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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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Perkembangan Model Pembelajaran Berbasis Permainan Sirkuit Dalam Meningkatkan Motorik Halus Anak Usia 4-6 Tahun Putri Elisabeth Kolly; Elsa Mariana Pian; Oktifina Loni Sabila; Sifra Yulti Nisipeni; Desi Katarina Saepito; 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.v2i1.838

Abstract

Fine motor skills are an important aspect of early childhood development through active and enjoyable learning. This study aims to analyze the effect of a circuit-based learning model on the fine motor skills of children aged 4–6 years at Efrata Preschool. The study used a quantitative approach with an ex post facto design. The sample size was 20 children aged 4–6 years, selected using a total sampling technique. Data collection was conducted using a questionnaire consisting of a circuit-based learning model scale and a child's fine motor skills scale that met validity and reliability tests. The data were analyzed using simple linear regression analysis using SPSS version 25.0. The results showed that the circuit-based learning model had a positive and significant effect on the fine motor skills of children aged 4–6 years (p = 0.003 < 0.05). The coefficient of determination (R Square) of 0.381 indicates that the circuit-based learning model contributed 38.1% to children's fine motor development, while the remaining 61.9% was influenced by factors outside the study. Thus, implementing a circuit-based game-based learning model in a structured and consistent manner can be an alternative learning method to optimize fine motor development in early childhood education (PAUD) units.
Application Of Deep Learning Model In Improving Early Childhood Development Meyzia Susang; Yelsi Benu; Rosalia Blegur; Marina Anone; Sarita Natumnea; Selvi Wahi; 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.v2i2.839

Abstract

Background: Cognitive development is an essential aspect of early childhood education as it underpins children’s abilities in thinking, reasoning, problem-solving, and decision-making that support lifelong learning. The Deep Learning model, which integrates mindful, meaningful, and joyful learning principles, is an innovative approach designed to enhance children’s engagement and learning experiences. However, empirical evidence on its effectiveness in relation to cognitive development in real kindergarten settings remains limited. Objective: This study aimed to analyze the relationship between the implementation of the Deep Learning model and the cognitive development of children aged 4–6 years at Cemara Liliba Kindergarten, Kupang City. Method: This quantitative study used an ex post facto design involving 20 children selected through purposive sampling. Data were collected through observation, interviews, documentation, and cognitive development assessments, then analyzed using descriptive statistics and simple linear regression with SPSS. Results: The findings indicated that the Deep Learning model encouraged active participation, curiosity, and enjoyable learning experiences among children through mindful, meaningful, and joyful activities. However, the regression analysis showed that the relationship between the Deep Learning model and cognitive development was not statistically significant (p > 0.05). The coefficient of determination (R² = 0.088) revealed that only 8.8% of cognitive development variance was explained by the model, while 91.2% was influenced by other factors. Novelty: This study provides empirical evidence of Deep Learning implementation in early childhood classrooms using an ex post facto design. Conclusion: The Deep Learning model created positive learning experiences but did not significantly affect children’s cognitive development.
The Applikation Of Deep Learning Using Loose Part To Enhance Early Childhood Creativity Development Rinensi Alvionita Lodo; Becina Damira Ottu; Maretni Nopus; Dela Astriwanti Tunmuni; Karjo Donisius Djaha; 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.v2i2.840

Abstract

Background: Creativity is a fundamental aspect of early childhood development because it supports children's ability to generate original ideas, solve problems, and express themselves through meaningful learning experiences. The Deep Learning approach integrated with Loose Parts media has been introduced as an innovative child-centered learning strategy that promotes mindful, meaningful, and joyful learning. However, empirical evidence regarding its implementation in authentic early childhood classrooms remains limited. Objective: This study aimed to analyze the effect of the Deep Learning approach integrated with Loose Parts media on the creativity development of children aged 4–5 years at PAUD Joel, Kupang City. Method: This quantitative study employed an ex post facto research design involving 20 children selected through total sampling. Data were collected using observation, documentation, and creativity assessment instruments and analyzed using descriptive statistics and simple linear regression. Results: The findings revealed that the implementation of the Deep Learning approach with Loose Parts media had a positive and statistically significant effect on children's creativity development (p < 0.05). The coefficient of determination (R² = 0.131) indicated that the approach explained 13.1% of the variance in creativity development, while the remaining variance was influenced by other factors. Novelty: This study provides empirical evidence of integrating the Deep Learning approach with Loose Parts media through an ex post facto design in an authentic early childhood education setting. Conclusion: The Deep Learning approach with Loose Parts media can positively support children's creativity development by providing meaningful, exploratory, and child-centered learning experiences.
3R Based Learning Method (Reuse, Reduce, Recycle) In Enhancing Early Childhood Creativity Hawila Rassi; Taroci Neolaka; Ariyanti Tafuli; Merianus Maifani; Debora Kamuilut; 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.v2i2.841

Abstract

Background: Creativity is a fundamental aspect of early childhood development because it enables children to generate original ideas, solve problems, and express themselves through meaningful learning experiences. The 3R-Based learning method (Reuse, Reduce, Recycle) has emerged as an innovative and environmentally friendly instructional approach that encourages children to explore, reuse, and recycle materials while fostering creativity and environmental awareness. However, empirical evidence regarding its implementation in authentic early childhood education settings remains limited. Objective: This study aimed to analyze the effect of the 3R-Based learning method on the creativity of children aged 4–5 years at PAUD Cahaya Pasar Tani Kolhua. Method: This quantitative study employed an ex post facto research design involving 25 children selected through total sampling. Data were collected using questionnaires measuring the implementation of the 3R-Based learning method and children's creativity and were analyzed using descriptive statistics and simple linear regression. Results: The findings revealed that the 3R-Based learning method had a positive and statistically significant effect on children's creativity (p = 0.002; p < 0.05). The coefficient of determination (R² = 0.342) indicated that the method explained 34.2% of the variance in children's creativity, while 65.8% was influenced by other factors. Novelty: This study provides empirical evidence of implementing the 3R-Based learning method through an ex post facto design in an authentic early childhood education setting by integrating environmental sustainability with creativity development. Conclusion: The 3R-Based learning method can effectively support early childhood creativity by providing meaningful, exploratory, and environmentally oriented learning experiences.
Application Of Model-Based Learning To The Social And Emotional Development Of Early Childhood Delta Ullu; Metri Ameliana Taneo; Resty Taneo; Maria Yoaknia Taneo; Sintya Binti Fola Besi; 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.v2i3.844

Abstract

Background: Social-emotional development is a fundamental aspect of early childhood education because it influences children's ability to regulate emotions, cooperate with peers, communicate effectively, and adapt to their learning environment. Objective: This study aimed to examine the effect of the Problem-Based Learning (PBL) model on the social-emotional development of children aged 5–6 years at TK GMIT Sion Camplong. Method: A quantitative study employing an ex post facto design was conducted involving 20 children selected through total sampling. Data were collected using structured observation instruments measuring children's social-emotional development and were analyzed using descriptive statistics and simple linear regression with SPSS version 25. Results: The findings demonstrated that the implementation of the Problem-Based Learning model had a positive and statistically significant effect on children's social-emotional development (p < 0.05). The coefficient of determination (R² = 0.119) indicated that the PBL model explained 11.9% of the variance in children's social-emotional development, while the remaining 88.1% was influenced by other factors beyond the scope of this study. Improvements were observed in children's cooperation, emotional regulation, self-confidence, empathy, and social interaction during classroom activities. Novelty: This study provides empirical evidence regarding the implementation of Problem-Based Learning within an authentic early childhood classroom context to strengthen social-emotional competencies. Conclusion: Problem-Based Learning is an effective child-centered instructional approach for promoting the social-emotional development of children aged 5–6 years.
The Implementation of Cooperative Learning to enhance Religious and Moral Values In Early Childhood Nenci Tefi; Yunita Raikou; Eunike laa; Yandi Failed; Yulinda Yulinda; 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.v2i3.845

Abstract

Background: Religious and moral development is a fundamental aspect of early childhood education because it shapes children's character, values, and positive behaviour through meaningful learning experiences. Objective: This study aimed to examine the relationship between the implementation of the Cooperative Learning model and the religious and moral development of children aged 5–6 years at Cemara Liliba Kindergarten, Kupang City. Method: This quantitative study employed an ex post facto design involving 22 children selected through total sampling. Data were collected using structured observation instruments assessing Cooperative Learning implementation and children's religious and moral development. Descriptive statistics and simple linear regression were performed using SPSS version 25. Results: The descriptive findings indicated that most children demonstrated moderate to high levels of Cooperative Learning participation and religious and moral development. However, regression analysis revealed no statistically significant relationship between Cooperative Learning and children's religious and moral development (p = 0.353 > 0.05). The coefficient of determination (R² = 0.043) showed that Cooperative Learning explained 4.3% of the variance, while 95.7% was attributable to other factors beyond the scope of this study. Novelty: This study provides empirical evidence regarding the implementation of Cooperative Learning in an authentic early childhood classroom while highlighting the limited contribution of classroom learning alone to children's religious and moral development. Conclusion: Cooperative Learning creates meaningful, collaborative, and enjoyable learning experiences; however, strengthening children's religious and moral values requires continuous support through teacher modelling, parental involvement, and consistent moral habituation.  
Stimulation Of Early Childhood Social-Emotional Development With The Tellyng Story  Method Miranda Moni; Nofi Tefa; Idayanti Kargena; Itin Nenosaban; Angki Tolang; 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.v2i3.846

Abstract

Background: Social-emotional development is a fundamental aspect of early childhood education because it enables children to regulate emotions, cooperate with peers, communicate effectively, and establish positive social relationships. Storytelling is considered an appropriate child-centered learning method for fostering these competencies through meaningful and engaging learning experiences. Objective: This study aimed to examine the relationship between the implementation of the storytelling method and the social-emotional development of children aged 5–6 years at Cemara Liliba Kindergarten, Kupang City. Method: This quantitative study employed an ex post facto design involving 20 children selected through total sampling. Data were collected using structured observation and child development assessment instruments. Descriptive statistics and simple linear regression analyses were performed using SPSS version 25. Results: The findings revealed that the storytelling method had a positive and statistically significant relationship with children's social-emotional development (F = 6.155; p = 0.023 < 0.05; t = 2.481; p = 0.023). The coefficient of determination (R² = 0.255) indicated that storytelling explained 25.5% of the variance in children's social-emotional development, while 74.5% was influenced by other factors beyond this study. Novelty: This study provides empirical evidence regarding the contribution of storytelling to children's social-emotional development within an authentic kindergarten classroom context. Conclusion: Storytelling is an effective child-centered learning approach for promoting children's social-emotional development through meaningful, interactive, and engaging learning experiences.
Stimulation Of Early Childhood Social-Emotional Development With The Tellyng Story  Method Yubita Epifani Bobsuni; Demarti Eny; Inko Deslin Tiumate; Irma Sesfa&#039;o; Jetri Alimia Kamlasi; 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.v2i3.850

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: A quantitative study employing a quasi-experimental one-group pretest–posttest design was conducted involving 20 children selected through total sampling. Data were collected using structured observation instruments and analyzed using descriptive statistics and simple linear regression with SPSS. 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.
Application Of Deep Learning Model Towards The Instillation Of Moral Values In Early Childhood Trisora Lauleti; Sindi Lestari Haumeni; Fici Katrina Kanni; Rianti Benu; Jhon Medion Maifani; Elsa Juwyta Nome; 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.v2i3.851

Abstract

Background: Moral value development is a fundamental aspect of early childhood education because it shapes children's character, responsibility, honesty, respect, and positive social behaviour. The implementation of the Deep Learning model, which emphasizes meaningful, mindful, and joyful learning, is expected to support children's moral development through active and contextual learning experiences. Objective: This study aimed to examine the relationship between the implementation of the Deep Learning model and the moral value instillation of children aged 5–6 years at TK Cemarah Liliba. Method: This quantitative study employed an ex post facto correlational design involving 21 children selected through total sampling. Data were collected using a structured questionnaire measuring the implementation of the Deep Learning model and children's moral values and were analyzed using descriptive statistics, the Shapiro–Wilk normality test, Pearson Product Moment correlation, simple linear regression, the coefficient of determination, and SPSS version 25. Results: The findings revealed a positive and statistically significant relationship between the implementation of the Deep Learning model and children's moral value instillation (p < 0.05), indicating that more effective implementation of the model was associated with better moral development. Novelty: This study provides empirical evidence regarding the application of the Deep Learning model within an authentic early childhood education setting to strengthen children's moral values. Conclusion: Integrating meaningful, mindful, and joyful learning into classroom practice can support the development of children's moral values and promote more holistic early childhood education.
Penerapan Model Deep Learning Terhadap Perkembangan Kognitif Anak Usia Dini Rini Missa; Lita Yumarsi Hano; Melida Kadja; Meriance Karmalei; Yumiati Snaen; Pia Adolpah Tari; 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.v2i1.852

Abstract

Cognitive development is one of the important aspects in early childhood education as it relates to the ability to think, understand, remember, categorize information, and solve problems. Efforts to optimize children's cognitive development require learning that is not only oriented toward mastery of subject matter, but also capable of providing meaningful learning experiences. One approach that can be used is deep learning instruction, which emphasizes the principles of mindful learning, meaningful learning, and joyful learning. This study aims to describe the implementation of deep learning instruction and analyze the cognitive development of children aged 5–6 years at PAUD Sabalus Vani Naimata. This study uses a quantitative approach with a quasi-experimental method using a One Group Pretest-Posttest Design. The research sample consisted of all children in the 5–6 age group, determined using a total sampling technique. Data were collected through tests (pre-test and post-test), observation, and documentation, then analyzed using descriptive statistics and the Paired Sample t-Test with the assistance of IBM SPSS Statistics. The results showed that deep learning instruction had been implemented through activities that encourage active child engagement, connect material to real-life experiences, and create an enjoyable learning atmosphere. The implementation of this learning approach had a positive impact on children's cognitive development, as indicated by improvements in their ability to observe, categorize information, think logically, solve simple problems, and develop creativity.

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