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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 89 Documents
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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.
Penerapan Model Pembelajaran Sentra Terhadap Perkembangan Kemampuan Sosial Emosional Anak Usia Dini Yeni Patriziana Regina Penuam; Rini Sansindi Taneo; Naomi Pitay; Nirlen Betti; Enderikanihu Fallo; Fredericksen Victoranto Amseke
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.v2i1.828

Abstract

Early Childhood Education represents a critical period that significantly influences children's future development, particularly social-emotional development, which is essential for learning success and social interaction. This study aimed to measure the level of social-emotional development among children aged 4–6 years and to analyze the influence of the center-based learning model on their social-emotional development at PAUD Efrata Karisin, Kupang Regency, East Nusa Tenggara. The study employed a quantitative approach with an ex post facto design. The population and sample consisted of 20 children selected through total sampling. Data were collected using observation sheets, teacher interviews, and learning activity documentation. Data were analyzed using descriptive statistics and simple linear regression. The findings revealed that most children’s social-emotional development was in the low category (45%). Interview results further indicated that some children still experienced difficulties in taking turns, sharing, and resolving conflicts with peers. Hypothesis testing demonstrated a positive and significant effect of the center-based learning model on children’s social-emotional development, with a contribution of 6.4%. These findings suggest that the implementation of center-based learning, which aligns with the principles of meaningful, mindful, and joyful learning, contributes positively to children’s social-emotional development. However, greater consistency in implementing the learning model, along with active parental involvement, is needed to optimize developmental outcomes.
The Application Of The Discovery Learning Model In Improving Early Childhood Cognitive Development Septinia Lae; Risna Bureni; Inka Nenometa; Elda Haekase; Riwanti Sio; Habel Lauren; Fredericksen Victoranto Amseke
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.v2i2.829

Abstract

Background: Cognitive development is a fundamental aspect of early childhood education because it supports children's ability to think, understand concepts, and solve problems. Although many studies have reported the effectiveness of Discovery Learning, limited evidence has examined its implementation using an ex post facto design in authentic classroom settings. Objective: This study aimed to examine the effect of the Discovery Learning method on the cognitive development of children aged 5–6 years at TK Cemara Liliba, Kupang City. Method: A quantitative approach with an ex post facto design was employed involving 18 children selected through total sampling. Data were collected using Discovery Learning and cognitive development scales based on Bruner's learning theory and Piaget's cognitive development theory and analyzed using descriptive statistics and simple linear regression. Results: Discovery Learning had a positive and significant effect on children's cognitive development, with an R Square value of 0.286, indicating a contribution of 28.6%. The mindful, meaningful, and joyful dimensions also supported children's active engagement during learning. Novelty: This study provides empirical evidence of the effectiveness of Discovery Learning using an ex post facto design in an authentic classroom context. Conclusion: Consistent implementation of Discovery Learning can enhance children's cognitive development and provide practical guidance for teachers in designing exploration-based learning activities.
Application Of Thematic Pop Up Book Media In Improving Language Ability Of Children Aged 4–5 Years Feorintina Gloria Ester Atimeta; Puput Kartiqha Airtur; Yustina Indriyani Dhelo; Yufita Seubelan; Yesaya Binoni Bayang; Fredericksen Victoranto Amseke
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.v2i2.830

Abstract

Background: Language ability is a fundamental aspect of early childhood development as it supports communication, comprehension, and expression skills. However, limited empirical evidence has examined the use of thematic Pop Up Book media in authentic classroom settings using an ex post facto design. Objective: This study aimed to examine the effect of thematic Pop Up Book media on the language ability of children aged 4–5 years at PAUD Nekafhonis. Method: A quantitative approach with an ex post facto design was employed involving 17 children selected through total sampling. Data were collected using thematic Pop Up Book media and language ability scales and analyzed using descriptive statistics and simple linear regression with SPSS 25.0. Results: The findings revealed that thematic Pop Up Book media had a positive and significant effect on children’s language ability, with an R Square value of 0.242, indicating a contribution of 24.2%. The significance value was 0.045 (p < 0.05), confirming the hypothesis. Novelty: This study provides empirical evidence of the effectiveness of thematic Pop Up Book media in improving early childhood language ability within a real classroom context using an ex post facto design. Conclusion: Consistent and structured implementation of thematic Pop Up Book media can significantly enhance children’s language development and support active learning in early childhood education.
Development Of Early Childhood Creativity With Physical Motor Skills Using Project-Based Learning At Cemara Liliba Kindergarten Orvinanto Sabneno; Adriana Lape; Fenti Bani; Yuni Hano; Maria Fahik; Defrin Waang; Fredericksen Victoranto Amseke
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.v2i2.831

Abstract

Background: Creativity is a fundamental aspect of early childhood development because it supports children's ability to generate ideas, solve problems, and express themselves through meaningful learning experiences. However, empirical evidence regarding the implementation of Project-Based Learning using an ex post facto design in authentic early childhood classroom settings remains limited. Objective: This study aimed to examine the effect of Project-Based Learning on the creativity development of children aged 5–6 years at Cemara Liliba Kindergarten. Method: A quantitative approach with an ex post facto design was employed involving 20 children selected through purposive sampling. Data were collected using Project-Based Learning and creativity instruments based on relevant theoretical indicators and analyzed using descriptive statistics and simple linear regression. Results: The findings revealed that Project-Based Learning had a positive and significant effect on children's creativity development, with an R Square value of 0.304, indicating a contribution of 30.4%. The implementation of mindful, meaningful, and joyful learning activities also supported children's active engagement during project-based learning. Novelty: This study provides empirical evidence of the effectiveness of Project-Based Learning in enhancing early childhood creativity through an ex post facto design in an authentic classroom context. Conclusion: Consistent implementation of Project-Based Learning can effectively foster children's creativity and provide practical guidance for teachers in designing meaningful, child-centered learning experiences.
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.
Penerapan Model Deep Learning Terhadap Pembentukan Karakter Tanggung Jawab Anak Usia Dini Yeti Anggiani Baun; Sri Mariani Lomi Wadu; Apriani Yakoba Asamani; Novriana Yanti Manafe; Sara Lodia Selly; Dominikus Lau; Fredericksen Victoranto Amseke
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.v2i1.836

Abstract

Early childhood education plays a fundamental role in optimizing children's development during the golden age through holistic and integrated learning experiences. One of the current learning approaches that emphasizes meaningful, mindful, and joyful learning is the deep learning model. However, empirical evidence regarding its contribution to the development of responsibility character in early childhood remains limited. Therefore, this study aimed to examine the effect of the deep learning model on the development of responsibility character among children aged 5–6 years at PAUD Diaspora Danau Ina, Kupang City. This study employed a quantitative approach with an ex-post facto design. The respondents consisted of 26 children selected using purposive sampling. Data were collected using questionnaires measuring the implementation of the deep learning model and the development of responsibility character. The data were analyzed using descriptive statistics and simple linear regression with SPSS version 25.0. The results revealed that the implementation of the deep learning model was predominantly in the high category (46%), followed by the moderate (35%) and low (19%) categories. Likewise, the development of responsibility character was mostly in the high category (51%), followed by the moderate (25%) and low (24%) categories. The regression analysis demonstrated that the deep learning model had a positive and significant effect on the development of responsibility character (R = 0.444; R² = 0.197; F = 5.906; p = 0.023), indicating that the model contributed 19.7% to the formation of responsibility character, while the remaining 80.3% was influenced by other factors. These findings suggest that the deep learning model can serve as an effective learning approach to strengthen responsibility character in early childhood through active, meaningful, and enjoyable learning experiences, thereby contributing to character education practices in early childhood education institutions.

Page 7 of 9 | Total Record : 89

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