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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 12 Documents
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Search results for , issue "vol. 2 no. 3 (2026)" : 12 Documents clear
Emotion Regulation In Early Childhood Within The Learning Context At Daarul Irsyad Kindergarten, Cianjur Nova Tania Septiani; Eva Manfaatin Kartadinata; Ika Rustika Zainah
Jurnal E-MAS (Edukasi dan Pembelajaran Anak Usia Dini) Vol. 2 No. 3 (2026)
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/e-mas.v2i3.813

Abstract

Emotional regulation is an important aspect of early childhood education because it influences children’s self-control, social interaction, learning readiness, and self-confidence. Although previous studies have examined emotional regulation in young children, limited research has explored its relationship with self-confidence and the Identity Development (Jati Diri) element of the Merdeka Curriculum, particularly within the context of Islamic early childhood education. This study aimed to describe the process of emotional regulation among children aged five to six years in the learning context of Daarul Irsyad Kindergarten, Cianjur, identify the supporting and inhibiting factors, and analyze the teacher’s role in strengthening children’s self-confidence through emotional guidance. This study employed a qualitative descriptive approach using a case study method. Data were collected through observations, semi-structured interviews with the principal, teachers, and parents, as well as documentation of learning activities. The findings revealed that children’s emotional regulation developed through daily habituation, teacher guidance, positive reinforcement, peer interactions, religious practices, and family support. Children gradually learned to recognize and express their emotions appropriately, follow classroom rules, wait for their turns, resolve simple conflicts, and participate more confidently in learning activities. Teachers played a central role as guides, facilitators, motivators, and role models by creating a safe, warm, supportive, and values-based learning environment. The study concludes that emotional regulation contributes to the development of children’s self-confidence and supports the achievement of the Identity Development (Jati Diri) learning outcomes. The findings also highlight the importance of collaboration between schools and families in fostering children’s emotional competence, confidence, and character development within Islamic early childhood education settings.
The Development Of Speaking Skills In Children Aged 5–6 Years Through Islamic Values-Based Hand Puppet Media At Ra Mambaul Ulum Sukanagara Suci Nurul Pazri; Eva Manfaatin Kartadinata; Ika Rustika Zainah
Jurnal E-MAS (Edukasi dan Pembelajaran Anak Usia Dini) Vol. 2 No. 3 (2026)
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/e-mas.v2i3.814

Abstract

Speaking skills are essential for young children because they support communication, confidence, social interaction, and learning readiness. However, several children in Group B at Raudhatul Athfal Mambaul Ulum Sukanagara still showed limited confidence in answering questions, expressing opinions, asking simple questions, and retelling stories. **This condition reduced children's participation in classroom interactions and limited opportunities for active language development. Although hand puppet media have been widely used to support speaking skills, studies integrating Islamic values into hand puppet-based learning remain limited.** This study aimed to improve the speaking skills of children aged five to six years through **Islamic values-based hand puppet media. The study employed Classroom Action Research using descriptive quantitative and qualitative approaches. The participants were 15 Group B children. Data were collected through observation, interviews, documentation, and field notes. The intervention was conducted in two cycles consisting of planning, action, observation, and reflection. The findings showed a continuous improvement in children's speaking skills. The average achievement increased from 48.0% in the pre-cycle stage to 60.0% in Cycle I and reached 86.6% in Cycle II. **Children became more active in answering questions, identifying characters and objects in stories, expressing opinions and feelings, asking simple questions, and retelling story content with greater confidence.** In addition, the stories and dialogues presented through the hand puppets introduced values such as honesty, politeness, responsibility, helpfulness, and respect for others. The study concludes that Islamic values-based hand puppet media provide an enjoyable and meaningful learning experience that effectively improves children's speaking skills while simultaneously supporting the development of positive character values.
Implementation Of Teacher Role-Modeling-Based Habituation Activities In Developing Discipline Among 5–6-Year-Old Children In Group B At RA Al Fikri Sukanagara Hera Siti Nurjanah; Eva Manfaatin Kartadinata; Ika Rustika Zainah
Jurnal E-MAS (Edukasi dan Pembelajaran Anak Usia Dini) Vol. 2 No. 3 (2026)
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/e-mas.v2i3.819

Abstract

Discipline in early childhood needs to be formed through concrete examples, repeated routines, and consistent guidance from teachers. This study aims to describe the implementation of habituation activities based on teacher exemplary behavior in shaping the discipline of children aged 5-6 years in Group B at Raudhatul Athfal Al Fikri Sukanagara. This study used a descriptive qualitative method. The research subjects consisted of the principal, one Group B teacher, and children aged 5-6 years. Data were collected through observation, interviews, and documentation. The data were analyzed through data reduction, data presentation, and conclusion drawing, while data validity was strengthened through source and technique triangulation. The findings show that discipline was developed through daily routines, such as arriving on time, greeting, lining up, praying, following classroom rules, waiting for turns, tidying up learning tools, maintaining cleanliness, and completing activities according to teacher instructions. Teacher exemplary behavior appeared through punctuality, polite speech, readiness to teach, neatness, and consistency in applying classroom rules. The study also found that children showed different responses because of differences in character, home habits, and self-control. This study concludes that teacher exemplary behavior is an important basis for habituation activities because children understand discipline more easily through actions they see, experience, and repeat every day.
Implementation  Of Deep Learning Models To The Cognitive Development Of Early Childhood Rita Fay; Ester Klakik; Genoveva Beto; Selvina Kristina Baitanu; Yona M. Masu; Fredericksen Victoranto Amseke
Jurnal E-MAS (Edukasi dan Pembelajaran Anak Usia Dini) Vol. 2 No. 3 (2026)
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/e-mas.v2i3.820

Abstract

Cognitive development is an important aspect influenced by the application of learning models in early childhood. The aim of this research is to determine the effect of the application of the deep learning model on the cognitive development of children aged 4–5 years at PAUD Weldy Kuanheum. The method used in this research is quantitative with an ex-post facto research design. The sampling technique used total sampling, comprising all 10 children aged 4–5 years at PAUD Weldy Kuanheum. Data were collected using questionnaires with instruments in the form of a deep learning model scale and a cognitive development scale. The data analysis technique used was simple linear regression with the SPSS 25.0 program. The results found that the deep learning model had a positive and significant effect on the cognitive development of children aged 4–5 years, with an R Square value of 0.213, or 21.3%, while the remaining 78.7% was influenced by other factors. The value of p = 0.001 (p < 0.05) indicates that the hypothesis is accepted. This shows that the consistent and structured application of the deep learning model can have a meaningful impact on the cognitive development of early childhood. It is expected that teachers can implement a deep learning model based on the principles of Mindful, Meaningful, and Joyful learning, in order to create child-centered learning, so that children feel active, comfortable, enthusiastic, and motivated in developing their cognitive abilities and critical thinking skills from an early age.
The Effect Of Excessive Screen Time On Early Childhood Emotion Regulation At Paud Al-Irsyadah Alfa Rohmatin; Raihan Ahlush Shuffah; Nazwa Nurul Fatma; Sri Zulfa Laeliyah Bilqis Tadzkir Putri
Jurnal E-MAS (Edukasi dan Pembelajaran Anak Usia Dini) Vol. 2 No. 3 (2026)
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/e-mas.v2i3.822

Abstract

Excessive gadget use in early childhood has become a growing concern because it may reduce direct social interaction and limit children’s opportunities to practice emotional control in daily situations. This study aimed to determine the effect of excessive screen time on the emotional regulation development of early childhood students at PAUD Al-Irsyadah. The novelty of this study lies in examining the predictive effect of excessive screen time on emotion regulation using a quantitative regression approach in an early childhood education setting. This research used a quantitative approach with an associative design. The population and sample consisted of 30 children selected through total sampling. Data were collected using closed questionnaires measuring excessive screen time and emotional regulation. The instruments were tested through validity and reliability analysis, while the data were analyzed using descriptive statistics, correlation tests, and simple linear regression. The results showed that excessive screen time had a significant negative effect on children’s emotional regulation, with a significance value of 0.004. The regression model showed that excessive screen time explained 25.5% of the variance in emotional regulation (R² = 0.255). These findings indicate that higher screen exposure tends to be followed by lower emotional regulation skills. The findings contribute to understanding the role of digital media exposure in early childhood socio-emotional development and provide practical implications for parents and teachers in managing children's screen use through supervision, time limits, and meaningful social interactions.
The Impact Of Sharenting Practices In Whatsapp Story On The Formation Of Self-Identification Of Early Childhood In Sribit Village, Wonolelo Mei Setianingsih; Ahmad Khoiri; Vava Imam Agus Vaisal
Jurnal E-MAS (Edukasi dan Pembelajaran Anak Usia Dini) Vol. 2 No. 3 (2026)
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/e-mas.v2i3.823

Abstract

This study examines the impact of sharenting practices on WhatsApp Story on the formation of early childhood identity in Dusun Sribit, Wonolelo Village, Wonosobo. The increasing use of digital media in parenting has transformed family communication patterns, where parents frequently share children’s daily activities online without fully considering their psychological and digital privacy implications. The objective of this research is to explore the forms of sharenting practices, parental motivations, and their effects on children’s self-awareness, self-concept, and social identity development. This study uses a qualitative descriptive method with a field research approach. Data were collected through semi-structured interviews, observation, and documentation involving ten parents with early childhood children aged 3–6 years who actively use WhatsApp Story. The results show that sharenting practices include sharing children’s achievements, daily activities, independence development, and humorous moments, with an average frequency of 2–4 uploads per week. Parental motivation is dominated by the desire to share happiness, document children’s growth, train children’s confidence in front of the camera, and fill leisure time. The findings indicate that sharenting has both positive and negative impacts on children’s identity formation. Positively, it enhances self-confidence and social recognition. However, it also risks creating dependence on external validation, shaping self-image based on social feedback, and influencing emotional stability. In conclusion, sharenting practices on WhatsApp Story play a significant role in shaping early childhood identity in a dual manner, contributing to both psychological development and potential risks in digital identity formation.
The Effectiveness Of Interactive Storytelling Method In Enhancing Language Skills Of Early Childhood Children With Language Delays Samsu Nurfalah; Halwa Ratu Amani; Sri Widaningsih; Ira Faoza
Jurnal E-MAS (Edukasi dan Pembelajaran Anak Usia Dini) Vol. 2 No. 3 (2026)
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/e-mas.v2i3.835

Abstract

Background: Language delay affects 12–14% of early childhood children, significantly hindering their academic readiness and social interactions within the learning environment. Objective: This study aims to evaluate the effectiveness of the interactive storytelling method in improving receptive and expressive language skills among young children experiencing language delays. Method: Utilizing a quantitative one-group pretest-posttest design, this research involved 20 children aged 5–6 years at RA Azami selected through purposive sampling. Data were collected via structured observations and oral performance tests based on established developmental indicators, and analyzed using paired t-tests and Wilcoxon signed-rank tests alongside Cohen’s dz effect size analysis. Results: The findings revealed a significant increase in language proficiency, with the group's mean score rising from 10.15 in the pre-test to 13.95 in the post-test, representing a 37.44% performance escalation supported by a very large effect size of 4.95. Novelty: This research provides an original physical-contextual classroom intervention tailored explicitly for a homogeneous language-delayed cohort, offering a direct dialogic alternative that bypasses the infrastructure demands and screen-time risks associated with digital storytelling. Conclusion: The interactive storytelling method is an exceptionally effective, non-clinical pedagogical strategy for mitigating early language barriers, offering vital practical and operational frameworks for inclusive early childhood educators.
Application Of Model-Based Learning To The Social And Emotional Development Of Early Childhood Delta Ullu; Metri Ameliana Taneo; Resty Taneo; Maria Yoaknia Taneo; Sintya Binti Fola Besi; Fredericksen Victoranto Amseke
Jurnal E-MAS (Edukasi dan Pembelajaran Anak Usia Dini) Vol. 2 No. 3 (2026)
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/e-mas.v2i3.844

Abstract

Background: Social-emotional development is a fundamental aspect of early childhood education because it influences children's ability to regulate emotions, cooperate with peers, communicate effectively, and adapt to their learning environment. Objective: This study aimed to examine the effect of the Problem-Based Learning (PBL) model on the social-emotional development of children aged 5–6 years at TK GMIT Sion Camplong. Method: A quantitative study employing an ex post facto design was conducted involving 20 children selected through total sampling. Data were collected using structured observation instruments measuring children's social-emotional development and were analyzed using descriptive statistics and simple linear regression with SPSS version 25. Results: The findings demonstrated that the implementation of the Problem-Based Learning model had a positive and statistically significant effect on children's social-emotional development (p < 0.05). The coefficient of determination (R² = 0.119) indicated that the PBL model explained 11.9% of the variance in children's social-emotional development, while the remaining 88.1% was influenced by other factors beyond the scope of this study. Improvements were observed in children's cooperation, emotional regulation, self-confidence, empathy, and social interaction during classroom activities. Novelty: This study provides empirical evidence regarding the implementation of Problem-Based Learning within an authentic early childhood classroom context to strengthen social-emotional competencies. Conclusion: Problem-Based Learning is an effective child-centered instructional approach for promoting the social-emotional development of children aged 5–6 years.
The Implementation of Cooperative Learning to enhance Religious and Moral Values In Early Childhood Nenci Tefi; Yunita Raikou; Eunike laa; Yandi Failed; Yulinda Yulinda; Fredericksen Victoranto Amseke
Jurnal E-MAS (Edukasi dan Pembelajaran Anak Usia Dini) Vol. 2 No. 3 (2026)
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/e-mas.v2i3.845

Abstract

Background: Religious and moral development is a fundamental aspect of early childhood education because it shapes children's character, values, and positive behaviour through meaningful learning experiences. Objective: This study aimed to examine the relationship between the implementation of the Cooperative Learning model and the religious and moral development of children aged 5–6 years at Cemara Liliba Kindergarten, Kupang City. Method: This quantitative study employed an ex post facto design involving 22 children selected through total sampling. Data were collected using structured observation instruments assessing Cooperative Learning implementation and children's religious and moral development. Descriptive statistics and simple linear regression were performed using SPSS version 25. Results: The descriptive findings indicated that most children demonstrated moderate to high levels of Cooperative Learning participation and religious and moral development. However, regression analysis revealed no statistically significant relationship between Cooperative Learning and children's religious and moral development (p = 0.353 > 0.05). The coefficient of determination (R² = 0.043) showed that Cooperative Learning explained 4.3% of the variance, while 95.7% was attributable to other factors beyond the scope of this study. Novelty: This study provides empirical evidence regarding the implementation of Cooperative Learning in an authentic early childhood classroom while highlighting the limited contribution of classroom learning alone to children's religious and moral development. Conclusion: Cooperative Learning creates meaningful, collaborative, and enjoyable learning experiences; however, strengthening children's religious and moral values requires continuous support through teacher modelling, parental involvement, and consistent moral habituation.  
Stimulation Of Early Childhood Social-Emotional Development With The Tellyng Story  Method Miranda Moni; Nofi Tefa; Idayanti Kargena; Itin Nenosaban; Angki Tolang; Fredericksen Victoranto Amseke
Jurnal E-MAS (Edukasi dan Pembelajaran Anak Usia Dini) Vol. 2 No. 3 (2026)
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/e-mas.v2i3.846

Abstract

Background: Social-emotional development is a fundamental aspect of early childhood education because it enables children to regulate emotions, cooperate with peers, communicate effectively, and establish positive social relationships. Storytelling is considered an appropriate child-centered learning method for fostering these competencies through meaningful and engaging learning experiences. Objective: This study aimed to examine the relationship between the implementation of the storytelling method and the social-emotional development of children aged 5–6 years at Cemara Liliba Kindergarten, Kupang City. Method: This quantitative study employed an ex post facto design involving 20 children selected through total sampling. Data were collected using structured observation and child development assessment instruments. Descriptive statistics and simple linear regression analyses were performed using SPSS version 25. Results: The findings revealed that the storytelling method had a positive and statistically significant relationship with children's social-emotional development (F = 6.155; p = 0.023 < 0.05; t = 2.481; p = 0.023). The coefficient of determination (R² = 0.255) indicated that storytelling explained 25.5% of the variance in children's social-emotional development, while 74.5% was influenced by other factors beyond this study. Novelty: This study provides empirical evidence regarding the contribution of storytelling to children's social-emotional development within an authentic kindergarten classroom context. Conclusion: Storytelling is an effective child-centered learning approach for promoting children's social-emotional development through meaningful, interactive, and engaging learning experiences.

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