cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Wantini
Contact Email
anawanti28@gmail.com
Phone
+6285725917765
Journal Mail Official
anawanti28@gmail.com
Editorial Address
JALAN SIDOKERTO RT 01/01 PURWOMARTANI KALASAN SLEMAN YOGYAKARTA
Location
Kab. sleman,
Daerah istimewa yogyakarta
INDONESIA
Ananda: Jurnal Pendidikan Anak dan Remaja
Published by Early Publishing
ISSN : -     EISSN : 31094384     DOI : 10.63617
Core Subject : Humanities, Education, Social,
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other
Ananda: Jurnal Pendidikan Anak dan Remaja is a refereed journal published by Early Publishing. The ananda has sought to publish research on publishing qualitative, quantitative, and mixed research articles in the scope of research study and analysis related to children and plescents education include; development of moral and religious values, physical motor development, emotional social development, cognitive development, language development, artistic and creative development, parenting, parenting, management institution of children and youth education, children and adolescents development assessment, child and adolescents development psychology, child empowerment, learning strategy, Educational tool play, instructional media, innovation in children & adolescents education and various.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 3 Documents
 1 
Search results for , issue "vol. 2 no. 2 (2026)" : 3 Documents clear
Analysis of the Role of Nutritious Food Programs in Improving the Quality of Students Nurlita Amelia; Nisa Nur Fadillah; Rifki Nur Aziz
Ananda: Jurnal Pendidikan Anak dan Remaja Vol. 2 No. 2 (2026)
Publisher : Early Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63617/ajpar.v2i2.202

Abstract

This study aims to analyze the role of the Nutritious Food Program (MBG) in improving the quality of students through the fulfillment of nutritional needs that support health and the learning process. The method used is library research by examining various scientific sources, such as journals, books, and documents related to school nutrition programs. The data obtained were analyzed descriptively to identify the relationship between nutritional fulfillment and student quality. The results of the study show that the Nutritious Food Program has a positive impact on students' health, especially in helping to meet daily energy and nutritional needs. Good nutritional conditions support increased concentration, memory, cognitive abilities, and student participation in learning activities. In addition, this program plays a role in reducing the risk of health problems, such as malnutrition, anemia, and stunting that can affect children's physical and intellectual development. The MBG program also encourages the formation of healthy living habits from school age through better food consumption patterns. Thus, the Nutritious Food Program is one of the effective strategies in supporting the improvement of the quality of students, both in terms of health and learning achievement, so that it can contribute to the creation of a healthy, intelligent, and quality generation.
Fine Motor Urgency as the Foundation of Early Childhood School Readiness Alif Hanifah; Irfan Tamwifi; Akhtim Wahyuni
Ananda: Jurnal Pendidikan Anak dan Remaja Vol. 2 No. 2 (2026)
Publisher : Early Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63617/ajpar.v2i2.205

Abstract

Fine motor skills are a critical component of early childhood development that directly underpins school readiness. However, their stimulation in Indonesian early childhood education (PAUD) institutions remains inconsistent and non-systematic. This study aims theoretically examines urgency of fine motor development as a foundation for early childhood school readiness through a library research approach. Primary data were drawn from three developmental psychology texts by Santrock , Hurlock , and Gallahue & Ozmun  while secondary data were sourced from Scopus and SINTA 1–3 indexed journals published between 2020 and 2025. Data were analyzed through content analysis combined with literature synthesis. The findings reveal that fine motor skills operate through three sequential pathways: strengthening social-emotional readiness, enhancing cognitive coordination and concentration, and forming the biological prerequisite for beginning writing ability. These developmental processes are grounded in Vygotsky's Zone of Proximal Development, Piaget's sensorimotor theory, and Gesell's biological maturation theory, respectively. This study affirms that structured fine motor stimulation constitutes a long-term investment in children's school readiness. Practically, these findings urge PAUD educators and policymakers to integrate structured fine motor stimulation programs into the early childhood curriculum as a non-negotiable foundational priority.
Math Anxiety Reviewed From Meaningful Learning Through Role Playing Izza Lailatul Rohmah; Suryanti Suryanti; Cicik Pramesti
Ananda: Jurnal Pendidikan Anak dan Remaja Vol. 2 No. 2 (2026)
Publisher : Early Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63617/ajpar.v2i2.211

Abstract

Mathematics anxiety is one of the psychological factors that can influence students’ engagement, confidence, and performance in mathematics learning. Learning approaches that are contextual, interactive, and connected to students’ real-life experiences are therefore needed to create a more supportive mathematics learning environment. This study aims to describe students’ mathematics anxiety through the implementation of meaningful learning using role-playing activities. This research employed a descriptive qualitative approach integrated with Classroom Action Research (CAR), which was conducted through several cycles consisting of planning, action, observation, and reflection. The subjects were seventh-grade students at a junior high school in Blitar Regency. Data were collected through classroom observations, mathematics anxiety questionnaires, student responses, and learning achievement tests. The data were analyzed descriptively by comparing students’ participation, attitudes, confidence, and responses across the learning cycles. The findings indicate that the implementation of meaningful learning through role-playing created a more active, contextual, enjoyable, and interactive mathematics learning environment. Students became more actively involved in learning activities, demonstrated greater willingness to participate in mathematical discussions, and showed more positive attitudes toward mathematics. The results also indicate a decrease in observable manifestations of mathematics anxiety, particularly in students’ hesitation, fear of making mistakes, reluctance to participate, and lack of confidence when solving mathematical problems. The integration of meaningful learning and role-playing enabled students to connect mathematical concepts with concrete situations and social interactions, thereby making mathematics learning more meaningful and less threatening. These findings suggest that role-playing-based meaningful learning can be considered an alternative pedagogical strategy for addressing mathematics anxiety while simultaneously promoting student engagement and confidence in mathematics learning.

Page 1 of 1 | Total Record : 3

 1 

Filter by Year

2026 2026


Reset
Filter By Issues
All Issue Vol. 2 No. 2 (2026) Vol. 2 No. 1 (2026) Vol. 1 No. 2 (2025) Vol. 1 No. 1 (2025)