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 89 Documents
 3   4   5   6   7 
Pengaruh Media Loose Part Terhadap Prososial Anak Usia Dini Patrio Malailehi; Densi Oktavia Bekamalai; Adris Imelda Tabais; Nelci Karel; Esmida Delfiani Betty; Debora Madde; Agnes Meka; Yohanes Lanalo; Yunita Banunaek; Fredericksen Victoranto Amseke
Jurnal E-MAS (Edukasi dan Pembelajaran Anak Usia Dini) Vol. 1 No. 4 (2026)
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/e-mas.v1i4.616

Abstract

Prosocial development is very important for early childhood. One learning method to stimulate children's prosocial development is the use of loose parts media as a strength that forms the basis for the development of creativity, memory stages, group cooperation, vocabulary absorption, concepts of family relationships, self-control, special skills, affection, and cognitive skills. This study aims to determine the effect of loose parts media on the prosocial development of children aged 4-6 years at TK Tunas Baru, Nunkurus Village, East Fatuleu District, Kupang City. This study used quantitative methods. Data collection tools used psychological scales with role playing scale instruments and Child Social Development Scale instruments. The respondents in this study were 20 children aged 4-6 years using a total sampling technique in one PAUD in Nunkurus Village. Data analysis techniques used simple linear regression analysis. The results of this study prove that loose parts media has a positive and significant effect on the prosocial development of children aged 4-6 years by 74%. It is hoped that educators can stimulate children with the loose parts media method so as to improve the prosocial development of early childhood.
Pengaruh Pembelajaran Blended Learning Terhadap Perkembangan Emosional Anak Usia Dini Norlinda Kudji; Fifti Yundi Selan; Adeleide Lasboy; Englintan Dethan; Mesi Reinammah; Dance Babis; Asaria Kamesa; Fredericksen Victoranto Amseke
Jurnal E-MAS (Edukasi dan Pembelajaran Anak Usia Dini) Vol. 1 No. 4 (2026)
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/e-mas.v1i4.617

Abstract

Emotional development is an important aspect in supporting early childhood’s ability to adapt, interact, and manage emotions in the learning process. One learning model that is widely implemented today is d-blended learning, which is a combination of online and offline learning. This study aims to determine the effect of blended learning on the emotional development of early childhood. The research method used was quantitative with an ex-post facto research design. The research subjects consisted of 15 children aged 5–6 years at PAUD Saenam Binlaka, selected using a total sampling technique. Data were collected using a Likert-scale questionnaire measuring aspects of emotional regulation, emotional expression, and children’s social relationships in blended learning. Data analysis was conducted using simple linear regression with the assistance of SPSS 25.0. The results showed that blended learning had a positive and significant effect on the emotional development of early childhood, with a significance value of p = 0.009 (< 0.05) and a coefficient of determination of 0.411%. This indicates that the proper implementation of blended learning can support children’s ability to manage emotions, express feelings, and build positive social relationships. Therefore, d-blended learning can be an effective alternative learning strategy to support the emotional development of early childhood.
Analisis Intensitas Penggunaan Gadget Dan Pendampingan Orang Tua Dalam Meningkatkan Daya Retensi Hafalan Surat (Studi Kasus Di Satuan Pendidikan Anak Usia Dini Guna Bakti Mandiri) Isti Komariah
Jurnal E-MAS (Edukasi dan Pembelajaran Anak Usia Dini) Vol. 2 No. 1 (2026)
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/e-mas.v2i1.690

Abstract

This study aims to analyze the relationship between gadget use intensity, parental guidance, and memorization ability of short surahs in early childhood. The study used a descriptive qualitative approach and was conducted at the Guna Bakti Mandiri Early Childhood Education Center (PAUD) from March to April 2026. The subjects were 18 children aged 5–6, four teachers as supporting informants, and parents as additional informants. Data collection techniques included observation, semi-structured interviews, documentation, and open-ended questionnaires. Data analysis employed the Miles and Huberman interactive model through data reduction, data presentation, and conclusion drawing. The results showed that children's gadget use intensity was high, dominated by digital entertainment activities. Children with high levels of gadget use tended to have low memorization retention, characterized by difficulty focusing, being easily distracted, and frequently forgetting. Conversely, children with moderate levels of gadget use, accompanied by active parental guidance, demonstrated better and more stable memorization retention. Meanwhile, low levels of gadget use did not automatically result in high retention due to the lack of guidance and minimal repetition of memorization. These findings indicate that retention is influenced by the interaction between the intensity of gadget use, the quality of parental guidance, and other factors such as concentration, attention, and frequency of repetition. The implications of this study emphasize the importance of active parental guidance and educational management of gadget use. This research contributes to the understanding that gadget use can have a positive impact when managed appropriately to support early childhood learning.
Implementasi Pendekatan Child-Centered Learning dalam Pengembangan Pembelajaran Pendidikan Anak Usia Dini (PAUD) Nur Azizah; Aris Suziman
Jurnal E-MAS (Edukasi dan Pembelajaran Anak Usia Dini) Vol. 2 No. 1 (2026)
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/e-mas.v2i1.718

Abstract

The child-centered learning approach is a pedagogical strategy that positions children as the central subjects in the learning process. This study aims to examine the concept, principles, and implementation of the child-centered learning approach in Early Childhood Education (PAUD). The method used is a literature review by analyzing various sources such as scientific journals, books, and documents related to early childhood education. This study specifically focuses on the implementation of the child-centered learning approach in the development of learning in Early Childhood Education (PAUD). The results of the study indicate that this approach provides opportunities for children to actively explore the environment, develop creativity, and build knowledge based on direct experience. Teachers act as facilitators who support children's needs and interests. In addition, child-centered learning can also improve aspects of holistic development, including cognitive, social-emotional, language, and motor skills. However, its implementation still faces several challenges such as limited teacher understanding, inadequate facilities, and a less-than-ideal teacher-to-child ratio. Therefore, ongoing training for educators and support from various parties are needed to optimize the implementation of this approach. In conclusion, child-centered learning is an effective approach in improving the quality of learning in PAUD because it provides space for children to develop according to their potential and characteristics.
Perkembangan Kognitif Anak Usia Dini Melalui Pembelajaran Berbasis Lingkungan Nur Rahma Azlinda; Sri Jumiaty Permatasari
Jurnal E-MAS (Edukasi dan Pembelajaran Anak Usia Dini) Vol. 2 No. 1 (2026)
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/e-mas.v2i1.719

Abstract

Early childhood cognitive development is a crucial aspect in shaping children’s ability to think, understand, and solve problems. One effective approach to support this development is environment-based learning. This study aims to review various literature sources regarding the role of the environment as a learning medium in enhancing early childhood cognitive abilities. The method used is a qualitative literature review by analyzing scientific journals, books, and relevant previous studies. This review focuses on synthesizing theoretical and empirical findings on the contribution of environment-based learning to early childhood cognitive development. The findings indicate that both natural and social environments provide direct learning experiences that stimulate children’s curiosity, improve observation skills, and strengthen critical and creative thinking. Environment-based learning also enables children to learn in a contextual manner, making concepts easier to understand and remember. In addition, interaction with the environment supports language development, classification skills, and simple problem-solving abilities. Teachers play an important role in designing and facilitating learning activities that effectively utilize the surrounding environment in accordance with children’s developmental stages. The success of this approach largely depends on teachers’ ability to create meaningful and developmentally appropriate learning experiences. Thus, environment-based learning is an effective strategy for promoting holistic cognitive development in early childhood. The implication of this study suggests that integrating environmental contexts into learning activities should be systematically implemented in early childhood education to optimize cognitive stimulation through experiential learning.
Pendekatan Bermain Kreatif sebagai Metode Pembelajaran pada Anak Usia Dini Monika Rahel; Itsnain Alfajri Husain
Jurnal E-MAS (Edukasi dan Pembelajaran Anak Usia Dini) Vol. 2 No. 1 (2026)
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/e-mas.v2i1.723

Abstract

The creative play approach is an essential learning method in early childhood education as it supports children’s holistic development. This study aims to analyze the implementation of the creative play approach in early childhood education through a literature review of scientific sources, books, and educational journals. The method used is library research involving the collection and analysis of relevant literature on creative play, child development, and early childhood education strategies. The results indicate that the creative play approach contributes to the development of children’s cognitive, social-emotional, language, motor, and creativity skills. More importantly, the findings suggest that creative play functions as an integrative learning approach that simultaneously stimulates multiple domains of child development rather than isolated skills. In addition, creative play enhances children’s self-confidence, problem-solving skills, and social interaction during learning activities. Teachers play a crucial role as facilitators in creating a joyful learning environment that supports children’s exploration. The use of varied learning media also supports the effectiveness of this approach. Furthermore, learning based on creative play makes children more active, enthusiastic, and able to understand learning materials more easily compared to conventional learning methods. Thus, the creative play approach can be considered an effective learning method in early childhood education as it aligns with children’s natural learning characteristics, which emphasize learning through play.
Penerapan Media Wordwall Untuk Meningkatkan Fokus Anak ADHD Dalam Pembelajaran Inklusif Aslamiyah Aslamiyah; Ahmad Khoiri; Vava Imam Agus Faisal
Jurnal E-MAS (Edukasi dan Pembelajaran Anak Usia Dini) Vol. 2 No. 1 (2026)
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/e-mas.v2i1.741

Abstract

This study aims to describe the application of Wordwall media in inclusive learning and analyze its role in improving the learning focus of children with ADHD at SC Klab Wonosobo Kindergarten. This study uses a qualitative method with a descriptive approach. The subjects of the study were children with ADHD with hyperactive and inattentive characteristics, while informants consisted of the principal, class teachers, and assistant teachers. Data collection techniques included observation, interviews, and documentation. Data analysis was carried out through the stages of data reduction, data presentation, and drawing conclusions using source triangulation techniques and techniques to ensure data validity. The results showed that before the application of Wordwall media, children with ADHD had difficulty maintaining focus, were easily distracted, and were less active in learning. After the application of Wordwall media in core learning activities, there were significant changes in learning behavior, namely increased focus, enthusiasm, active participation, and involvement of children in learning activities. Wordwall media, which is based on interactive games with visual elements, audio, and quiz activities, has been proven to be able to create a more enjoyable and interesting learning atmosphere for children. In addition, this media also contributes to children's social development through activities such as waiting for turns, working together, and obeying game rules. The success of implementing wordwalls is influenced by conducive classroom conditions, educator competence, and collaboration between the classroom teacher and the assistant teacher. Therefore, wordwalls can be an effective interactive learning tool to support inclusive learning for children with ADHD in early childhood education.
Revitalisasi Pembelajaran Bahasa melalui Pendekatan Sosiolinguistik untuk Penguatan Literasi dan Karakter Peserta Didik Indramini Indramini
Jurnal E-MAS (Edukasi dan Pembelajaran Anak Usia Dini) Vol. 2 No. 1 (2026)
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/e-mas.v2i1.750

Abstract

Revitalizing language learning has become an urgent need in the era of globalization and digitalization, particularly in addressing the challenges of low literacy skills and weakening student character. This article aims to examine the role of a sociolinguistic approach in revitalizing language learning to strengthen students’ literacy and character in educational settings. This study employed a literature review method by analyzing various scientific sources related to sociolinguistics, language learning, literacy, and character education. The findings indicate that a sociolinguistic approach provides significant contributions to language learning because it connects language use with students’ social, cultural, and real-life communication contexts. As a result, language learning becomes more contextual, meaningful, and interactive. In addition, this approach improves students’ literacy skills, including reading, writing, and communication literacy, through the understanding of language variation, register, and the social functions of language. From the perspective of character education, sociolinguistics contributes to the development of polite language attitudes, tolerance toward linguistic diversity, and the strengthening of cultural identity. Therefore, sociolinguistic-based language learning revitalization is not only oriented toward cognitive development, but also toward students’ affective and social development. This article recommends integrating sociolinguistic approaches into curricula and language learning practices as an innovative strategy to improve the quality of language education in Indonesia.
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.

Page 5 of 9 | Total Record : 89

 3   4   5   6   7 

Filter by Year

2025 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)