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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 8 Documents
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Search results for , issue "vol. 2 no. 4 (2026)" : 8 Documents clear
Application Of The Discovery Learning Model In Improving Cognitive Abilities Of Early Childhood Jerisky Terlin Bani; Godi Liva Fobia; Jeri Koebanu; Nusi Liventri Mafefa; Neti Yulianti Olla; Fredericksen Victoranto Amseke
Jurnal E-MAS (Edukasi dan Pembelajaran Anak Usia Dini) Vol. 2 No. 4 (2026)
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/e-mas.v2i4.855

Abstract

Background: Emotional intelligence is a fundamental aspect of early childhood development because it influences children's ability to recognize and regulate emotions, demonstrate empathy, cooperate with peers, and establish positive social relationships. However, many preschool children continue to experience difficulties in emotional regulation and social interaction, indicating the need for appropriate learning strategies. Objective: This study aimed to examine the effect of the storytelling method on the emotional intelligence of children aged 4–5 years at PAUD Taruna Elim. Method: This study employed a quantitative ex-post facto research design involving 20 children selected through total sampling. Data were collected using structured observation instruments measuring the implementation of the storytelling method and children's emotional intelligence. The instruments were tested for validity and reliability prior to data collection. Data were analyzed using descriptive statistics and simple linear regression with SPSS version 25.0. Results: The findings indicated that the storytelling method was positively associated with children's emotional intelligence; however, the relationship was not statistically significant (p = 0.146 > 0.05). The coefficient of determination (R² = 0.114) showed that the storytelling method explained 11.4% of the variance in children's emotional intelligence, while 88.6% was influenced by other internal and external factors beyond the scope of this study. Novelty: This study provides empirical evidence regarding the implementation of storytelling in an authentic early childhood classroom while highlighting the limited contribution of classroom storytelling alone to children's emotional intelligence. Conclusion: Storytelling can support emotional learning experiences, but its effectiveness should be strengthened through interactive classroom activities and continuous collaboration between teachers and parents.
The Implementation Of The Storytelling Method To Enhance Early Childhood Languange Development Sindy Gambella Bessie; Noldiana Nompetus; Restimar Tanti Abanat; Feni Sefniarti Kase; Sheryl Nathasya Siktimu; Fredericksen Victoranto Amseke
Jurnal E-MAS (Edukasi dan Pembelajaran Anak Usia Dini) Vol. 2 No. 4 (2026)
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/e-mas.v2i4.856

Abstract

Background: Language development is a fundamental aspect of early childhood growth that plays an essential role in supporting children's communication skills, vocabulary acquisition, and social interaction. However, in classroom practice, some children still show limited vocabulary, low speaking confidence, and difficulty expressing ideas. Objective: This study aimed to investigate the effect of the storytelling method on the language development of children aged 3–4 years at TK Cemara Liliba. Method: A quantitative research design was employed using a purposive sampling technique involving 20 children. Data were collected through structured observation sheets and questionnaires, and analyzed using simple linear regression with SPSS. Results: The findings revealed that the storytelling method had a positive and significant effect on children's language development, contributing 35.4% (R² = 0.354), while 64.6% was influenced by other external and internal factors. Novelty: This study provides empirical evidence from an authentic early childhood setting that storytelling enhances children's active participation, listening comprehension, vocabulary enrichment, and expressive speaking skills when delivered through interactive and engaging activities. Conclusion: Storytelling is an effective instructional strategy to support early childhood language development and should be implemented consistently with teacher creativity and supportive learning environments for optimal developmental outcomes in early childhood education contexts settings.
Implementing Empathy-Based Learning To Reduce Early Childhood Aggressive Behavior At KB Riyadussolihin Imas Masitoh; Evi Siti Sonia; Gina Raudatul Janah; Ai Ratika; Fredericksen Victoranto Amseke
Jurnal E-MAS (Edukasi dan Pembelajaran Anak Usia Dini) Vol. 2 No. 4 (2026)
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/e-mas.v2i4.857

Abstract

Background: Aggressive behavior in early childhood has become an increasing concern because it negatively affects children's social-emotional development and may be intensified by exposure to inappropriate emotional experiences in the digital era. Developing empathy through classroom learning is considered a promising strategy for preventing aggressive behavior. Objective: This study aimed to examine the effect of empathy-based learning on reducing aggressive behavior among early childhood children at KB Riyadussolihin, Cianjur Regency. Method: This study employed a quantitative quasi-experimental design using a one-group pretest-posttest approach. Fifteen children were selected through purposive sampling from a population of 21 children based on the highest aggressive behavior scores. Data were collected using structured observation sheets measuring physical, verbal, and relational aggression and were analyzed using descriptive statistics and a paired-samples t-test with SPSS. Results: The findings revealed a statistically significant difference between pretest and posttest scores (p < 0.001), indicating that empathy-based learning significantly influenced children's aggressive behavior. The intervention produced a very large effect size (Cohen's d = −1.512). Although the posttest mean score increased, this finding should be interpreted cautiously because the observation instrument demonstrated relatively low reliability. Novelty: This study provides empirical evidence supporting empathy-based learning as a structured classroom intervention for addressing aggressive behavior in early childhood. Conclusion: Empathy-based learning shows strong potential to promote positive behavioral change and should be integrated into early childhood education through interactive activities and collaboration between teachers and parents.
Application Of The Deep Learning Model On The Cultivation Of Tolerance Values In Children Aged 3–6 Years Selfina Atakari; Sebriana Yakob; Alfonia Tanaob; Emil Lassa; Fredericksen Victoranto Amseke
Jurnal E-MAS (Edukasi dan Pembelajaran Anak Usia Dini) Vol. 2 No. 4 (2026)
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/e-mas.v2i4.858

Abstract

Background: Tolerance is a fundamental character that should be cultivated during early childhood because it supports children's ability to respect diversity, cooperate with others, and build positive social relationships. Developing tolerance requires meaningful and child-centered learning experiences that actively engage children in the learning process. Objective: This study aimed to examine the effect of the deep learning model on the cultivation of tolerance values among children aged 3–6 years at PAUD Weldy Kuanhueum. Method: This quantitative study employed an ex-post facto research design involving 30 children selected through total sampling. Data were collected using structured questionnaires measuring the implementation of the deep learning model and children's tolerance values. The instruments were tested for validity and reliability prior to data collection. Data were analyzed using descriptive statistics and simple linear regression with SPSS version 25.0. Results: The findings revealed that the deep learning model had a positive and significant effect on children's tolerance values (p = 0.001 < 0.05). The coefficient of determination (R² = 0.361) indicated that the model explained 36.1% of the variance in tolerance values, while 63.9% was influenced by other factors beyond the scope of this study. Novelty: This study provides empirical evidence that integrating Mindful Learning, Meaningful Learning, and Joyful Learning effectively supports tolerance development in authentic early childhood education settings. Conclusion: The consistent implementation of the deep learning model can strengthen children's tolerance values and should be integrated into daily classroom activities through collaboration between teachers and parents.
Developing Creativity In Early Childhood Using Nature Based Media Putri Novryanti Nesimnasi; Kevi Stevani Nokas; Maria Marsanda Mego; Delfi Natalia Baunsele; Fredericksen Victoranto Amseke
Jurnal E-MAS (Edukasi dan Pembelajaran Anak Usia Dini) Vol. 2 No. 4 (2026)
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/e-mas.v2i4.859

Abstract

Background: Creativity is a fundamental aspect of early childhood development because it supports children's ability to think creatively, solve problems, explore their environment, and express original ideas. Nature-based learning has been widely recommended as an experiential approach that provides meaningful opportunities for exploration and creativity. Objective: This study aimed to examine the effect of nature-based media on the creativity of children aged 4–6 years at TK Cemara Liliba. Method: This quantitative study employed an ex-post facto research design involving 16 children selected through purposive sampling. Data were collected using structured questionnaires and observation sheets measuring the implementation of nature-based media and children's creativity. Instrument validity and reliability were established prior to data collection. Data were analyzed using descriptive statistics and simple linear regression with SPSS version 25.0. Results: The findings showed that nature-based media contributed 12.3% of the variance in children's creativity (R² = 0.123). However, the relationship was not statistically significant (F = 1.966; p = 0.183 > 0.05), indicating that children's creativity was largely influenced by other factors beyond the scope of this study. Novelty: This study provides empirical evidence regarding the implementation of nature-based media in an authentic early childhood education setting while demonstrating its limited independent contribution to creativity development. Conclusion: Nature-based media can enrich children's learning experiences, but its effectiveness should be strengthened through inquiry-based activities, teacher guidance, and collaboration with families to optimize creativity development.
Application  Of Play-Based Learning Model  In Front Of Early Childhood Language Development Beti Fadila Tapen; Fany Sarci Herlinda Nome; Seriyana Karlau; Myriam Stifania Tamelab; Yumida Maria Ora; Amida Riapa Nadila Nenohai; Fredericksen Victoranto Amseke
Jurnal E-MAS (Edukasi dan Pembelajaran Anak Usia Dini) Vol. 2 No. 4 (2026)
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/e-mas.v2i4.861

Abstract

Background: Language development is a fundamental aspect of early childhood education because it enables children to communicate, express ideas, and interact effectively with others. Play-Based Learning has been widely recognized as a developmentally appropriate approach that promotes meaningful learning through active participation and social interaction. Objective: This study aimed to examine the effect of the Play-Based Learning model on the language development of children aged 5–6 years at Cemara Liliba Kindergarten, Kupang City. Method: This quantitative study employed an ex-post facto research design involving 25 children selected through total sampling. Data were collected using validated psychological scales measuring the implementation of Play-Based Learning and children's language development. The data were analyzed using descriptive statistics and simple linear regression with SPSS version 25.0. Results: The findings revealed that Play-Based Learning had a positive and significant effect on children's language development (F = 11.498; p = 0.002 < 0.05). The coefficient of determination (R² = 0.324) indicated that the model explained 32.4% of the variance in children's language development, while 67.6% was influenced by other factors outside this study. Novelty: This study provides empirical evidence supporting the effectiveness of Play-Based Learning in enhancing language development within an authentic kindergarten context. Conclusion: Play-Based Learning significantly supports children's language development by encouraging meaningful interaction, communication, and active engagement. Teachers are encouraged to integrate storytelling, role-playing, educational games, and collaborative play into classroom activities to optimize children's language skills.
Implementation Of Loose Parts-Based Manipulative Media In Learning Activities At TK Negeri Pembina Kupang Fredericksen Victoranto Amseke
Jurnal E-MAS (Edukasi dan Pembelajaran Anak Usia Dini) Vol. 2 No. 4 (2026)
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/e-mas.v2i4.914

Abstract

Background: Loose parts-based manipulative media offer flexible and creative learning resources that encourage children to explore, construct, and express ideas through hands-on experiences in early childhood education. Although these media have been widely introduced to stimulate children’s development, their implementation still faces challenges related to learning organization, children’s active involvement, and the ability of teachers to facilitate meaningful play experiences. Objective: This study aimed to examine the implementation of loose parts-based manipulative media in learning activities by identifying teachers’ preparation, learning processes, and children’s responses at TK Negeri Pembina Kupang. Method: This study used a qualitative descriptive research design. Data were obtained through observation of learning activities, semi-structured interviews with teachers, and analysis of learning documentation. The participants involved one early childhood education teacher and children aged 4–5 years. Data analysis followed the Miles and Huberman interactive model, including data condensation, data presentation, and conclusion formulation. Data validity was strengthened through triangulation of sources and methods. Results: The study showed that teachers implemented loose parts-based manipulative media by preparing various natural and recycled materials, designing exploration-based activities, and creating opportunities for children to engage in independent discovery. The use of loose parts encouraged children to participate actively, demonstrate creativity, communicate with peers, and develop problem-solving abilities during learning activities. However, several children still experienced difficulties in organizing materials, completing tasks independently, and maintaining focus without teacher assistance. Continuous guidance and structured learning instructions were needed to optimize children’s involvement. Novelty: This study emphasizes the role of learning design and teacher facilitation as determining factors in maximizing the educational value of loose parts-based manipulative media in kindergarten settings. Conclusion: Loose parts-based manipulative media provide valuable opportunities for active, creative, and contextual learning. Effective implementation requires well-prepared teachers, appropriate activity designs, and consistent support to strengthen children’s independence and developmental progress.
Analysis Of Independence In Children Aged 5–6 Years At PAUD Kasih Agape Kupang City Mairda Yuventi Baksuni; Petrus Logo Radja; Retno J.K Lopo; Fredericksen Victoranto Amseke
Jurnal E-MAS (Edukasi dan Pembelajaran Anak Usia Dini) Vol. 2 No. 4 (2026)
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/e-mas.v2i4.917

Abstract

Background: Independence is a fundamental developmental competence in early childhood because it supports children’s self-care, decision-making, responsibility, and confidence. Despite its importance, many children aged 5–6 years continue to rely heavily on teachers and parents during daily learning activities, indicating that independence has not yet developed optimally. Objective: This study aimed to analyze the profile of independence among children aged 5–6 years by examining four dimensions of independence: self-care, simple decision-making, responsibility toward oneself and the environment, and self-confidence at PAUD Kasih Agape in Kupang City. Method: This study employed a descriptive qualitative approach. Data were collected through structured classroom observations, semi-structured in-depth interviews with two classroom teachers, and documentation of learning activities and children’s developmental records. The participants consisted of two teachers and five children aged 5–6 years selected through purposive sampling. Data were analyzed using the Miles and Huberman interactive model through data reduction, data display, verification, and conclusion drawing. The credibility of the findings was ensured through source and technique triangulation. Results: The findings revealed that children’s independence had not yet developed uniformly across the four dimensions. The strongest achievement was observed in simple decision-making, followed by responsibility, while self-care and self-confidence remained at the developing stage for most participants. Daily habituation practices, opportunities for autonomous participation, and positive teacher reinforcement contributed to the gradual development of children’s independence, although several children still required continuous teacher guidance and emotional support. Novelty: This study demonstrates that children’s independence develops through the interaction of structured habituation, child-centered learning, teacher scaffolding, and supportive social environments. Conclusion: Children’s independence can be strengthened through systematic habituation, meaningful opportunities for autonomous participation, consistent teacher scaffolding, and collaborative support between schools and families.

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