mas.v1i2.240

Abstract

Gender equality in Early Childhood Education (ECE) is a fundamental aspect of building an inclusive and just society from the earliest stages of life. This literature review aims to examine global practices and challenges related to gender equality in ECE, with a particular focus on how gender stereotypes are formed and reinforced in early learning environments. Using a systematic literature review (SLR) approach, this study analyzes 25 recent peer-reviewed articles and policy documents published between 2019 and 2024, sourced from reputable academic databases and institutional reports. The findings reveal that gender bias is often reproduced in teaching materials, classroom interactions, and role modeling, largely due to a lack of teacher awareness and insufficient gender-sensitive pedagogy. Moreover, the dominance of female educators and the underrepresentation of male teachers in ECE contribute to limited gender role diversity for children. Cultural and social norms, particularly in traditional societies, further hinder the promotion of gender equality in early education. In contrast, several countries, particularly in Scandinavia and Canada, have successfully implemented inclusive gender pedagogies supported by policy and teacher training. This study emphasizes the urgent need for integrating gender equality into ECE curricula, enhancing teacher competence, and developing national policies that support equitable and inclusive early learning. The implications highlight the importance of transforming early childhood settings into spaces that actively deconstruct gender stereotypes and promote fairness and diversity from the outset of a child's educational journey.
Peran Orang Tua Dalam Stimulasi Perkembangan Bahasa Anak Usia 3–5 Tahun Anidi Anidi; Fernandes Arung; Chairan Zibar L. Parisu; Arna Juwairiyah
Jurnal E-MAS (Edukasi dan Pembelajaran Anak Usia Dini) Vol. 1 No. 1 (2025): Edisi April 2025
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/e-mas.v1i1.255

Abstract

Language development is one of the important aspects in the growth and development of early childhood, especially in the age range of 3-5 years which is a critical period in the formation of communication skills. Parents, as the first and main educators for children, have a strategic role in providing appropriate stimulation to support children's language development. This literature study aims to explore various scientific findings that discuss parental involvement in stimulating children's language through daily interactions, reading habits together, educational games, and the use of appropriate digital media. The method used in this study is a literature review from various relevant national and international journals in the period 2018 to 2024. The results of the study show that active parental involvement, either through two-way communication, play activities, or the habit of reading stories, greatly influences children's vocabulary, syntax, and speaking skills. On the other hand, lack of stimulation or passive communication patterns can significantly inhibit language development. Therefore, it is important for parents to get education about effective language stimulation strategies according to the child's developmental stage. This study recommends the importance of collaboration between parents, educators, and child health workers in creating a conducive linguistic environment for early childhood.
Tantangan Dan Solusi Dalam Implementasi Kebijakan Pendidikan Anak Usia Dini Di Kabupaten Tuban Kurniawan, Satunggale; Ahmad Zainul Ihsan Arif
Jurnal E-MAS (Edukasi dan Pembelajaran Anak Usia Dini) Vol. 1 No. 2 (2025): Edisi Juli 2025
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/e-mas.v1i2.262

Abstract

This study aims to identify key challenges and formulate strategic solutions for implementing Early Childhood Education (ECE) policy in Tuban Regency, East Java. Employing a descriptive qualitative approach, data were collected through in-depth interviews, participatory observation, and document analysis involving PAUD institutions, stakeholders, and local communities. The findings reveal several significant challenges, including inadequate infrastructure, low qualifications and competencies of educators, limited budget allocations, and low community awareness and participation. Discrepancies between national policies and regional readiness further hinder effective policy implementation. Nevertheless, initiatives such as teacher training, the development of Holistic Integrative PAUD, and institutional mentoring have shown promising potential. This study recommends strengthening cross-sectoral collaboration, providing continuous training programs, ensuring equitable funding, and conducting massive public awareness campaigns. The results underline the importance of adaptive and participatory approaches in the successful implementation of locally contextualized PAUD policies. These findings are expected to contribute to more effective and sustainable policy formulation for inclusive and quality early childhood education development in local regions.

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