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TEMATIK: Jurnal Pemikiran dan Penelitian Pendidikan Anak Usia Dini
Published by Universitas Negeri Makassar
ISSN : 24769363     EISSN : 27237613     DOI : https://doi.org/10.26858/tematik
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Other
TEMATIK: Jurnal Pemikiran dan Penelitian Pendidikan Anak Usia Dini has a focus & scope related to analytical studies and research results related to early childhood, including; the development of moral and religious values, physical motor development, emotional, social development, cognitive development, language development, artistic and creative development, childcare, childcare, early childhood education management institutions, early childhood development assessment, child development psychology, child empowerment, learning strategies, educational tool games, learning media, innovations in early childhood education and various fields related to Early Childhood Education.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 10 Documents
 1 
Improving Early Childhood Language Development Through the Storytelling Method Feiby Margaretha; Shofiyanti Nur Zuama; Nur Istiana Makarau; Andi Agusniatih
TEMATIK: Jurnal Pemikiran dan Penelitian Pendidikan Anak Usia Dini Vol. 11 No. 2 (2025): TEMATIK: Jurnal Pemikiran dan Penelitian Pendidikan Anak Usia Dini
Publisher : Program Studi Pendidikan Guru Pendidikan Anak Usia Dini, Fakultas Ilmu Pendidikan, Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/tematik.v11i2.9431

Abstract

The underdevelopment of children's language is associated with limited interaction during questioning, low engagement, and difficulties pronouncing sentences. This study aimed to improve children’s language development in Adhyaksa XXII Kindergarten by implementing a storytelling method. A classroom action research design following the Kemmis–McTaggart model was conducted across two cycles (four actions) to evaluate the effectiveness of a storytelling method in fostering an engaging, interactive, and imaginative learning environment for language acquisition. Data was collected through several methods, including observation, analysis of work results, checklists, and documentation. The results show that there was an increase in all indicators of children's language development after being given action. The improvement shows in the category of developing very well and developing as expected in cycle 1 by 45%, then there is an increase in cycle II to 80%, so that the increase that occurs is 35%, thus it can be concluded that the storytelling method can improve children's language skills in group B of Adhyaksa XXII Kindergarten in Palu. These findings indicate that storytelling proved an engaging and feasible way to enhance language acquisition.
Impact of the Experimental Method on Problem-Solving Skills in Early Childhood Hajar Yaumil Faizah; Ika Budi Maryatun
TEMATIK: Jurnal Pemikiran dan Penelitian Pendidikan Anak Usia Dini Vol. 11 No. 2 (2025): TEMATIK: Jurnal Pemikiran dan Penelitian Pendidikan Anak Usia Dini
Publisher : Program Studi Pendidikan Guru Pendidikan Anak Usia Dini, Fakultas Ilmu Pendidikan, Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/tematik.v11i2.9453

Abstract

This study aims to determine and analyse the impact of experimental methods on the problem-solving skills of early childhood students in Kertosono District. This study uses a quantitative approach with an ex post facto type. The population in this study consists of early childhood education teachers in the Kertosono District. The sampling technique employed is purposive sampling, involving a total of 31 teachers. The instruments used were a questionnaire and an interview. The data analysis technique used the ANOVA test. The results of the study indicate that there is a significant influence between the experimental method and the problem-solving abilities of young children in Kertosono District, with a significance value of 0.000 < 0.05. Based on the coefficient of determination, problem-solving skills are influenced by the experimental method by 85%. From these results, it can be concluded that the more intensive the application of the experimental method in the learning process of young children, the greater their problem-solving ability will be.
The Role of Reward and Punishment in Strengthening Religious Values in Early Childhood Education Nurul Halisa; Nurhayati; Sita Awalunisah; Andi Agusniatih
TEMATIK: Jurnal Pemikiran dan Penelitian Pendidikan Anak Usia Dini Vol. 11 No. 2 (2025): TEMATIK: Jurnal Pemikiran dan Penelitian Pendidikan Anak Usia Dini
Publisher : Program Studi Pendidikan Guru Pendidikan Anak Usia Dini, Fakultas Ilmu Pendidikan, Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/tematik.v11i2.9454

Abstract

The development of children’s religious values plays a fundamental role in shaping their character, particularly in helping children distinguish between good and bad behavior, understanding basic worship practices, and recognizing Islamic symbols from an early age. However, learning activities in early childhood education settings often lack reinforcement strategies that effectively engage children and sustain their motivation during religious learning. This study aims to analyze the role of implementing reward and punishment in strengthening religious values in early childhood education. A qualitative descriptive approach was employed, involving 13 children aged 5–6 years. Data were collected through observation, interviews, and documentation. The results indicate that applying rewards and punishments in learning activities can increase children’s motivation, attention, discipline, and understanding of religious concepts. Three aspects showed improvement: recognition of Hijaiyah letters, performance of prayer movements, and knowledge of the Hijri months. Teachers implemented rewards such as praise, applause, and star stickers, while punishment was applied educationally through verbal reminders and task continuation. These results suggest that appropriately implemented reward and punishment strategies, combined with habituation practices, can effectively support the development of religious values in early childhood education settings.
Enhancing Critical Thinking Skills of Children Aged 5–6 Years Through a Project-Based Learning (PjBL) Model Aprilia Wahyuning Fitri; Septi Rofiqoh
TEMATIK: Jurnal Pemikiran dan Penelitian Pendidikan Anak Usia Dini Vol. 11 No. 2 (2025): TEMATIK: Jurnal Pemikiran dan Penelitian Pendidikan Anak Usia Dini
Publisher : Program Studi Pendidikan Guru Pendidikan Anak Usia Dini, Fakultas Ilmu Pendidikan, Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/tematik.v11i2.9533

Abstract

This study aims to develop a Project-Based Learning (PjBL) model to enhance critical thinking skills in children aged 5–6 years. The research is based on the urgency of fostering 21st-century skills from early childhood and the limited availability of specific learning models for Early Childhood Education (ECE). Using a Research and Development (R&D) approach with the 4D model (Define, Design, Develop, and Disseminate) by Thiagarajan, Semmel, and Semmel, this study involved expert validators, teachers, and children aged 5–6 years from a ECE institution. The findings revealed that the developed PjBL model and the accompanying teacher guidebook demonstrated high feasibility. Expert validation using Aiken’s V technique produced a high coefficient, indicating strong content validity and internal consistency. Teachers responded positively, stating that the model was easy to understand, relevant, and effective in stimulating children’s critical thinking. The PjBL model integrates syntax, teacher reaction principles, social collaboration systems, and contextual media to promote simple analysis, evaluation, and creation skills. Therefore, it is highly suitable for improving critical thinking in early childhood.
The Development of Flashcard Media for Improving Early Reading Skills in Kindergarten Purnamasari Marifuddin; Herlina; Muhammad Yusri Bachtiar; Muhammad Akil Musi; Salma Samputri
TEMATIK: Jurnal Pemikiran dan Penelitian Pendidikan Anak Usia Dini Vol. 11 No. 2 (2025): TEMATIK: Jurnal Pemikiran dan Penelitian Pendidikan Anak Usia Dini
Publisher : Program Studi Pendidikan Guru Pendidikan Anak Usia Dini, Fakultas Ilmu Pendidikan, Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/tematik.v11i2.9558

Abstract

Early reading ability is essential for children’s literacy development; however, observations at Kemala Bhayangkari Kindergarten in Polewali Mandar reveal that many children still struggle to recognize letters, sounds, and simple words. This study aims to develop flashcard media equipped with an audio-reading device to improve early reading skills and to test its validity, practicality, and effectiveness. Using a Research and Development (R&D) design with the ADDIE model, the study involved expert validation, teacher response questionnaires, observations, and assessments of children’s reading abilities. The results indicate that the flashcard media is “Very Valid” (88.8%), “Very Practical” (93.1%), and “Very Effective” (91.2%). The media significantly enhanced children’s ability to recognize, categorize, and pronounce English word cards. These findings align with Vygotsky’s scaffolding theory, Piaget’s preoperational development, behaviorist reinforcement, and multimodal learning principles. Overall, the flashcard media provides an interactive and engaging learning experience and serves as an effective tool to support early reading development in early childhood education.
Parents' Views on the Role of Male Teachers in Early Childhood Education Yosifa Qolbi Noor; Asep Kurnia Jayadinata; Dhea Ardiyanti
TEMATIK: Jurnal Pemikiran dan Penelitian Pendidikan Anak Usia Dini Vol. 11 No. 2 (2025): TEMATIK: Jurnal Pemikiran dan Penelitian Pendidikan Anak Usia Dini
Publisher : Program Studi Pendidikan Guru Pendidikan Anak Usia Dini, Fakultas Ilmu Pendidikan, Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/tematik.v11i2.10146

Abstract

This study aims to examine parents' views on the usefulness and professional role of male teachers in the Early Childhood Education (ECE) unit. The background of this research stems from the low number of male teachers in ECE, both nationally and globally, which has led to various perceptions among parents, ranging from doubts about competence to recognition of the positive contributions of male teachers. The research method used is a phenomenological qualitative approach with interpretative phenomenological analysis, covering aspects of parental trust, professional competence, parenting roles, gender stereotypes, and acceptance and expectations. The respondents were ten parents of ECE students at TKIT Cendekia, Purwakarta. Participants were selected by purposive sampling, with the main criterion. The results of the study are expected to provide a comprehensive picture of the level of parental acceptance of male teachers, as well as identify factors that strengthen or weaken this trust. Theoretically, this research contributes to expanding the study of the role of gender in early childhood education. Practically, the results of the research can be the basis for ECE institutions and policymakers in designing strategies to increase the representation of male teachers and build effective communication with parents to reduce negative stereotypes.
The Relationship between Emotional Intelligence and Psychological Well-being in Early Childhood Nasywa Dhiya Amatulloh Sholihah; Idat Muqodas
TEMATIK: Jurnal Pemikiran dan Penelitian Pendidikan Anak Usia Dini Vol. 11 No. 2 (2025): TEMATIK: Jurnal Pemikiran dan Penelitian Pendidikan Anak Usia Dini
Publisher : Program Studi Pendidikan Guru Pendidikan Anak Usia Dini, Fakultas Ilmu Pendidikan, Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/tematik.v11i2.10441

Abstract

This study examines the relationship between emotional intelligence and psychological well-being in early childhood. Data were collected using a quantitative correlational design from 57 parents of kindergarten children in Purwakarta selected through purposive sampling. Emotional intelligence was measured with the Parental Emotional Intelligence Scale (23 items: self‑awareness, self‑regulation, motivation, empathy, social skills), and psychological well‑being with the Early Childhood Psychological Well‑Being Questionnaire (18 items: positive affect, life satisfaction, absence of distress). Instrument validity was confirmed through item–total correlation, and reliability analysis produced a Cronbach’s alpha of 0.935. Normality and linearity tests showed that the data met the assumptions for Pearson product–moment correlation. The results indicated a strong, positive, and statistically significant relationship between emotional intelligence and psychological well‑being (r = 0.647, p < 0.001). This finding adds empirical evidence on the emotional intelligence–well‑being link in an understudied Indonesian early childhood context and highlights the crucial role of parental emotional intelligence. The study recommends integrating parent‑focused emotional intelligence learning into early childhood education programs to promote children’s psychological well‑being.
Eco-Hijaiyah: Learning Arabic Letters through Leaf Media for Children Aged 4-5 Years Risma Qurrotu A'yun; Nelva Rolina
TEMATIK: Jurnal Pemikiran dan Penelitian Pendidikan Anak Usia Dini Vol. 11 No. 2 (2025): TEMATIK: Jurnal Pemikiran dan Penelitian Pendidikan Anak Usia Dini
Publisher : Program Studi Pendidikan Guru Pendidikan Anak Usia Dini, Fakultas Ilmu Pendidikan, Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/tematik.v11i2.10448

Abstract

This study aims to address the challenge that young children aged 4–5 years often have difficulty recognizing and connecting Hijaiyah letters when conventional media, such as printed cards and blackboards, are used, leading to low engagement and rote memorization. To fill this gap, the study introduces the Eco-Hijaiyah approach, a nature-based learning method that utilizes leaf media to integrate religious and ecological values through fun, hands-on activities. The research employed a Classroom Action Research (CAR) design, based on Kemmis and McTaggart, and was conducted in two cycles with 12 children as participants. Data were collected through structured observations assessing children’s ability to recognize, pronounce, arrange, and connect Hijaiyah letters. The findings show a significant improvement from the category of Developing (56%) in Cycle I to Highly Proficient (83%) in Cycle II. This demonstrates that Eco-Hijaiyah through leaf media effectively enhances early childhood Hijaiyah literacy while simultaneously fostering spiritual awareness, environmental appreciation, and experiential engagement. The study contributes to the early childhood education literature by providing a novel, eco-literacy-integrated approach to learning Arabic letters.
Internalizing Character Education and Moral Values through 3S Habituation (Smile, Greeting, and Salutation) in Early Childhood Education Azzura Permata Sari; Dwi Istiyani; Muslam
TEMATIK: Jurnal Pemikiran dan Penelitian Pendidikan Anak Usia Dini Vol. 11 No. 2 (2025): TEMATIK: Jurnal Pemikiran dan Penelitian Pendidikan Anak Usia Dini
Publisher : Program Studi Pendidikan Guru Pendidikan Anak Usia Dini, Fakultas Ilmu Pendidikan, Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/tematik.v11i2.11010

Abstract

This study aims to explore the internalization of character education and moral values through the implementation of the 3S habituation program (Smile, Greeting, and Salutation) in early childhood education. The problem addressed in this study concerns the need for effective habituation-based strategies to develop politeness, empathy, respect, and courteous communication among early childhood learners. The research employed a descriptive qualitative approach. The researcher served as the primary instrument in collecting and interpreting data. The study was conducted at KB–TK Al Azhar 29, Semarang. Data sources consisted of teachers, school administrators, children, and supporting documents. Data were collected through observation, interviews, and documentation. The findings reveal that the 3S habituation program has been integrated into all daily activities, including morning greetings, learning processes, transition activities, and dismissal time. Teachers play a pivotal role as role models by consistently demonstrating positive behavior and providing positive reinforcement. As a result, children showed improvements in polite verbal interactions, basic conflict resolution skills, and social sensitivity. These findings indicate that consistent 3S habituation serves as an effective strategy for internalizing character education and moral values in early childhood education settings.
Historical Islamic TV as Storytelling-Based Educational Media for Early Childhood Cognitive Development Ma'rifatul Azizah Putri Anggraeni; Mursid
TEMATIK: Jurnal Pemikiran dan Penelitian Pendidikan Anak Usia Dini Vol. 11 No. 2 (2025): TEMATIK: Jurnal Pemikiran dan Penelitian Pendidikan Anak Usia Dini
Publisher : Program Studi Pendidikan Guru Pendidikan Anak Usia Dini, Fakultas Ilmu Pendidikan, Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/tematik.v11i2.11022

Abstract

This study aims to describe the use of Historical Islamic TV as storytelling-based educational media in supporting early childhood cognitive development and to explore children’s cognitive responses during learning activities. This research was conducted at RA Al-Hidayah in Semarang and used a qualitative descriptive approach. Data were collected through observation, interviews, and documentation involving 15 children aged 5-6 years in group B. Data analysis was carried out through data reduction, data presentation, and conclusion drawing. The findings show that Historical Islamic TV media attracts children’s attention and encourages active participation during storytelling sessions. Children were able to recognize Islamic historical figures, particularly Ali bin Abi Thalib, recall story sequences, and respond verbally to teacher questions. The use of puppets and visual storytelling supported children’s memory and understanding of simple historical narratives. Therefore, Historical Islamic TV can serve as an alternative storytelling-based educational medium that integrates cognitive stimulation and Islamic values in early childhood learning.

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