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Jurnal CARE
Published by Universitas PGRI Madiun
ISSN : 23552034     EISSN : 25279513     DOI : -
Core Subject : Education,
Education
JURNAL CARE is a scientific journal on Early Childhood Education that aims to communicate research results of professors, teachers, practitioners, and scientists in the field of early childhood education covering the fields of basic teaching in preschool, applied science and analytical-critical studies in the field of care-giving, child protection and child nutrition and health.
Arjuna Subject : -
Articles 254 Documents
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The Effect of Number Maze Media on the Beginning Arithmetic Ability of 5-6 Year Old Children at RA Perwanida 3 Palembang Melani Firdha Maharani; Amir Hamzah; Tutut Handayani; Leny Marlina4
Jurnal CARE (Children Advisory Research and Education) Vol. 14 No. 1 (2026)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/jcare.v14i1.22010

Abstract

Cognitive development describes how a child's mind functions and evolves, enabling the development of thinking skills. The use of maze-based learning media can alleviate boredom during the learning process due to its interactive nature and the engaging way the material is presented to children. The objective of this study was to determine the effect of "number maze" media on the early numeracy skills of children aged 5–6 years at RA Perwanida 3 Palembang. This study employed a quantitative experimental method. The population consisted of 51 children in Group B at RA Perwanida 3 Palembang, with a sample size of 17 children. Data collection techniques included observation, testing, and documentation. Data analysis involved several tests: validity, reliability, normality, homogeneity, and hypothesis testing. The hypothesis test was conducted using the t-test in SPSS for Windows (version 30), yielding a significance value (2-tailed) of 0.001 (p < 0.05). Thus, the significance level was below 0.05. It can be concluded that number maze media affects the early numeracy skills of children aged 5–6 years at RA Perwanida 3 Palembang.
Edutainment Game to Improve Math Skills in Children Aged 4–5 Years Putri Regina; Leny Marlina; Kurnia Dewi; Nyanyu Soraya; Yecha Febrieanitha Putri
Jurnal CARE (Children Advisory Research and Education) Vol. 14 No. 1 (2026)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/jcare.v14i1.22189

Abstract

The mathematical abilities of children aged 4-5 years at Chiqa Smart Kindergarten Palembang are not optimal, and their ability to improve their mathematical abilities is still low. In addition, the available learning media have not been utilized optimally. This study aims to develop valid, practical and effective edutainment game media to improve the mathematical abilities of children aged 4-5 years. This study uses the Research and Development research method with the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). The subjects of this study were class A at Chiqa Smart Kindergarten Palembang. Data collection techniques used observation, interviews, questionnaires and documentation. Data analysis techniques used validity tests, practicality tests and effectiveness tests. Validity and practicality data were obtained based on questionnaire data analyzed using a Likert scale, and effectiveness tests were obtained from hypothesis testing. Based on the results of the study, the validity of material experts was 94 in the very valid category, media experts 95 in the very valid category, and language experts 80 in the very valid category. The practicality test of edutainment games based on the teacher response questionnaire was 91.66 in the very practical category, as well as the student response questionnaire for small-scale trials of 72.61 stated practical and large-scale trials of 86.86 stated very practical. The effectiveness test of edutainment games was seen in the hypothesis test using the t-test; the hypothesis was obtained: tcount = 19.043, while ttable = 0.514. Because tcount > ttable, H_a is accepted and H_o is rejected. From the results of the t-test, a sig value of 0.001 was obtained, with the criteria of sig <0.05; it can be said that there is a significant difference in children before and after receiving treatment. So, edutainment games are effective in improving the mathematical abilities of children aged 4-5 years at Chiqa Smart Kindergarten Palembang. The results of this study concluded that edutainment games to improve mathematical abilities are declared valid, practical, effective and suitable for use in learning.
The Influence of Parenting Patterns on the Independence of 5-6 Year Old Children at Alzepa PAUD, Kandis Village, Pampang District Yecha Febrienitha Putri; Riski Lestari; Febriyanti; Leny Marlina; Elsa Cindrya
Jurnal CARE (Children Advisory Research and Education) Vol. 14 No. 1 (2026)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/jcare.v14i1.22190

Abstract

Low independence abilities of children aged 5-6 years. The research aims to determine the influence of parenting styles on the independence of children aged 5-6 years at PAUD Alzepa. The research design is quantitative and ex post facto. The study sample consisted of 13 children. The information was collected from respondents using observation, questionnaires, and documentation. The analysis techniques used in the research are the normality test, the simple linear regression test, and hypothesis testing. Based on research conducted, parental parenting patterns significantly influence the independence of children aged 5-6 years. The correlation value between x and y is 0.785, which is in the strong category. The coefficient of determination value is 0.664 or 66.4%. This means that x can influence y by 66.4%; the rest is influenced by other factors. regression equation y=4.41+1.34, which means if x is 1, then y is 4.41. The value of x is 1.34 between variables x and y; when x increases by 1, y increases by 1.34. F-calculated significance value is 0.005<alpha=0.05, so it can be concluded that there is an influence of variable X on variable Y.
Kemampuan Mengenal Huruf Anak Kelompok B Usia (5-6 Tahun) melalui Media Loose Part di TK Negeri Pembina Tanah Abang Pali Vira Dwi Putri Yanti; Amir Hamzah; Lidia Oktamarina; Hartatiana; Elsa Cindrya
Jurnal CARE (Children Advisory Research and Education) Vol. 14 No. 1 (2026)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/jcare.v14i1.22204

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh media loose part terhadap kemampuan mengenal huruf anak kelompok B di TK Negeri Pembina Tanah Abang Pali.. Penelitian ini menggunakan jenis Pre Eksperimental Designs dengan design One Group Pretest-Posttes Designs. Penelitian ini dilaksanakan di TK Negeri Pembina, Tanah Abang, PALI, dengan subjek anak kelompok B (usia 5-6 tahun). Penelitian kuantitatif eksperimental ini menggunakan desain One Group Pretest-Posttest Design untuk mengetahui pengaruh media loose parts terhadap kemampuan mengenal huruf anak. Sampel penelitian sebanyak 13 anak dipilih menggunakan purposive sampling dari populasi 31 anak. Penelitian ini menghasilkan bahwa, terdapat pengaruh yang signifikan antara media loose part terhadap kemampuan mengenal huruf  anak usia dini atau pada anak kelompok B dengan usia 5-6 tahun, yang diperoleh thitung = 4,806 sedangkan dk = 13-2=11 dengan ttabel = 1,795 karena thitung > ttabel (4,806 > 1,795). Maka H0 ditolak dan Ha diterima. Artinya ada pengaruh media loose part terhadap kemampuan mengenal huruf anak kelompok B di TK Negeri Pembina Tanah Abang Pali. Penggunaan Media Loose Part  yang sudah peneliti lakukan sangat berpengaruh di TK tersebut, dimana anak-anak di TK tersebut pertama kali melakukan kegiatan ini. Hal ini dikarena di TK tersebut hanya fokus kepada calistung (membaca, menulis, dan berhitung) sehingga selama kegiatan penelitian berlangsung anak-anak antusias mengikuti kegiatan penelitian sampai dengan selesai. Kegiatan yang membantu perkembangan kemampuan mengenal huruf anak akan terus dilanjutkan oleh tenaga pendidik di TK Negeri Pembina Tanah Abang Pali, dimana peneliti sudah memberikan berupa masukan dan kegiatan untuk membantu pendidik dalam mengembangkan kemampuan mengenal huruf anak usia dini.
Best Practices for Teachers in Stimulating the Language Development of Deaf Children through Visual Media Susianti; Retno Risti Darmawanti; Sefriyanti
Jurnal CARE (Children Advisory Research and Education) Vol. 14 No. 1 (2026)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/jcare.v14i1.24279

Abstract

Deaf children experience language development challenges due to hearing limitations that affect their ability to receive and produce language. This condition requires learning strategies tailored to their learning characteristics. This study aims to describe teachers' best practices in stimulating the language development of children with hearing impairments through the use of visual media at Amartya Kindergarten in Bantul. This study used a qualitative descriptive approach. The subjects consisted of the principal, class teachers, and three children with hearing impairments. Data were collected through observation and interviews. Data validity was verified through source triangulation, while data analysis included data reduction, data presentation, and conclusion drawing. The results showed that the best practices implemented by teachers included identifying children's language needs, using visual media such as sign language learning videos, picture cards, flashcards, and puzzles, and encouraging communication in daily activities using sign language. These practices help children understand vocabulary and sign language more easily and encourage active involvement in learning. These findings indicate that using visual media tailored to the visual learning characteristics of deaf children is a learning practice that supports language development in early childhood education.
The Implementation of Doctor-Patient Role-Playing to Enhance the Socio-Emotional Development of Children Aged 5–6 Years Henti Susanti Dewi; Syahrul Ismet; Yaswinda; Vivi Anggraini
Jurnal CARE (Children Advisory Research and Education) Vol. 14 No. 1 (2026)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/jcare.v14i1.25197

Abstract

Social-emotional development is a crucial aspect of early childhood education, playing a vital role in shaping the ability to cooperate, empathize, and interact positively with the social environment. Preliminary observations in Group B at Mawar Sari Kindergarten, North Bengkulu, revealed that most children exhibited egocentric behavior, a reluctance to share, an inability to cooperate, and difficulty waiting for their turn. This study aimed to analyze improvements in the social-emotional development of young children—specifically regarding cooperation and empathy—through the implementation of a doctor-patient role-play method. The study employed the Kemmis and McTaggart Classroom Action Research (CAR) model, conducted over two cycles comprising planning, action implementation, observation, and reflection. The subjects consisted of 10 children purposively selected from a group of 33 based on their low social interaction skills. Data were collected through observation, interviews, and documentation, then analyzed using both qualitative and quantitative descriptive methods, including mastery percentage calculations. The results showed an improvement in cooperation and empathy skills from 20% in the pre-cycle stage to 50% in Cycle I, rising further to 80% in Cycle II. These findings indicate that the doctor-patient role-play method is effective not only in enhancing cooperation and empathy but also in providing a learning experience that encourages children to communicate, collaborate, understand others' perspectives, and develop prosocial behaviors in their daily lives; furthermore, this method serves as a contextual and enjoyable alternative teaching strategy for early childhood education institutions.
The Relationship between Preschool Children's Numeracy Literacy Ability and Readiness for Primary School in Turen District Aisyatun Nabilla; Eny Nur Aisyah; Rosyi Damayani Twinsari Maningtyas
Jurnal CARE (Children Advisory Research and Education) Vol. 14 No. 1 (2026)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/jcare.v14i1.23648

Abstract

Numeracy literacy is a crucial factor in shaping logical thinking skills; however, research quantitatively linking numeracy literacy to preschool children's school readiness—particularly within a local context—remains limited. These skills, which encompass number recognition, counting, and pattern comprehension, form the foundation for a child's readiness to enter primary school. This study aimed to determine the relationship between preschool children's numeracy literacy skills and their level of readiness for primary school. A quantitative approach with a cross-sectional correlational design was employed, involving 94 parents of children in "Group B" (the oldest preschool cohort) in Turen District, selected via simple random sampling. Data were collected using a closed-ended, Likert-scale questionnaire measuring numeracy literacy and school readiness—covering cognitive, socio-emotional, motor, and independence aspects—and were subsequently analysed using the Pearson correlation test in SPSS. The results indicated that the children's numeracy literacy and school readiness fell into the moderate category. The Pearson correlation test revealed a strong, significant positive relationship between numeracy literacy and readiness for primary school (r = 0.634; p < 0.05). These findings underscore the importance of targeted, continuous early numeracy literacy stimulation in supporting children as they prepare for the transition to primary school.
Implementation of a Project-Based Learning Model to Enhance the Independence of Children Aged 5–6 Years Alda Fuadiyah; I Wayan Sutama; Wuri Astuti
Jurnal CARE (Children Advisory Research and Education) Vol. 14 No. 1 (2026)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/jcare.v14i1.23359

Abstract

The application of the project-based learning model fosters improved understanding and creativity, thereby supporting children's independence. Project-based learning also facilitates character development. This study aims to describe the implementation of the project-based learning model and the subsequent increase in children's independence. The study employed Kurt Lewin's classroom action research model, utilizing descriptive statistics for data analysis. Data collected were categorized according to the study's objectives and gathered through observation and documentation. The research procedure comprised two cycles, preceded by an initial observation or pre-cycle phase. The subjects were 19 children aged 5–6 years. The results indicate a significant increase in independence from the pre-cycle stage through to Cycle II. The average independence score rose from 37.63 in the pre-cycle to 46.90 in Cycle I and 85.46 in Cycle II. By Cycle II, eight children fell into the "good" category, while 11 were in the "very good" category.
The Effect of Wayang Huruf Interactive Learning Media on Letter Recognition Skills in Children Aged 4–5 Years Mutiara; Herman; Harlisa Harianti; Muharram; Yusnia
Jurnal CARE (Children Advisory Research and Education) Vol. 14 No. 1 (2026)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/jcare.v14i1.23550

Abstract

Early childhood literacy development is in its initial stages and remains heavily influenced by learning experiences that are concrete, repetitive, interactive, and aligned with children's developmental characteristics. This study aims to examine the impact of interactive learning media specifically "letter puppets" on the letter recognition skills of children aged 4–5 years. A quantitative approach was employed using a quasi-experimental design (specifically, a non-equivalent group design). The study involved 16 children, evenly divided into experimental and control groups. Data collection was conducted through observation, pre-test and post-test evaluations, and documentation. The experimental group received instruction using letter puppet media, while the control group used alphabet posters. The results indicate a significant improvement in letter recognition skills among children who learned using the letter puppet media. Improvements were observed in the ability to recognize letter sounds, identify letter shapes, and locate letters within words. Data analysis using the Wilcoxon Signed-Rank test revealed a difference in children's letter recognition abilities before and after the intervention with letter puppet media in the experimental group. The Wilcoxon test was used to compare pre-test and post-test scores for letter recognition within the experimental group. The test results showed a significance value (Sig. 2-tailed) of 0.012. Since the p-value (0.012) is less than 0.05, the null hypothesis (H₀) was rejected, and the alternative hypothesis (Hₐ) was accepted. Thus, there is a significant difference in children's letter recognition abilities before and after the intervention using the interactive letter puppet learning media.
The Use of Funtasia Games to Stimulate English Vocabulary in Children Aged 5–6 Years Adinda Julia Win Lestari; Yudithia Dian Putra; Wuri Astuti
Jurnal CARE (Children Advisory Research and Education) Vol. 14 No. 1 (2026)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/jcare.v14i1.23625

Abstract

The use of learning media to stimulate English vocabulary in children aged 5-6 years is still suboptimal in several early childhood education (PAUD) institutions, so more engaging and interactive media are needed to make the vocabulary learning process more effective. This research aims to develop an innovative game media, Funtasia Game, which combines a board game and flashcards to stimulate English vocabulary in children aged 5-6 years. Data were collected through questionnaires, observation, and interviews, with quantitative and qualitative data analysis techniques. The results showed that the feasibility test by media experts obtained an average percentage of 95%. In comparison, the material expert obtained 99%, whereas the small group trial obtained an average percentage of 97.3%, and the large group trial obtained 99.5%. Based on the feasibility category table, the Funtasia Game media is included in the very feasible category for use in stimulating English vocabulary in children aged 5-6 years. These results indicate that the Funtasia Game media can serve as a solution for PAUD educators in addressing the limitations of English vocabulary learning media, as well as a reference for further development, which is expected to improve the product both in terms of material criteria and other early childhood development aspects.

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