cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Erwin Eka Saputra
Contact Email
anakbangsajurnalsultra@gmail.com
Phone
+628553223383
Journal Mail Official
anakbangsajurnalsultra@gmail.com
Editorial Address
JLN. KAPTEN PIERE TENDEAN NO. 109 A BARUGA
Location
Kota kendari,
Sulawesi tenggara
INDONESIA
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 14 Documents
 1   2 
Search results for , issue "vol. 2 no. 2 (2026)" : 14 Documents clear
The Implementation Of Social Interaction Based Morning Circle To Foster Early Childhood Self Confidence Fathimah Nur Yasmin; Ahmad Khoiri; Vava Imam Agus Faisal
Jurnal E-MAS (Edukasi dan Pembelajaran Anak Usia Dini) Vol. 2 No. 2 (2026)
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/e-mas.v2i2.765

Abstract

Self-confidence is an essential aspect of early childhood social-emotional development; however, many children still demonstrate passive behavior and hesitation in expressing themselves during classroom activities. This study aimed to describe the implementation of a social interaction-based morning circle, identify the challenges encountered, and analyze its impact on children’s self-confidence development. The research employed a qualitative descriptive approach and was conducted at RA Masyithoh 02 Sirau, Banyumas. Data were collected through observation, semi-structured interviews, and documentation involving the principal, classroom teacher, and Group B children. The findings showed that the morning circle was implemented as a daily classroom routine consisting of greeting and welcoming activities, prayer and warm-up sessions, interactive core activities, theme introduction, and positive reinforcement. The implementation was conducted in a structured and consistent manner. Several challenges were identified, including differences in children’s characteristics, unequal participation levels, and children’s mood in the morning. Teachers addressed these challenges through engaging activities, guiding questions, simple games, and reinforcement strategies. The results indicated that the morning circle contributed positively to children’s self-confidence, reflected in their increased willingness to speak, answer questions, participate in group discussions, and interact with peers. The improvement occurred gradually through continuous practice and social interaction in a supportive classroom environment. Therefore, a social interaction-based morning circle can be considered an effective and practical strategy for fostering self-confidence in early childhood education settings and contributes to strengthening social-emotional learning practices in the classroom.
The Implementation Of The Discovery Learning Model In Early Childhood Thematic Learning To Enhance Children’s Imagination At Tk Pertiwi 2 Deroduwur, Wonosobo Wajriati Wajriati; Ahmad Khoiri; Vava Imam Agus Faisal
Jurnal E-MAS (Edukasi dan Pembelajaran Anak Usia Dini) Vol. 2 No. 2 (2026)
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/e-mas.v2i2.766

Abstract

This study was motivated by the low imaginative ability of Group B children at TK Pertiwi 2 Deroduwur Wonosobo, which was reflected in passive behavior, lack of confidence, and a tendency to imitate their peers’ work during learning activities. The research aimed to examine the effectiveness of the Discovery Learning model in improving children’s imagination through thematic learning activities based on exploration. The study employed a quantitative experimental approach using a One Group Pretest-Posttest Design involving 15 kindergarten children. Data were collected through observation, documentation, and pretest-posttest assessments measuring fluency, flexibility, originality, and elaboration aspects of imagination. The findings revealed a significant improvement in children’s imaginative abilities after the implementation of discovery-based learning. The average score increased from 1.85 in the pretest to 3.33 in the posttest. Furthermore, the N-Gain result reached 0.702, categorized as high or effective. Therefore, the Discovery Learning model was proven effective in enhancing early childhood imagination and creativity through environmental exploration activities. These results indicate that discovery-based thematic learning not only improves quantitative achievement scores but also supports the development of creative thinking skills in early childhood education.
The Relationship Between Gadget Use And Social Interaction Skills Of Children Aged 5–6 Years At TPP Cahaya Insan Cendekia Kindergarten, Bandar Lampung Putri Maharani; Gian Fitria Anggraini; Nopiana Nopiana
Jurnal E-MAS (Edukasi dan Pembelajaran Anak Usia Dini) Vol. 2 No. 2 (2026)
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/e-mas.v2i2.767

Abstract

This study aims to determine the relationship between gadget use and social interaction skills of children aged 5–6 years. This research uses a quantitative approach with a correlational design. The sample consisted of 62 children from three classes at TK TPP Cahaya Insan Cendekia. Data were collected using a Likert-scale questionnaire and supported by observation. The results showed that gadget use was in the low category (81%), while children's social interaction skills were in the high category (90%). The Pearson Product Moment correlation test showed a correlation coefficient of –0.302 with a significance value of 0.017 (p < 0.05), indicating a significant relationship between gadget use and children's social interaction skills. Findings of the study confirm that there is a significant negative relationship between the two variables. The study concludes that the relationship is negative, meaning that higher gadget use tends to reduce children's social interaction skills. This indicates that increased exposure to gadgets may contribute to lower social interaction abilities in early childhood. Therefore, proper supervision of gadget use is necessary to support children's social development. Parental and educational control is essential to ensure balanced use of digital technology and optimal social development in children.
Teachers’ Strategies In Managing Learning For Early Childhood Students From Diverse Religious Backgrounds At Tk Kalibening 2 Wonosobo Khusnul Musyarofah; Bambang Sugiyanto; Robingun Suyud El Syam
Jurnal E-MAS (Edukasi dan Pembelajaran Anak Usia Dini) Vol. 2 No. 2 (2026)
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/e-mas.v2i2.771

Abstract

This study was motivated by the religious diversity among students at TK Kalibening 2 Wonosobo, which requires teachers to implement inclusive learning practices and foster tolerance from an early age. The study aimed to analyze teachers’ strategies in managing learning activities involving children from different religious backgrounds. This research employed a qualitative approach with a descriptive design. The research subjects consisted of the principal, teachers, and parents. Data were collected through observation, interviews, and documentation. Data validity was ensured through source and technique triangulation, while data analysis followed the Miles and Huberman model, including data reduction, data display, and conclusion drawing. The findings revealed that teachers implemented habituation, role modeling, collaborative play, storytelling, singing, and question-and-answer activities to promote tolerance among children. Learning activities were planned through inclusive and general approaches that accommodated students from different religious backgrounds. During Islamic religious activities, non-Muslim students were provided with alternative activities under teacher supervision. The main challenges included teachers’ limited knowledge of non-Muslim religions, the lack of diversity-based learning training, and young children’s limited understanding of religious differences. These challenges were addressed through communication with parents, teacher supervision, and simple explanations regarding religious diversity. The study found that tolerance can be effectively developed through daily interactions, habituation, and inclusive learning experiences. The novelty of this research lies in its focus on teachers’ strategies for managing learning in an early childhood classroom with students from different religious backgrounds. The findings contribute to the development of multicultural and inclusive education practices in early childhood education.
The Utilization Of Outing Class Activities As A Contextual Learning Medium For Young Children In Strawberry Fields Dewanty Sukma Dewi; Ahmad Khoiri; Nugroho Prasetya Adi
Jurnal E-MAS (Edukasi dan Pembelajaran Anak Usia Dini) Vol. 2 No. 2 (2026)
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/e-mas.v2i2.782

Abstract

This study aims to describe the optimization of outing class activities as a contextual learning medium for early childhood education conducted at a strawberry field in Binangun Village, Kertek District. This research highlights a contextual learning model based on local agricultural potential as a novel approach in early childhood education. The research employed a qualitative descriptive approach. Data were collected through observations, interviews, and documentation involving the principal, teachers, students, and strawberry field managers as research informants. The data were analyzed using the stages of data reduction, data display, and conclusion drawing. The findings revealed that outing class activities were implemented through three stages: opening activities, core activities, and closing activities. Children actively participated in observing, planting, caring for, and harvesting strawberry plants. These activities provided direct and meaningful learning experiences that contributed to the development of children's cognitive, motor, language, social-emotional, and creativity skills. The results indicate that integrating contextual learning with real-life agricultural environments significantly enhances children's active engagement and learning experiences. Supporting factors included an adequate agricultural environment, teachers' support, and students' enthusiasm. Meanwhile, inhibiting factors consisted of weather conditions, limited time allocation, and the need for more intensive supervision during outdoor activities. Therefore, outing class activities proved to be an effective contextual learning medium for early childhood education by connecting learning materials with real-life experiences. This study contributes to the development of contextual, environment-based learning strategies by optimizing local potential as an innovative learning resource in early childhood education.
Integration Of The Dieng Culture Festival "DCF" In Early Childhood Character Education In Dieng Kulon, Banjarnegara Nur Syah Azzahra; Darul Muntaha; Sri Haryanto
Jurnal E-MAS (Edukasi dan Pembelajaran Anak Usia Dini) Vol. 2 No. 2 (2026)
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/e-mas.v2i2.789

Abstract

This study aims to analyze the integration of Dieng Culture Festival (DCF) values in Early Childhood Education (ECE) and its contribution to children’s character development in Dieng Kulon Village, Banjarnegara. The research employed a qualitative descriptive approach. Data were collected through observation, in-depth interviews, and documentation involving ECE teachers, community leaders, and parents. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña, including data condensation, data display, and conclusion drawing. The findings indicate that DCF embodies strong cultural values such as religiosity, cooperation, care, tolerance, and respect for local traditions, which are manifested in rituals, cultural parades, and artistic performances. These values are integrated into ECE learning through contextual, participatory, and play-based approaches, enabling children to learn through direct and meaningful experiences. Learning activities include cultural simulations, movement-based art activities, and exploration using loose parts derived from natural materials such as stones, leaves, and other environmental objects. The results show that DCF-based learning positively influences children’s cognitive, social, emotional, and motor development. Children demonstrate stronger cultural identity, improved social interaction, increased empathy, tolerance toward diversity, as well as enhanced creativity and self-confidence through active participation in learning activities. The study concludes that integrating local cultural values such as DCF into ECE is an effective and contextual strategy for holistic character development and meaningful early learning experiences. The study contributes to the development of culturally responsive ECE pedagogy by positioning local cultural heritage as a contextual learning resource for early childhood character education.
Challenges Of Parents In Fostering Environmental Care Character Through Family-Based Waste Management Practices Among Young Children Yunira Yunda Riswanti; Eva Manfaatin Kartadinata; Ika Rustika Zainah
Jurnal E-MAS (Edukasi dan Pembelajaran Anak Usia Dini) Vol. 2 No. 2 (2026)
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/e-mas.v2i2.797

Abstract

Environmental awareness in early childhood is often introduced at school, but daily habits at home do not always support the same values. This gap makes the role of parents important, especially in guiding children through simple household practices related to waste. This study aims to describe the problems faced by parents in cultivating environmental care character through family-based waste handling habits in early childhood. This research used a descriptive qualitative approach at Ma’arif Kindergarten, Kertajadi Village, Cidaun District, Cianjur Regency. Data were collected through observation, interviews, and documentation involving parents, teachers, and the school principal. The data were analyzed through data reduction, data presentation, and conclusion drawing, while validity was strengthened through source and technique triangulation. The findings show that parents have introduced children to cleanliness habits, such as throwing waste in the bin and keeping the house tidy. However, several problems remain, including limited parental understanding of waste sorting, inconsistent role modelling, limited facilities at home, low child involvement in waste handling, and weak continuity between school and family habits. This study concludes that environmental care character in early childhood requires consistent parental guidance, practical facilities, and stronger cooperation between school and family.
Enhancing Pre Reading Interest Through The Smart Floor Educational Play Tool In Early Childhood Education Alya Noerohmah; Eva Manfaatin Kartadinata; Ika Rustika Zainah
Jurnal E-MAS (Edukasi dan Pembelajaran Anak Usia Dini) Vol. 2 No. 2 (2026)
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/e-mas.v2i2.802

Abstract

Early reading interest in young children often decreases when literacy activities rely on teacher-centered instruction and repetitive worksheets. This study aimed to improve the pre-reading interest and skills of children aged 5–6 years through the use of the Smart Floor educational play tool. The study addresses the need for innovative, play-based literacy instruction that is developmentally appropriate and actively engages young children in early reading experiences. The study used classroom action research with two cycles, consisting of planning, action, observation, and reflection. The participants were 23 children in Group B.1 at PAUD Baitul ‘Ulum Cianjur. Data were collected through observation, interviews, checklists, and documentation, then analyzed using descriptive qualitative analysis and percentage calculation. The findings showed a gradual improvement in children’s pre-reading achievement. The average pre-reading score increased from 56% in the pre-cycle to 73% in Cycle I and reached 85% in Cycle II, exceeding the predetermined success criterion. Children became more active, focused, confident, and enthusiastic in recognizing uppercase letters, lowercase letters, letter sounds, letter forms, and simple words. The most notable improvement occurred in phonics recognition, which increased from 52% to 90%, indicating substantial progress in children's ability to associate letters with their corresponding sounds. The study concludes that Smart Floor can create an active, enjoyable, and meaningful literacy environment. This media supports children’s early literacy development through movement, symbols, sound recognition, and direct interaction. The novelty of this study lies in integrating movement-based educational play with structured pre-reading instruction through a cyclical classroom action research approach. The findings contribute to the growing body of literature on play-based literacy learning and provide practical guidance for teachers seeking child-centered strategies to support early literacy development in early childhood education settings.
The Application Of The Discovery Learning Model In Improving Early Childhood Cognitive Development Septinia Lae; Risna Bureni; Inka Nenometa; Elda Haekase; Riwanti Sio; Habel Lauren; Fredericksen Victoranto Amseke
Jurnal E-MAS (Edukasi dan Pembelajaran Anak Usia Dini) Vol. 2 No. 2 (2026)
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/e-mas.v2i2.829

Abstract

Background: Cognitive development is a fundamental aspect of early childhood education because it supports children's ability to think, understand concepts, and solve problems. Although many studies have reported the effectiveness of Discovery Learning, limited evidence has examined its implementation using an ex post facto design in authentic classroom settings. Objective: This study aimed to examine the effect of the Discovery Learning method on the cognitive development of children aged 5–6 years at TK Cemara Liliba, Kupang City. Method: A quantitative approach with an ex post facto design was employed involving 18 children selected through total sampling. Data were collected using Discovery Learning and cognitive development scales based on Bruner's learning theory and Piaget's cognitive development theory and analyzed using descriptive statistics and simple linear regression. Results: Discovery Learning had a positive and significant effect on children's cognitive development, with an R Square value of 0.286, indicating a contribution of 28.6%. The mindful, meaningful, and joyful dimensions also supported children's active engagement during learning. Novelty: This study provides empirical evidence of the effectiveness of Discovery Learning using an ex post facto design in an authentic classroom context. Conclusion: Consistent implementation of Discovery Learning can enhance children's cognitive development and provide practical guidance for teachers in designing exploration-based learning activities.
Application Of Thematic Pop Up Book Media In Improving Language Ability Of Children Aged 4–5 Years Feorintina Gloria Ester Atimeta; Puput Kartiqha Airtur; Yustina Indriyani Dhelo; Yufita Seubelan; Yesaya Binoni Bayang; Fredericksen Victoranto Amseke
Jurnal E-MAS (Edukasi dan Pembelajaran Anak Usia Dini) Vol. 2 No. 2 (2026)
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/e-mas.v2i2.830

Abstract

Background: Language ability is a fundamental aspect of early childhood development as it supports communication, comprehension, and expression skills. However, limited empirical evidence has examined the use of thematic Pop Up Book media in authentic classroom settings using an ex post facto design. Objective: This study aimed to examine the effect of thematic Pop Up Book media on the language ability of children aged 4–5 years at PAUD Nekafhonis. Method: A quantitative approach with an ex post facto design was employed involving 17 children selected through total sampling. Data were collected using thematic Pop Up Book media and language ability scales and analyzed using descriptive statistics and simple linear regression with SPSS 25.0. Results: The findings revealed that thematic Pop Up Book media had a positive and significant effect on children’s language ability, with an R Square value of 0.242, indicating a contribution of 24.2%. The significance value was 0.045 (p < 0.05), confirming the hypothesis. Novelty: This study provides empirical evidence of the effectiveness of thematic Pop Up Book media in improving early childhood language ability within a real classroom context using an ex post facto design. Conclusion: Consistent and structured implementation of thematic Pop Up Book media can significantly enhance children’s language development and support active learning in early childhood education.

Page 1 of 2 | Total Record : 14

 1   2 

Filter by Year

2026 2026


Reset
Filter By Issues
All Issue Vol. 2 No. 4 (2026) Vol. 2 No. 3 (2026) Vol. 2 No. 2 (2026) Vol. 2 No. 1 (2026) Vol. 1 No. 4 (2026) Vol. 1 No. 3 (2025) Vol. 1 No. 2 (2025) Vol. 1 No. 1 (2025)