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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 92 Documents
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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.

Page 10 of 10 | Total Record : 92

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