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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 42 Documents
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Pengaruh Penggunaan Media Loose Part Terhadap Kemampuan Fisik Motorik Halus Pada Anak Usia Dini Dikson Lenamah; Fridolina Lamak; Hagar Landjen; Yesri Liunokas; Sefanya Halla; Meri Natun; Amseke, Fredericksen Victoranto
Jurnal E-MAS (Edukasi dan Pembelajaran Anak Usia Dini) Vol. 1 No. 4 (2026): Edisi Januari 2026
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/e-mas.v1i4.603

Abstract

This study is motivated by the importance of stimulation during the golden age to optimize the fine motor physical development of early childhood. The main focus of this research is the use of the most recent reference to explain the types of loose part materials—Daly and Beloglovsky (2022)—which are effective in stimulating hand–eye coordination and strengthening children’s small muscle development. The research was conducted at TK Kharisma Belo, Kupang City, with 15 children aged 5–6 years as research subjects. This study employed a quantitative research method. Data were collected using psychological scales, namely the Role Playing Scale and the Child Social Development Scale. The respondents consisted of 15 children selected using a total sampling technique at TK Kharisma Belo. Data analysis was carried out using simple linear regression analysis.The results of the study prove that variations in texture and the open-ended nature of loose part media (natural, recycled, and manufactured materials) have a positive and significant effect on the social development of children aged 5–6 years, contributing 96.9%. These findings support the theory that active engagement with concrete materials is crucial for children’s writing readiness and independence. The conclusion of this study states that loose part media is an effective and innovative strategy for developing fine motor physical skills in children at TK Kharisma Belo.
Peran Pembelajaran STEAM Terhadap Perkembangan Kognitif Anak Usia Dini Gladys Suryaniputri Hinadonu; Gracia Fortuna; Grace Bernadeth Sipa; Nonce Herlina Mailan; Sonia Melani Banik; Agnes Tefa; Amseke, Fredericksen Victoranto
Jurnal E-MAS (Edukasi dan Pembelajaran Anak Usia Dini) Vol. 1 No. 4 (2026): Edisi Januari 2026
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/e-mas.v1i4.604

Abstract

Cognitive development is an important aspect in early childhood education because it is the foundation for thinking skills, problem solving, and understanding the surrounding environment. One learning approach that is considered effective in stimulating children's cognitive development is STEAM (Science, Technology, Engineering, Art, and Mathematics) learning. This study aims to determine the effect of STEAM learning on the cognitive development of early childhood. The method in this study is quantitative. The sampling technique used purposive sampling, namely children aged 4-6 years (grade B). The respondents of this study were 20 children aged 4-6 years at Kharisma Bello Kindergarten, Kupang City. The data collection technique used a questionnaire with instruments in the form of a STEAM learning scale and cognitive development. The STEAM learning scale was developed by Judith A. Ramaley (2001) called STEAM. The cognitive development scale was developed by Piaget (1996). The data analysis technique was simple linear regression. The findings found that STEAM learning had a positive and significant effect on the cognitive development of children aged 4-6 years by 31.1%, which means that better STEAM learning can improve the cognitive development of early childhood. It is hoped that children will engage in various forms of STEAM learning, both at home and at school, so they can learn about science, technology, engineering, art, and mathematics, thereby fostering the development of their cognitive abilities
Pengaruh Bermain Peran Terhadap Perkembangan Sosial Anak Usia Dini Yublina Sofians Maniti; Esi Debora Alokabel; Dince Mariana Bulan; Desi Agustina Bekak; Amseke, Fredericksen Victoranto
Jurnal E-MAS (Edukasi dan Pembelajaran Anak Usia Dini) Vol. 1 No. 4 (2026): Edisi Januari 2026
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/e-mas.v1i4.605

Abstract

Early childhood education is an effort to develop basic abilities that are important for children from birth to the age of six as the golden age (diamond age). One aspect of development that needs to be optimized is the child's social emotional development. This research aims to determine the effect of role playing methods on the social emotional development of early childhood. This research uses a quantitative approach with an ex post facto type of research. The research subjects were 10 children aged 5-6 years at PAUD Bait'El Naimata, Kupang City, using a total sampling technique. The research instrument is a psychological scale in the form of a Likert scale for role-playing variables and children's social-emotional development.  The data analysis technique was carried out using simple linear regression analysis. The results of simple linear regression research using a simultaneous test (F test) show a significance value of 0.000 <0.05, which means that role playing has a significant effect on the social emotional development of early childhood. The coefficient of determination (R Square) value of 0.072 shows that role playing contributes 7.2% to children's social emotional development. Thus, it can be concluded that the role playing method has a positive and significant effect on the social development of early childhood and is recommended for application in PAUD learning.
Pembelajaran Steam Dan Perkembangan Kognitif Anak Usia Dini Wonis Mailan; Dinda Snae; Venia Fangidae; Febriyanti Bifel; Vebi Frare; Amseke, Fredericksen Victoranto
Jurnal E-MAS (Edukasi dan Pembelajaran Anak Usia Dini) Vol. 1 No. 4 (2026): Edisi Januari 2026
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/e-mas.v1i4.606

Abstract

Cognitive development is a crucial aspect in demonstrating thinking skills, problem-solving skills, and early childhood learning readiness. The purpose of this study was to determine the effect of STEAM learning on the cognitive development of children aged 4-6 years. The research method was quantitative. The sampling technique used purposive sampling, specifically children aged 4-6 years. The respondents were 10 children aged 4-6 years at Grace Sikumana Early Childhood Education (PAUD) in Kupang City. Data collection used a questionnaire with instruments in the form of a STEAM learning scale and cognitive development. The STEAM learning scale was developed by Yakman (2008) and is called the STEAM Education Framework. The cognitive development scale was developed by Jean Piaget (1964) and is called the Cognitive Development Scale. The data analysis technique used simple linear regression. The findings revealed a positive and significant effect of STEAM learning on the cognitive development of children aged 4-6 years, amounting to 1.7%. This means that better STEAM learning can improve early childhood cognitive development. This shows that the more optimal the implementation of STEAM learning, the better the cognitive development of early childhood. Therefore, teachers are expected to implement STEAM learning creatively and in an integrated manner to support optimal cognitive development in children.
Peran Kartu Huruf Terhadap Kemampuan Membaca Awal Anak Usia Dini Ann Hazzeltine Mau Tellu; Mamy Elisabeth Natbais; Yetri Triwira Neolaka; Sefrianti Tanaem; Maria I.M. Hetmina; Hariyeta M.G. Banunaek; Amseke, Fredericksen Victoranto
Jurnal E-MAS (Edukasi dan Pembelajaran Anak Usia Dini) Vol. 1 No. 4 (2026): Edisi Januari 2026
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/e-mas.v1i4.607

Abstract

Early reading ability is an important part of early childhood language development that needs to be optimally stimulated through learning activities that are appropriate to children’s developmental characteristics. This study aimed to determine the effect of using letter card media and picture media on the early reading ability of children aged 4–5 years. This research employed a quantitative approach. The sampling technique used was purposive sampling, involving children aged 4–5 years. The respondents consisted of 15 children aged 4–5 years at PAUD Hosana Sungkaen. Data were collected using a questionnaire, with letter card media as the instrument to measure early reading ability. The data analysis technique used was simple linear regression analysis. The findings showed that the use of letter card media contributed 9.2% to the early reading ability of children aged 4–5 years, indicating that better use of letter card media can improve early reading ability in early childhood. Therefore, it is expected that letter card media can be applied appropriately and continuously to support the improvement of early reading ability in early childhood.                                                                                                                                                                                                                                                                 
Pembelajaran Saintifik Dan Kemampuan Berpikir Kritis Anak Usia Dini Yardi Haninuna; Tirsa Elik; Aguinda Missa; Irma Nubatonis; Ledi Bulla; Esi Soe; Amseke, Fredericksen Victoranto
Jurnal E-MAS (Edukasi dan Pembelajaran Anak Usia Dini) Vol. 1 No. 4 (2026): Edisi Januari 2026
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/e-mas.v1i4.608

Abstract

Early childhood education is a crucial stage for developing critical thinking abilities as a 21st century skill. The aim of this research is to determine the influence of scientific learning on the critical thinking abilities of children aged 5-6 years. The method in this research is quantitative with an ex-post facto approach. The sampling technique used total sampling, namely 15 children aged 5-6 years at PAUD Senam Binlaka, Kupang City. Data collection techniques use scientific learning questionnaires and assessment rubrics for critical thinking. The data analysis technique is simple linear regression with SPSS 26.0. The results of these findings show that scientific learning has a positive and significant effect on the critical thinking abilities of children aged 5-6 years, amounting to 34.7, which means that the better the application of scientific learning, the greater the critical thinking abilities of young children. It is hoped that PAUD teachers will implement scientific learning optimally through the stages of observing, asking, trying, reasoning and communicating, as well as involving parents to support the development of children's critical thinking.
Pengaruh Pembelajaran Steam Terhadap Kreativitas Anak Usia 5-6 Tahun Yulinda Magdalena Humau; Yalen Neonleni; Muni Hermina; Mia Laosan; Maria Banunaek; Febi Priska Huki; Amseke, Fredericksen Victoranto
Jurnal E-MAS (Edukasi dan Pembelajaran Anak Usia Dini) Vol. 1 No. 4 (2026): Edisi Januari 2026
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/e-mas.v1i4.610

Abstract

This study aims to determine the effect of STEAM learning on the creativity of children aged 5-6 years at PAUD Moria Liliba Kupang City. The research method used is quantitative with ex-post facto type, with 20 children as respondents selected through total sampling technique. The research instruments used were the STEAM Learning Implementation Scale and Early Childhood Creativity Scale which had been tested for validity and reliability. Data analysis was performed using simple linear regression with the SPSS version 26.0 program. The results showed that the implementation of STEAM learning was mostly in the low category (50%), while children's creativity was dominated by the moderate category (45%). The hypothesis test proves that there is a positive and significant effect of STEAM learning on children's creativity with F=4309.800 and p=0.000. The influence coefficient is 0.330 and the R Square value is 0.207, indicating that about 20.7% of the variation in children's creativity can be explained by STEAM learning. Based on the research results, it is suggested that teachers optimize the implementation of STEAM learning so that the creative potential of children aged 5-6 years can develop optimally.
Peran Pembelajaran Saintifik Dalam Meningkatkan Kemampuan Berpikir Kritis Anak Usia Dini Vini Tenis; Meisye Haobenu; Maya Bani; Priska Oematan; Givendy Tnunay; Yeni Faitmoes; Amseke, Fredericksen Victoranto
Jurnal E-MAS (Edukasi dan Pembelajaran Anak Usia Dini) Vol. 1 No. 4 (2026): Edisi Januari 2026
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/e-mas.v1i4.613

Abstract

Scientific learning is a learning approach that emphasizes the process of observing, asking, trying, reasoning, and communicating so that it can encourage children to think actively and critically from an early age. This study aims to determine the effect of scientific learning on the critical thinking skills of children aged 4-6 years at PAUD Hosana Sungkaen. This study uses a quantitative method with a research design using ex post facto. The research subjects were 20 children aged 4-6 years at PAUD Hosana Sungkaen. The data collection technique was carried out using a questionnaire compiled based on indicators of critical thinking skills of early childhood. The data obtained were analyzed using statistical tests to determine differences in critical thinking skills before and after the implementation of scientific learning. The results showed that there was a significant influence of scientific learning on the critical thinking skills of children aged 4-6 years by 20.7%, which means that the better the scientific approach, the more it can improve the critical thinking skills of early childhood.
Peran Pembelajaran Steam Dalam Meningkatkan Perkembangan Kognitif Anak Usia Dini 4-6 Tahun Desi Alyani Liufeto; Yeni Felpina Lasena; Apriani Aplunggi; Elias Matias Laure; Selfi Jerwanti Bako; Amseke, Fredericksen Victoranto
Jurnal E-MAS (Edukasi dan Pembelajaran Anak Usia Dini) Vol. 1 No. 4 (2026): Edisi Januari 2026
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/e-mas.v1i4.614

Abstract

Early childhood e ducation is an essential effort to optimize children’s holistic development from birth to six years old, including cognitive development. Cognitive development in children aged 4–6 years plays a crucial role in shaping thinking skills, concept understanding, memory, and problem-solving abilities. One learning approach considered effective in stimulating children’s cognitive development is STEAM learning (Science, Technology, Engineering, Art, and Mathematics). This study aimed to examine the effect of STEAM learning on the cognitive development of children aged 4–6 years at PAUD Bet’El Naimata, Kupang City. This research employed a quantitative method with an ex-post facto design. The research subjects consisted of 20 children selected using a total sampling technique. Data were collected using validated and reliable instruments and analyzed using descriptive analysis and simple linear regression with SPSS version 25.0. The results showed that STEAM learning was in the high category (55%), while children’s cognitive development was generally in the moderate to high category. Regression analysis indicated a significance value of 0.004 < 0.05, meaning that STEAM learning had a positive and significant effect on the cognitive development of children aged 4–6 years, contributing 20.7% to cognitive development. Therefore, it can be concluded that STEAM learning is effective in enhancing early childhood cognitive development through active, exploratory, and meaningful learning experiences
Penggunaan Media Gambar Dan Kartu Huruf Dalam Meningkatkan Kemampuan Bahasa Awal Anak Usia Dini Sriviani Nguru; Beatriks Tanau; Merlin Missa; Desi Sopa; Amseke, Fredericksen Victoranto
Jurnal E-MAS (Edukasi dan Pembelajaran Anak Usia Dini) Vol. 1 No. 4 (2026): Edisi Januari 2026
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/e-mas.v1i4.615

Abstract

Picture media is a visual media in the form of illustrations, photos, or symbols used to help children recognize objects, vocabulary, and meanings concretely. Letter cards are learning media in the form of cards containing letters of the alphabet, usually accompanied by pictures or words, to stimulate the ability to recognize letters and sounds of language. The purpose of this study was to determine the effect of the use of picture media and letter cards on the early language skills of early childhood (AUD) 3-6 years. The method in this study is quantitative. The sampling technique was purposive sampling, namely children aged 3-6 years. The respondents of this study were 20 children aged 3-6 years at Obenasi Kindergarten, Takari District. The data collection technique used a questionnaire with an instrument in the form of a picture media scale and letter cards. The data analysis technique was simple linear regression. The results of the data analysis and discussion that have been carried out, it can be concluded that the use of picture media and letter cards on the early language development of early childhood (AUD) at Obenasi Kindergarten, Takari District has a positive and significant effect on the early language skills of early childhood. This is evidenced by the results of the simultaneous test (F test), which showed a calculated F value of 10.134 with a significance level of 0.005 (<0.05), thus declaring the regression model significant and suitable for use. The coefficient of determination analysis results showed an R-square value of 0.360, meaning that 36% of the variation in early childhood language skills can be explained by the use of pictures and letter cards, while the remaining 64% is influenced by factors outside this research model. It is hoped that the use of pictures and letter cards in Obenasi Kindergarten will provide effective and relevant learning to improve early childhood language skills.

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