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JURNAL EDUKASI DAN PEMBELAJARAN ANAK USIA DINI
Published by Universitas Sulawesi Tenggara
ISSN : -     EISSN : 30899869     DOI : 10.64690
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 16 Documents
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Search results for , issue "vol. 2 no. 1 (2026)" : 16 Documents clear
Analisis Intensitas Penggunaan Gadget Dan Pendampingan Orang Tua Dalam Meningkatkan Daya Retensi Hafalan Surat (Studi Kasus Di Satuan Pendidikan Anak Usia Dini Guna Bakti Mandiri) Isti Komariah
Jurnal E-MAS (Edukasi dan Pembelajaran Anak Usia Dini) Vol. 2 No. 1 (2026)
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/e-mas.v2i1.690

Abstract

This study aims to analyze the relationship between gadget use intensity, parental guidance, and memorization ability of short surahs in early childhood. The study used a descriptive qualitative approach and was conducted at the Guna Bakti Mandiri Early Childhood Education Center (PAUD) from March to April 2026. The subjects were 18 children aged 5–6, four teachers as supporting informants, and parents as additional informants. Data collection techniques included observation, semi-structured interviews, documentation, and open-ended questionnaires. Data analysis employed the Miles and Huberman interactive model through data reduction, data presentation, and conclusion drawing. The results showed that children's gadget use intensity was high, dominated by digital entertainment activities. Children with high levels of gadget use tended to have low memorization retention, characterized by difficulty focusing, being easily distracted, and frequently forgetting. Conversely, children with moderate levels of gadget use, accompanied by active parental guidance, demonstrated better and more stable memorization retention. Meanwhile, low levels of gadget use did not automatically result in high retention due to the lack of guidance and minimal repetition of memorization. These findings indicate that retention is influenced by the interaction between the intensity of gadget use, the quality of parental guidance, and other factors such as concentration, attention, and frequency of repetition. The implications of this study emphasize the importance of active parental guidance and educational management of gadget use. This research contributes to the understanding that gadget use can have a positive impact when managed appropriately to support early childhood learning.
Implementasi Pendekatan Child-Centered Learning dalam Pengembangan Pembelajaran Pendidikan Anak Usia Dini (PAUD) Nur Azizah; Aris Suziman
Jurnal E-MAS (Edukasi dan Pembelajaran Anak Usia Dini) Vol. 2 No. 1 (2026)
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/e-mas.v2i1.718

Abstract

The child-centered learning approach is a pedagogical strategy that positions children as the central subjects in the learning process. This study aims to examine the concept, principles, and implementation of the child-centered learning approach in Early Childhood Education (PAUD). The method used is a literature review by analyzing various sources such as scientific journals, books, and documents related to early childhood education. This study specifically focuses on the implementation of the child-centered learning approach in the development of learning in Early Childhood Education (PAUD). The results of the study indicate that this approach provides opportunities for children to actively explore the environment, develop creativity, and build knowledge based on direct experience. Teachers act as facilitators who support children's needs and interests. In addition, child-centered learning can also improve aspects of holistic development, including cognitive, social-emotional, language, and motor skills. However, its implementation still faces several challenges such as limited teacher understanding, inadequate facilities, and a less-than-ideal teacher-to-child ratio. Therefore, ongoing training for educators and support from various parties are needed to optimize the implementation of this approach. In conclusion, child-centered learning is an effective approach in improving the quality of learning in PAUD because it provides space for children to develop according to their potential and characteristics.
Perkembangan Kognitif Anak Usia Dini Melalui Pembelajaran Berbasis Lingkungan Nur Rahma Azlinda; Sri Jumiaty Permatasari
Jurnal E-MAS (Edukasi dan Pembelajaran Anak Usia Dini) Vol. 2 No. 1 (2026)
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/e-mas.v2i1.719

Abstract

Early childhood cognitive development is a crucial aspect in shaping children’s ability to think, understand, and solve problems. One effective approach to support this development is environment-based learning. This study aims to review various literature sources regarding the role of the environment as a learning medium in enhancing early childhood cognitive abilities. The method used is a qualitative literature review by analyzing scientific journals, books, and relevant previous studies. This review focuses on synthesizing theoretical and empirical findings on the contribution of environment-based learning to early childhood cognitive development. The findings indicate that both natural and social environments provide direct learning experiences that stimulate children’s curiosity, improve observation skills, and strengthen critical and creative thinking. Environment-based learning also enables children to learn in a contextual manner, making concepts easier to understand and remember. In addition, interaction with the environment supports language development, classification skills, and simple problem-solving abilities. Teachers play an important role in designing and facilitating learning activities that effectively utilize the surrounding environment in accordance with children’s developmental stages. The success of this approach largely depends on teachers’ ability to create meaningful and developmentally appropriate learning experiences. Thus, environment-based learning is an effective strategy for promoting holistic cognitive development in early childhood. The implication of this study suggests that integrating environmental contexts into learning activities should be systematically implemented in early childhood education to optimize cognitive stimulation through experiential learning.
Pendekatan Bermain Kreatif sebagai Metode Pembelajaran pada Anak Usia Dini Monika Rahel; Itsnain Alfajri Husain
Jurnal E-MAS (Edukasi dan Pembelajaran Anak Usia Dini) Vol. 2 No. 1 (2026)
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/e-mas.v2i1.723

Abstract

The creative play approach is an essential learning method in early childhood education as it supports children’s holistic development. This study aims to analyze the implementation of the creative play approach in early childhood education through a literature review of scientific sources, books, and educational journals. The method used is library research involving the collection and analysis of relevant literature on creative play, child development, and early childhood education strategies. The results indicate that the creative play approach contributes to the development of children’s cognitive, social-emotional, language, motor, and creativity skills. More importantly, the findings suggest that creative play functions as an integrative learning approach that simultaneously stimulates multiple domains of child development rather than isolated skills. In addition, creative play enhances children’s self-confidence, problem-solving skills, and social interaction during learning activities. Teachers play a crucial role as facilitators in creating a joyful learning environment that supports children’s exploration. The use of varied learning media also supports the effectiveness of this approach. Furthermore, learning based on creative play makes children more active, enthusiastic, and able to understand learning materials more easily compared to conventional learning methods. Thus, the creative play approach can be considered an effective learning method in early childhood education as it aligns with children’s natural learning characteristics, which emphasize learning through play.
Penerapan Media Wordwall Untuk Meningkatkan Fokus Anak ADHD Dalam Pembelajaran Inklusif Aslamiyah Aslamiyah; Ahmad Khoiri; Vava Imam Agus Faisal
Jurnal E-MAS (Edukasi dan Pembelajaran Anak Usia Dini) Vol. 2 No. 1 (2026)
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/e-mas.v2i1.741

Abstract

This study aims to describe the application of Wordwall media in inclusive learning and analyze its role in improving the learning focus of children with ADHD at SC Klab Wonosobo Kindergarten. This study uses a qualitative method with a descriptive approach. The subjects of the study were children with ADHD with hyperactive and inattentive characteristics, while informants consisted of the principal, class teachers, and assistant teachers. Data collection techniques included observation, interviews, and documentation. Data analysis was carried out through the stages of data reduction, data presentation, and drawing conclusions using source triangulation techniques and techniques to ensure data validity. The results showed that before the application of Wordwall media, children with ADHD had difficulty maintaining focus, were easily distracted, and were less active in learning. After the application of Wordwall media in core learning activities, there were significant changes in learning behavior, namely increased focus, enthusiasm, active participation, and involvement of children in learning activities. Wordwall media, which is based on interactive games with visual elements, audio, and quiz activities, has been proven to be able to create a more enjoyable and interesting learning atmosphere for children. In addition, this media also contributes to children's social development through activities such as waiting for turns, working together, and obeying game rules. The success of implementing wordwalls is influenced by conducive classroom conditions, educator competence, and collaboration between the classroom teacher and the assistant teacher. Therefore, wordwalls can be an effective interactive learning tool to support inclusive learning for children with ADHD in early childhood education.
Revitalisasi Pembelajaran Bahasa melalui Pendekatan Sosiolinguistik untuk Penguatan Literasi dan Karakter Peserta Didik Indramini Indramini
Jurnal E-MAS (Edukasi dan Pembelajaran Anak Usia Dini) Vol. 2 No. 1 (2026)
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/e-mas.v2i1.750

Abstract

Revitalizing language learning has become an urgent need in the era of globalization and digitalization, particularly in addressing the challenges of low literacy skills and weakening student character. This article aims to examine the role of a sociolinguistic approach in revitalizing language learning to strengthen students’ literacy and character in educational settings. This study employed a literature review method by analyzing various scientific sources related to sociolinguistics, language learning, literacy, and character education. The findings indicate that a sociolinguistic approach provides significant contributions to language learning because it connects language use with students’ social, cultural, and real-life communication contexts. As a result, language learning becomes more contextual, meaningful, and interactive. In addition, this approach improves students’ literacy skills, including reading, writing, and communication literacy, through the understanding of language variation, register, and the social functions of language. From the perspective of character education, sociolinguistics contributes to the development of polite language attitudes, tolerance toward linguistic diversity, and the strengthening of cultural identity. Therefore, sociolinguistic-based language learning revitalization is not only oriented toward cognitive development, but also toward students’ affective and social development. This article recommends integrating sociolinguistic approaches into curricula and language learning practices as an innovative strategy to improve the quality of language education in Indonesia.
Upaya Meningkatkan Kemampuan Memegang Pensil Sebagai Dasar Kesiapan Menulis Melalui Kegiatan Stimulasi Motorik Halus Pada Anak Usia 5-6 Tahun Kelompok B TK Gelar Winaya Cibeber Leni Herawati; Eva Manfaatin Kartadinata; Ika Rustika Zainah
Jurnal E-MAS (Edukasi dan Pembelajaran Anak Usia Dini) Vol. 2 No. 1 (2026)
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/e-mas.v2i1.803

Abstract

Pencil-holding ability is an important foundation for early writing readiness, yet many children still show weak finger position, unstable grip, and poor pressure control when using writing tools. This study aimed to improve pencil-holding ability as a basis for writing readiness through fine motor stimulation activities among children aged five to six years in Group B at Gelar Winaya Kindergarten, Cibeber. This study used classroom action research with two cycles. Each cycle included planning, action, observation, and reflection. The participants were twenty-five children. Data were collected through observation checklists, documentation, teacher interviews, and field notes. The intervention used structured fine motor activities, including squeezing clay, picking up grains, drawing on banana leaves, painting on dry sand with twig brushes, using mini bamboo chopsticks, and tracing simple geometric patterns. The results showed a clear improvement in children’s pencil-holding ability. The proportion of children who reached the expected and very good development categories increased from 16 percent in the pre-cycle to 44 percent in the first cycle and 84 percent in the second cycle. The study concludes that fine motor stimulation using simple natural and local materials can effectively improve tripod grip, grip stability, pressure control, and early writing readiness.
Guided Play Sebagai Pendekatan Pedagogis Dalam Menjembatani STPPA Dan Capaian Pembelajaran PAUD (Studi Kasus Di RA Al-Istiqomah Kecamatan Cibeber Kabupaten Cianjur) Asri Widianti; Eva Manfaatin Kartadinata; Ika Rustika Zainah
Jurnal E-MAS (Edukasi dan Pembelajaran Anak Usia Dini) Vol. 2 No. 1 (2026)
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/e-mas.v2i1.804

Abstract

Play is a central learning medium in early childhood education, yet classroom practice often turns play into a teacher-controlled activity that limits children’s choices and social exploration. This study aims to describe guided play as a pedagogical approach that connects child development standards with early childhood learning outcomes at RA Al-Istiqomah, Cibeber District, Cianjur Regency. This research used a qualitative case study approach. Data were collected through classroom observation, interviews with the teacher and school principal, and learning documentation. The findings show that guided play was implemented through planning, classroom practice, and evaluation. The teacher selected learning outcomes, identified relevant child development aspects, and designed play activities such as block puzzles and collaborative play. During play, the teacher acted as a facilitator by preparing the environment, setting rules with children, asking guiding questions, providing scaffolding, and reinforcing positive behavior. Guided play supported children’s prosocial development, especially sharing, taking turns, helping peers, showing empathy, and cooperating. The study concludes that guided play can help teachers translate curriculum documents into meaningful play experiences while supporting children’s social-emotional growth.
Penerapan Model Pembelajaran Sentra Terhadap Perkembangan Kemampuan Sosial Emosional Anak Usia Dini Yeni Patriziana Regina Penuam; Rini Sansindi Taneo; Naomi Pitay; Nirlen Betti; Enderikanihu Fallo; Fredericksen Victoranto Amseke
Jurnal E-MAS (Edukasi dan Pembelajaran Anak Usia Dini) Vol. 2 No. 1 (2026)
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/e-mas.v2i1.828

Abstract

Early Childhood Education represents a critical period that significantly influences children's future development, particularly social-emotional development, which is essential for learning success and social interaction. This study aimed to measure the level of social-emotional development among children aged 4–6 years and to analyze the influence of the center-based learning model on their social-emotional development at PAUD Efrata Karisin, Kupang Regency, East Nusa Tenggara. The study employed a quantitative approach with an ex post facto design. The population and sample consisted of 20 children selected through total sampling. Data were collected using observation sheets, teacher interviews, and learning activity documentation. Data were analyzed using descriptive statistics and simple linear regression. The findings revealed that most children’s social-emotional development was in the low category (45%). Interview results further indicated that some children still experienced difficulties in taking turns, sharing, and resolving conflicts with peers. Hypothesis testing demonstrated a positive and significant effect of the center-based learning model on children’s social-emotional development, with a contribution of 6.4%. These findings suggest that the implementation of center-based learning, which aligns with the principles of meaningful, mindful, and joyful learning, contributes positively to children’s social-emotional development. However, greater consistency in implementing the learning model, along with active parental involvement, is needed to optimize developmental outcomes.
Penerapan Model Deep Learning Terhadap Pembentukan Karakter Tanggung Jawab Anak Usia Dini Yeti Anggiani Baun; Sri Mariani Lomi Wadu; Apriani Yakoba Asamani; Novriana Yanti Manafe; Sara Lodia Selly; Dominikus Lau; Fredericksen Victoranto Amseke
Jurnal E-MAS (Edukasi dan Pembelajaran Anak Usia Dini) Vol. 2 No. 1 (2026)
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/e-mas.v2i1.836

Abstract

Early childhood education plays a fundamental role in optimizing children's development during the golden age through holistic and integrated learning experiences. One of the current learning approaches that emphasizes meaningful, mindful, and joyful learning is the deep learning model. However, empirical evidence regarding its contribution to the development of responsibility character in early childhood remains limited. Therefore, this study aimed to examine the effect of the deep learning model on the development of responsibility character among children aged 5–6 years at PAUD Diaspora Danau Ina, Kupang City. This study employed a quantitative approach with an ex-post facto design. The respondents consisted of 26 children selected using purposive sampling. Data were collected using questionnaires measuring the implementation of the deep learning model and the development of responsibility character. The data were analyzed using descriptive statistics and simple linear regression with SPSS version 25.0. The results revealed that the implementation of the deep learning model was predominantly in the high category (46%), followed by the moderate (35%) and low (19%) categories. Likewise, the development of responsibility character was mostly in the high category (51%), followed by the moderate (25%) and low (24%) categories. The regression analysis demonstrated that the deep learning model had a positive and significant effect on the development of responsibility character (R = 0.444; R² = 0.197; F = 5.906; p = 0.023), indicating that the model contributed 19.7% to the formation of responsibility character, while the remaining 80.3% was influenced by other factors. These findings suggest that the deep learning model can serve as an effective learning approach to strengthen responsibility character in early childhood through active, meaningful, and enjoyable learning experiences, thereby contributing to character education practices in early childhood education institutions.

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