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Using the Somatic, Auditory, Visual, and Intellectual (SAVI) Learning Model for Improving Geometry Ability in Early Childhood Afnida , Mutia; Utami, Winda Sherly
JURNAL PENDIDIKAN USIA DINI Vol 18 No 1 (2024): Jurnal Pendidikan Usia Dini Volume 18 Number 1 April 2024
Publisher : Program Studi Magister Pendidikan Anak Usia Dini

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/JPUD.181.10

One of the most important areas of mathematics education that must be developed from a young age is geometry. Various studies state that arithmetic, geometry, and measurement are three mathematical disciplines that must be prioritized in early childhood education. This research aims to determine the effect of the Somatic, Auditory, Visual, and Intellectual (SAVI) learning model on the geometric abilities of children aged 5-6 years. This research uses a pre-experimental experimental method with a one-group pretest-posttest design. The sample in this study was 18 children aged 5-6 years old Harapan Bunda Kindergarten Pancung Sol Pesisir Selatan. Data collection was obtained from observation and documentation, then the data was analyzed using paired sample tests. The results obtained in this research are that the SAVI model can improve the geometric abilities of children aged 5-6 years. This is known from the results of the paired sample t-test, which obtained a significance value of 0.000 < 0.05, which means Ho is rejected and Ha is accepted so that children's initial mathematical abilities, geometry, increase through the SAVI learning model. Children may become actively involved in their education with the help of the SAVI learning model, particularly when it comes to teaching them geometric forms. Because the teacher may utilize real items to aid in learning, children can recognize and retain the geometric forms around them as they grow older. Keywords: SAVI learning model, geometry ability, early childhood References: Alfiani, D. A. (2016). Penerapan Model Pembelajaran SAVI (Somatis, Auditori, Visual, Intelektual) Terhadap Hasil Belajar Aanak Usia Dini. Jurnal Pendidikan Anak, 2(1), 1-15. https://www.syekhnurjati.ac.id/jurnal/index.php/awlady/article/view/763 Amineh, R. J., & Asl, H. D. (2015). Review Of Constructivism And Social Constructivism. 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Mathematics Learning In Early Childhood: Paths Toward Excellence And Equity.Washington, DC : National Academies Press. Ozcakir, B., Konca, A. S., & Arikan, N. (2019). Children’s Geometric Understanding Through Digital Activities: The Case Of Basic Geometric Shapes. International Journal of Progressive Education, 15(3), 108-122. Parks, A. N. (2015). Exploring Mathematics Through Play In The Early Childhood Classroom. Teachers College Press. Partini, K. E., Wirya, I. N., & Ujianti, P. R. (2017). Pengaruh Metode Proyek Terhadap Kemampuan Mengenal Bentuk Geometri Pada Kelompok B Gugus I Singaraja Semester I. e-Journal Pendidikan Anak Usia Dini: Universitas Pendidikan Ganesha, 5(2), 210-219. https://ejournal.undiksha.ac.id/index.php/JJPAUD/article/view/12606/12967 Pauli, C., & Reusser, K. (2015). Co-constructivism in educational theory andpractice. International Encyclopedia of the Social and Behavioral Sciences.(Second Edition). 913-917 Raiyn, J. (2016). 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Implementation of Stimulation, Early Detection, and Intervention Programs for Monitoring the Growth and Development of Children Aged 2-3 Years Lestari, Mega Cahya Dwi; Ayu Citra Dewi; Sri Intan Wahyuni; Juliwis Kardi; Yendri Junaidi; Alif Laini
JURNAL PENDIDIKAN USIA DINI Vol 18 No 1 (2024): Jurnal Pendidikan Usia Dini Volume 18 Number 1 April 2024
Publisher : Program Studi Magister Pendidikan Anak Usia Dini

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/JPUD.181.13

Starting from growth that supports development, in the end growth and development go hand in hand. An important period in a child's growth and development begins in infancy because basic growth is what will influence and determine the child's subsequent development. The aim of this research is to detect deviations in the development of early childhood children aged 2-3 years at the ECCE Rahmah El Yunusiyyah Padang Panjang through the Stimulation, Detection and Early Intervention of Child Growth and Development (SDICGD) instruments in the Android feature. This research was conducted using a cross-sectional approach. Participants in this study were 26 children aged 2-3 years using a consecutive sampling technique of 10 children whose growth and development were monitored using the SDICGD android application. The results of this study showed that several partisipants experienced malnutrition, one partisipant out of nine normal partisipants. The Developmental Pre-Screening Questionnaire (DPSQ) instrument of the ten child participants contained nine children (90%) who were according to the developmental stage aged 24-36 months, and one child was not according to the developmental stage. The results of the Attention Deficit and Hyperactivity Disorder (ADHD) test showed that three children (60%) were normal, and two children (40%) were hyperactive. Early detection of children's growth and development must be carried out regularly every month, and according to the child's age. For further research, it is hoped that early detection will also be carried out on the development of children's mental health, not just growth and development which is common and widely researched. Schools and parents must play an active role in children's growth and development so that no developmental stages are missed, and children grow and develop according to their age. Keywords: simulation, detection, early intervention, child growth and development, development of children aged 2-3 years References: Arinny, L. (2023). Deteksi Dini Masalah Perilaku Psikososial Pada Remaja Di Sekolah Menengah Atas Kota Semarang. Jurnal Keperawatan Jiwa (JKJ): Persatuan Perawat Nasional Indonesia, 12(1), 67–74. https://stikes-nhm.e-journal.id/NU/article/view/1749 Dunkel, Luque, Loche, & Savage. (2021) ‘Digital technologies to improve the precision of pediatric growth disorder diagnosis and management’, Growth Hormone and IGF Research, 59, p. 101408. https://doi.org/10.1016/j.ghir.2021.101408. Endo, D. (2014). Monitoring the Growth and Development of Toddlers Using Ma-ternal and Child Health Book. Kesmasindo, Volume 6 N, 166–175. Fitriani, I. S., & Oktobriariani, R. R. (2017). Stimulasi, Deteksi dan Intervensi Dini Orang Tua terhadap Pencegahan Penyimpangan Pertumbuhan dan Perkembangan Anak Balita. 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Recognizing Common Developmental Delays in Children. http://www.idai.or.id/article/seputar-kesehatan-anak/mengenal-keterlamatan-perkembangan-umum-pada-anak Inggriani, D. M. (2019). “Early Detection of Growth and Development of Children Aged 0-6 Years Based on Android Applications.” STIKES Adila Journal, Volume 1,. Inggriani, D. M., Rinjani, M., & Susanti, R. (2019). Deteksi Dini Tumbuh Kembang Anak Usia 0-6 Tahun Berbasis Aplikasi Android. Wellness And Healthy Magazine, 1(1), 115–124. https://wellness.journalpress.id/wellness/article/download/w1117/65 Kozhevnikov, M. (2007). Cognitive Styles in the Context of Modern Psychology: Toward an Integrated Framework of Cognitive Style. Psychological Bulletin, 133(3), 464–481. https://doi.org/10.1037/0033-2909.133.3.464 Kozier, Erb, Berman, & S. (2015). Nursing Fundamentals Textbook: Concepts, Processes, Practices .: Vol. (7th ed.,. EGC. Langarizadeh, M. et al. 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Implementation of Early Childhood Education Kits in Higher Education Student Learning: Ex-post Facto Study of Open University Students Nur Widhi, Ernayanti; Amini, Mukti
JURNAL PENDIDIKAN USIA DINI Vol 18 No 1 (2024): Jurnal Pendidikan Usia Dini Volume 18 Number 1 April 2024
Publisher : Program Studi Magister Pendidikan Anak Usia Dini

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/JPUD.181.21

The ECE kit is practical and has benefits in the lecture process for The Open University ECE Bachelor's study program, which aims to produce professional ECE teachers who can work globally. This research aims to see the results of implementing the ECE kit 2023 from the perspective of students as ECE kit users. This research is an ex-post facto research with 890 student participants who completed the ECE kit implementation questionnaire. The results of the research show that the use of the ECE kit can liven up the learning atmosphere in the classroom. The use of ECE kits as effective media in student teaching practice classes has an impact on learning outcomes. Most students who use ECE kits (52.4%) strongly agree that it is easier for students in their class to understand learning themes if they use ECE kits. Also, 60.1% of students strongly agreed that using ECE kits made students more enthusiastic—teaching practice students. Students in teaching student classes are motivated and enthusiastic about participating in learning with the APE in the ECE kit. Keywords: early childhood education, learning kits, higher education students, open university References: Apriani, R. (2019). The Effect of Learning Media and Interest In Learning on English Learning Outcomes. English Journal, 13(2), 68. https://doi.org/10.32832/english.v13i2.3780 Beale, J. (2020). Educational neuroscience and educational neuroscientism. In The ‘BrainCanDo’ Handbook of Teaching and Learning (pp. 17–32). David Fulton Publishers. https://doi.org/10.4324/9780429197741-1 Chandrawati, T. (2018). How Online Tutorial can Help Distance Education Students to be more Active in Their Learning. Proceedings of the 4th International Conference on Early Childhood Education. Semarang Early Childhood Research and Education Talks (SECRET 2018). https://doi.org/10.2991/secret-18.2018.24 Doliente, C. J. O., Tual, D.-X., Paglinawan, Z. B., Naparan, J. 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Penggunaan Alat Permainan Edukatif (APE) pada Taman Kanak-kanak Se-Kota Metro. AWLADY : Jurnal Pendidikan Anak, 5(1), 20. https://doi.org/10.24235/awlady.v5i1.3831 Hekmatiar, Y., & Umam, C. (2020). Effects of Learning Media And Vocabulary Mastery Towards Reading English Text Skill. Journal of English Language Teaching and Literature (JELTL), 3(1), 33–40. https://doi.org/10.47080/jeltl.v3i1.784 Helgetun, J. B., & Decuypere, M. (2023). One thing can be more than one thing: a comparative study of the teacher professionalization app ‘TeacherTapp.’ Learning, Media and Technology, 1–16. https://doi.org/10.1080/17439884.2023.2226876 Kamaliya, D. H., Tukiran, & Indana, S. (2022). Profile of Electronic and Digital Media Learning Implementation During 2018-2022. IJORER : International Journal of Recent Educational Research, 3(3), 354–363. https://doi.org/10.46245/ijorer.v3i3.213 Kulsum, U. (2021). Hybrid Learning Time Modification Can Improve Learning Activity And Learning Outcomes. SCHOOL EDUCATION JOURNAL PGSD FIP UNIMED, 11(3), 263–268. https://doi.org/10.24114/sejpgsd.v11i3.27922 Muhammad, H. N., Hidayat, T., Ridwan, M., & Wibowo, S. (2022). The Effect of Stop Motion Learning Media on Learning Motivation. AL-ISHLAH: Jurnal Pendidikan, 14(3), 4637–4644. https://doi.org/10.35445/alishlah.v14i3.2264 Mweene, P., & Muzaza, G. (2020). Implementation of Interactive Learning Media on Chemical Materials. Journal Educational Verkenning, 1(1), 8–13. https://doi.org/10.48173/jev.v1i1.24 Nurkanti, M., Utari, T. S. G., & Devi, C. (2018). Improve Student Learning Outcomes Through The Use of Interactive Visual Learning Media (MIVI). Improving Educational Quality Toward International Standard. https://doi.org/10.5220/0008679500640068 Nurwidaningsih, L., Hastuti, I., & Rohmalina, R. (2019). Upaya Meningkatkan Pembelajaran Sains Melalui Permainan Terapung dan Tenggelam Dengan Media Telut pada Kelompok A. CERIA (Cerdas Energik Responsif Inovatif Adaptif), 2(5), 210. https://doi.org/10.22460/ceria.v2i5.p210-215 Pakhomova, T., Kan, D. S., Uriadova, V., Vasylchuk, V., & Vasylchuk, L. (2020). Information Technologies and Teaching Aids for Distance Learning in Educational Institutions under Quarantine. Universal Journal of Educational Research, 8(11D), 69–76. https://doi.org/10.13189/ujer.2020.082409 Permatahati, D. R., & Wangid, M. N. (2019). The Application of Murder Model with Image Media to Improving Student Learning Outcomes at the Fourth Grade Students. International E-Journal of Educational Studies, 3(6), 174–180. https://doi.org/10.31458/iejes.604883 Rosalianisa, R., Purwoko, B., & Nurchayati, N. (2023). Analysis of Early Childhood Fine Motor Skills Through the Application of Learning Media. IJORER : International Journal of Recent Educational Research, 309–328. Sahronih, S., Purwanto, A., & Sumantri, M. S. (2019, March). The Effect of Interactive Learning Media on Students’ Science Learning Outcomes. Proceedings of the 2019 7th International Conference on Information and Education Technology. https://doi.org/10.1145/3323771.3323797 Sari, W., Utomo, E., & Kustandi, C. (2019). Pengembangan Instrumen Analisis Kinerja untuk Tutor Online di Fakultas Keguruan dan Ilmu Pendidikan Universitas Terbuka. Jurnal Pembelajaran Inovatif, 2(2), 90–95. https://doi.org/10.21009/jpi.022.02 Shane-Simpson, C., & Bakken, T. (2022). Students’ Fear of Missing Out Predicts In-Class Social Media Use. Teaching of Psychology, 51(2), 141–150. https://doi.org/10.1177/00986283211060752 Sugiyono. (2010). Quantitative, Qualitative and R&D Research Methods. Alfabeta. Urfiyati. (2020). Motivasi Belajar, Media Pembelajaran, Kemampuan Membaca Terhadap Hasil Belajar IPS. Jurnal Penelitian Dan Pendidikan IPS, 13(1), 14–21. https://doi.org/10.21067/jppi.v13i1.4747 Vitásková, K. (2019, November). Transdisciplinary Cross-Sectoral Competency-Based Academic Curriculum Design of Speech Language Therapy (Logopedics) Study Program Including Supervised Research- And Evidence-Based Activities. ICERI2019 Proceedings. https://doi.org/10.21125/iceri.2019.2862 Wafi, F., & Safri, M. (2023). The Importance Of Application Of Learning Media To The Process Of Student Development. International Journal of Students Education, 354–357.

Preparing for the School Readiness of Early Childhood by Enhancing the Well-Being and Family Support Saputri, Wenny Hikmah; Risnawati, Erna
JURNAL PENDIDIKAN USIA DINI Vol 18 No 1 (2024): Jurnal Pendidikan Usia Dini Volume 18 Number 1 April 2024
Publisher : Program Studi Magister Pendidikan Anak Usia Dini

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/JPUD.181.19

School readiness during early childhood establishes the fundamental basis for prospective academic achievement, emphasizing the necessity for a comprehensive preparation that encompasses both mental and physical readiness. The current study examines the impact of child well-being and family support on school readiness among young learners. This Study used a correlational quantitative approach, the research involved 139 children between the ages of 4 and 7, along with their parents and 30 teachers selected through purposive sampling based on their socioeconomic status. The participants included 54.7% boys (n=76) and 45.3% girls (n=63) from families with varying income levels – low-income (25%), middle-income (29%), and upper-middle-income (46%). The results of the regression analysis indicated that both family support and child well-being have a significant influence on children's school readiness. Particularly, there is a notable positive association among all factors, a correlation between school readiness and child well-being at 42% (r = 0.420, p < 0.001), highlighting that higher levels of child well-being are linked to increased school readiness. Furthermore, family support exhibits a positive contribution to school readiness at 37% (r = 0.370, p < 0.001). The findings suggest that preparing children for school should extend beyond academic and motor skills development to include substantial psychological support, thus enhancing their ability to thrive in an academic environment. Keywords: early childhood, Emotion, Emotion regulation, parenting, happiness References: Atkins, R., Deatrick, J. A., Bocage, C., Huc, R., Aromolaran, D., Besseir, E., Hinckson, A., Joseph, M., Kim, D., Lagman, D., Gladsden, V. L., & Lipman, T. H. (2022). School Readiness and Social Determinants of Health: A Collaboration with Community Teachers and Parents. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.4090268 Ayriza, Y., Setiawati, F. A., Nurhayati, S. R., Gumelar, S. R., & Sholeha, E. P. D. R. (2019). Does sleep quality serve as a mediator between well-being and academic achievement? Cakrawala Pendidikan, 38(1), 63–74. https://doi.org/10.21831/cp.v38i1.22181 Azra, A., Risnawati, E., Hermaini, B., Hendra, M., Kartikawati, E., Buana, U. M., & Terbuka, U. (2023). How family communication pattern affect a family ’ s capacity for resilience during covid-19 pandemic. 11(1), 117–137. Barnett, M. A., Paschall, K. W., Mastergeorge, A. M., Cutshaw, C. A., & Warren, S. M. (2020). Influences of Parent Engagement in Early Childhood Education Centers and the Home on Kindergarten School Readiness. Early Childhood Research Quarterly, 53, 260–273. https://doi.org/10.1016/j.ecresq.2020.05.005 Borualogo;, Ihsana Sabriani, F. C. (2020). Subjective Well-Being of Indonesian Children:A Perspective of Material Well-Being. ANIMA Indonesian Psychological Journal, 44–47. https://doi.org/10.1515/9783111634487-006 Borualogo, I. S., & Casas, F. (2022). The children’s worlds psychological well-being scale: Adaptation and fit in the Indonesian context. Cogent Psychology, 9(1), 1–17. https://doi.org/10.1080/23311908.2022.2053377 Cress, C. J., Synhorst, L., Epstein, M. H., & Allen, E. (2012). Confirmatory factor analysis of the preschool behavioral and emotional rating scale (PreBERS) with preschool children with disabilities. Assessment for Effective Intervention, 37(4), 203–211. https://doi.org/10.1177/1534508411433499 Cress, C., Lambert, M. C., & Epstein, M. H. (2016). Factor Analysis of the Preschool Behavioral and Emotional Rating Scale for Children in Head Start Programs. Journal of Psychoeducational Assessment, 34(5), 473–486. https://doi.org/10.1177/0734282915617630 Diener, E., & Ryan, K. (2009). Subjective Well-Being: A General Overview. South African Journal of Psychology, 39(4), 391–406. https://doi.org/10.1177/008124630903900402 El Zaatari, W., & Maalouf, I. (2022). How the Bronfenbrenner Bio-ecological System Theory Explains the Development of Students’ Sense of Belonging to School? SAGE Open, 12(4), 1–18. https://doi.org/10.1177/21582440221134089 Golshirazi, F., & Sadeghi, A. (2021). The Effect of Home-to-School Transition Program on Social-Emotional Readiness of Preschool Students. Journal of Counseling Research. https://doi.org/10.18502/qjcr.v20i77.6147 Gómez-Leal, R., Holzer, A. A., Bradley, C., Fernández-Berrocal, P., & Patti, J. (2022). The relationship between emotional intelligence and leadership in school leaders: a systematic review. Cambridge Journal of Education, 52(1), 1–21. https://doi.org/10.1080/0305764X.2021.1927987 Gregory, T., Dal Grande, E., Brushe, M., Engelhardt, D., Luddy, S., Guhn, M., Gadermann, A., Schonert-Reichl, K. A., & Brinkman, S. (2021). Associations between School Readiness and Student Wellbeing: A Six-Year Follow Up Study. Child Indicators Research, 14(1), 369–390. https://doi.org/10.1007/s12187-020-09760-6 Halimah, N., & Kawuryan, F. (2010). Kesiapan Memasuki Sekolah Dasar Pada Anak Yang Mengikuti Pendidikan Tk Dengan Yang Tidak Mengikuti Pendidikan Tk Di Kabupaten Kudus. Jurnal Psikologi Universitas Muria Kudus, I(1), 1–8. http://www.pustaka.unpad.ac.id Harrington, E. M., Trevino, S. D., Lopez, S., & Giuliani, N. R. (2020). Emotion regulation in early childhood: Implications for socioemotional and academic components of school readiness. Emotion (Washington, D.C.), 20(1), 48–53. https://doi.org/10.1037/emo0000667 Holzer, J., Bürger, S., Lüftenegger, M., & Schober, B. (2022). Revealing associations between students’ school-related well-being, achievement goals, and academic achievement. Learning and Individual Differences, 95(March), 102140. https://doi.org/10.1016/j.lindif.2022.102140 Hughes, C., White, N., Foley, S., & Devine, R. T. (2018). Family support and gains in school readiness: A longitudinal study. British Journal of Educational Psychology, 88(2), 284–299. https://doi.org/10.1111/bjep.12188 Jung, S., & Choi, N. (2020). Effect of Family Functioning on Preschoolers’ School Readiness: Mediating Effects of Mothers’ Affective Parenting and Preschoolers’ Self-regulation. Family and Environment Research, 58(1), 1–12. https://doi.org/10.6115/fer.2020.001 Kokkalia, G., Drigas, A., Economou, A., & Roussos, P. (2019). School readiness from kindergarten to primary school. International Journal of Emerging Technologies in Learning, 14(11), 4–18. https://doi.org/10.3991/IJET.V14I11.10090 Lazarus, R. S. (1991). Emotion and Adaptation. Oxford University Press. https://doi.org/10.2307/2075902 Lin, M. L., & Faldowski, R. A. (2023). The Relationship of Parent Support and Child Emotional Regulation to School Readiness. International Journal of Environmental Research and Public Health, 20(6). https://doi.org/10.3390/ijerph20064867 Lombardi, C. M. (2023). Early Maternal Employment And Children’s School Readiness: Changing Associations Over Time? Journal of Child and Family Studies, 32(4), 1032–1047. https://doi.org/10.1007/s10826-022-02357-3 Lombardi, C. M., & Dearing, E. (2021). Maternal Support of Children’s Math Learning in Associations Between Family Income and Math School Readiness. Child Development, 92(1). https://doi.org/10.1111/cdev.13436 Luby, J. L., Barch, D. M., Belden, A., Gaffrey, M. S., Tillman, R., Babb, C., Nishino, T., Suzuki, H., & Botteron, K. N. (2012). Maternal support in early childhood predicts larger hippocampal volumes at school age. Proceedings of the National Academy of Sciences of the United States of America, 109(8), 2854–2859. https://doi.org/10.1073/pnas.1118003109 Mariyati, L. I. (2017). Usia dan Jenis Kelamin dengan Kesiapan Masuk Sekolah Dasar. Prosiding Seminar Nasional Psikologi UMG, 095, 331–344. Mashar, R., & Pudji Astuti, F. (2022). Correlation between Parenting Skills, Children’s Emotional and Intelligence Quotient with School Readiness. JPUD - Jurnal Pendidikan Usia Dini, 16(2), 215–223. https://doi.org/10.21009/JPUD.162.02 Nurmaria, H., & Risnawati, E. (2022). The Relationship of Loneliness and Internet Addiction To Psychological Well-Being in Adolescents. Biopsikososial: Jurnal Ilmiah Psikologi Fakultas Psikologi Universitas Mercubuana Jakarta, 5(2), 509. https://doi.org/10.22441/biopsikososial.v5i2.14644 Rahmawati. (2018). Kesiapan sekolah merupakan kesiapan anak untuk memasuki sekolah . Di Indonesia istilah kesiapan sekolah lazim digunakan untuk merujuk kesiapan anak masuk Sekolah Dasar ( SD ), sebagai sekolah f. Jurnal Pendidikan Usia Dini,12(November), 201–210. http://journal.unj.ac.id/unj/index.php/jpud Risnawati, E., Meiliyandrie, L., Wardani, I., Saputra, A. H., Pramitasari, M., Mercu Buana, U., Pendidikan, J., & Dini, U. (2023). Theory of Mind, Roles, and the Development of Emotion Regulation in Early Childhood. 17(2), 1693–1602. https://doi.org/10.21009/JPUD.172.01 Risnawati Erna, Arisandi Alfida, D. R. (2019). Peran Religiusitas dan Psychological Well-Being terhadap Resiliensi Korban KDRT. Journal.Univpancasila.Ac.Id, 10(2), 67–77. http://journal.univpancasila.ac.id/index.php/mindset/article/view/836 Ryff, C. D. (1989). Happiness is everything, or is it? Explorations on the meaning of psychological well-being. Journal of Personality and Social Psychology, 57(6), 1069–1081. https://doi.org/10.1037/0022-3514.57.6.1069 Ryff, C. D., & Keyes, C. L. M. (1995). The Structure of Psychological Well-Being Revisited. Journal of Personality and Social Psychology, 69(4), 719–727. https://doi.org/10.1037/0022-3514.69.4.719 Seran, T. N., Haryono, & Anni, C. T. (2017). School Readiness: Readiness Children Seen from The Whole Aspect of Early Childhood Development Article Info. Journel of Primary Education, 6(3), 224–232. http://journal.unnes.ac.id/sju/index.php/jpe St. Laurent, C. W., Burkart, S., Andre, C., & Spencer, R. M. C. (2021). Physical Activity, Fitness, School Readiness, and Cognition in Early Childhood: A Systematic Review. Journal of Physical Activity and Health, 18(8), 1004–1013. https://doi.org/10.1123/jpah.2020-0844 Turner, K. M. T., Dittman, C. K., Rusby, J. C., & Lee, S. (2017). Parenting Support in an Early Childhood Learning Context. In M. R. Sanders & T. G. Mazzucchelli (Eds.), The Power of Positive Parenting (pp. 242–251). Oxford University Press. https://doi.org/10.1093/med-psych/9780190629069.003.0021

The Role of Parenting in Cultivating Environmental Attitudes in Early Childhood in Digital Era Afwanni, Tiwi; Alim, Rahmawati Nur; Cholimah, Nur
JURNAL PENDIDIKAN USIA DINI Vol 18 No 2 (2024): Jurnal Pendidikan Usia Dini Volume 18 Number 2 November 2024
Publisher : Program Studi Magister Pendidikan Anak Usia Dini

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jpud.v18i2.46213

In this digital era, parenting plays an important role in shaping environmental awareness and nature-friendly behavior in early childhood. Children at this time are often exposed to technology from an early age, so excessive use can affect children's attitudes and behavior towards the environment. This study aims to identify the role of appropriate parenting on environmental care in the digital era in early childhood. This research uses a qualitative study with a literature review research method by collecting various scientific sources. This research aims to convey information about how the role of parenting can affect children's environmental care attitudes in the digital era. An important finding in this study is that the role of parents in shaping children's character, especially in the digital era, is very important. Parents must understand the characteristics of children in the digital era, apply appropriate parenting patterns and build effective communication with children. The importance of applying democratic and authoritative parenting, in helping children develop positive environmental awareness. Therefore, the importance of early religious and moral values education as an effort to instill environmental awareness in children. Parents' involvement in children's learning, both at home and at school, is a key factor in shaping environmental awareness in early childhood.

ProtEQ : Social-emotional Development Media for Gifted Children in Pre-schools Sidqia, Tiara Lisania; Ramadhan, Fazlur; Yanti, Fuzi; Salsabila, Ia; Riyadhi, Muhammad Ilham; Kurniati, Euis
JURNAL PENDIDIKAN USIA DINI Vol 18 No 2 (2024): Jurnal Pendidikan Usia Dini Volume 18 Number 2 November 2024
Publisher : Program Studi Magister Pendidikan Anak Usia Dini

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jpud.v18i2.46394

Gifted children are children who have high potential in various fields such as science, math, art, music, language, have creativity and task commitment. One of the challenges faced by gifted children is social-emotional problems, even though mature social development will help individuals interact well with other individuals. One of the efforts to overcome these problems is to develop media that easy to use and reach by various parties such as websites. Design and Development Research (D&D) from Ellis and Levy (2010) was chosen as the research method, data collection techniques were carried out through interviews and questionnaires with thematic analysis techniques and descriptive statistics. The participants involved were children, teachers, parents, media experts, and special education experts. The results showed that there are two main problems in gifted children, namely obstacles in interacting and obstacles in managing emotions. Based on this analysis, the website development is focused on three services, i.e.: 1) services for children; 2) services for parents; and 3) services for teachers. The developed website received a "very good" rating from the validator and also received a positive response from the research participants. Therefore, this website can be used as a medium for the social-emotional development of gifted.

Enhancing Children's Gross Motor Skills Through the Single Leg Balance Sandbag Game Rusmayadi, Rusmayadi; Kurnia, Rika; Aziza, Sazkiyah
JURNAL PENDIDIKAN USIA DINI Vol 18 No 2 (2024): Jurnal Pendidikan Usia Dini Volume 18 Number 2 November 2024
Publisher : Program Studi Magister Pendidikan Anak Usia Dini

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jpud.v18i2.47019

Development motor rough child considered important, because If development motor rough child develop optimally then in a way No direct will influence behavior child daily. If growth physical and motoric child develop optimally, then activity motion child will become more ripe and more good . This research aims to to find out whether there is any influence game single leg balance sand bag on the gross motor skills of early childhood children . The research approach used is a quantitative approach with a Quasi Experimental research type which includes an experimental group and a control group. Data collection techniques include tests, observations, and documentation. Data analysis techniques used in study This is a descriptive data analysis and non-parametric statistical analysis with a population of 20. From the results of the non-parametric data analysis, it can be proven that the game single leg balance sand bag can has a significant influence on gross motor skills in children. Single leg balance sand bag game can affect gross motor skills in early childhood. This game can have a positive influence on children's gross motor skills. It is expected that with the Single leg balance sand bag game, children will be more enthusiastic in learning activities, can socialize well and develop more in children's gross motor skills

Social Behavior Analysis Theory of Children in the Transition Period from Home to School: Studi Literature Review Ningrum, Sri Utami; Dwi Utami, Ade; Sumadi, Tjipto
JURNAL PENDIDIKAN USIA DINI Vol 18 No 2 (2024): Jurnal Pendidikan Usia Dini Volume 18 Number 2 November 2024
Publisher : Program Studi Magister Pendidikan Anak Usia Dini

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jpud.v18i2.47971

This study aims to identify and analyze the social behavior of children during the transition from home to school environments. The study utilizes a literature review method encompassing the ELSEVIER, Sage Journals, ResearchGate, and Taylor & Francis databases. It examines various literature on children's social behavior during the transition period, the role of parents, and the role of teachers during the transition from home to school. The findings of this review are contextualized within the broader framework of early childhood social behavior. The research findings indicate that while a number of studies have investigated children's social behavior during the transition period, there is still a lack of comprehensive empirical understanding. This study highlights the need for further research that focuses on a comprehensive understanding of children's social behavior during this transition period to support optimal social and academic development in children. Furthermore, this study also emphasizes the importance of intervention strategies that can help children navigate environmental changes more effectively.

Higher Order Thinking Skill (HOTS) through STEAM Learning for Early Childhood Aryani, Nini; Rizka, Nelti; Suparmi, Suparmi; Artamevia, Fadya; Nazli, Nur Liyana Mohd
JURNAL PENDIDIKAN USIA DINI Vol 18 No 2 (2024): Jurnal Pendidikan Usia Dini Volume 18 Number 2 November 2024
Publisher : Program Studi Magister Pendidikan Anak Usia Dini

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jpud.v18i2.48422

The importance of Higher Order Thinking Skills (HOTS) in early childhood education is undeniable because it can to prepare early childhood to be able to think in applying and processing the information received to find solutions and even answers to problems that arise. This based on children's rights and Bloom's taxonomy theory regarding higher-order thinking. This study aimed to analyze Higher Order Thinking Skills through STEAM learning which implemented to early childhood in Kindergarten. This study using a qualitative approach use descriptive data in the form of written or oral sentences from observed behavior. Data were collected through in-depth interviews with kindergarten teachers and documentation of learning process. The data analysis techniques used are data reduction, data presentation and conclusions. The results of the study showed that Higher Order Thinking Skills (HOTS) through STEAM (Science, Technology, Engineering, Art, and Mathematics) learning has been carried out dan can encourage students to think creatively by creating media that is interesting for children and in accordance with their learning styles; designing STEAM activities or projects while playing so as to encourage students to develop problem-solving skills. STEAM learning can be done through direct experience and game-based learning. The conclusion of this study is that high order thinking skill learning through STEAM has begun to be carried out in early childhood. This study suggests that further researchers can to develop learning models and media through STEAM to improve high order thinking in early childhood.

The Relevance of the Curriculum Early Childhood Islamic Education Study Program to Employment Needs Mulyana, Asep; Syifauzakia, Syifauzakia; Wahyudi, Ayu Vinlandari; Shifwatussolihat, Shifwatussolihat
JURNAL PENDIDIKAN USIA DINI Vol 18 No 2 (2024): Jurnal Pendidikan Usia Dini Volume 18 Number 2 November 2024
Publisher : Program Studi Magister Pendidikan Anak Usia Dini

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jpud.v18i2.48975

The workforce tests the skills students acquire during their studies. This study aims to analyze how the curriculum of the Early Childhood Islamic Education Study Program aligns with the competencies required in the workforce. In addition, this study evaluates the competitiveness of alumni and the level of satisfaction of the institutions that employ them. This study employs a mixed method, also known as a mixed method, along with a sequential explanatory design. Random sampling techniques selected a total of 45 alumni and 16 alumni users as samples. We collected quantitative data through surveys and obtained qualitative data through structured interviews and focus group discussions. We analyze quantitative data using descriptive statistics and interactively analyze qualitative data. The results showed that 97.78% of courses are relevant to work needs, and 98% of alumni competencies are in accordance with the demands of the workforce. However, the curriculum requires adjustments to face the challenges of the 21st century, such as technology integration, cooperative learning, application of differentiated learning, and a holistic learning approach. Additionally, the curriculum needs to adapt to current trends in early childhood Islamic education, including emotional management, smart device use, artificial intelligence, and STEAM-based learning design.

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Erie Siti Syarah

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Editorial Address
Gedung Bung Hatta Lantai 4 R 403 Pascasarjana, Universitas Negeri Jakarta Jalan Rawamangun Muka, Jakarta Timur 13220

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Kota adm. jakarta timur,

Dki jakarta

INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name Erie Siti Syarah

Contact Email syarah.erie@gmail.com

Phone +628128030360

Journal Mail Official jpud.unj@gmail.com

Editorial Address Gedung Bung Hatta Lantai 4 R 403 Pascasarjana, Universitas Negeri Jakarta Jalan Rawamangun Muka, Jakarta Timur 13220

Location Kota adm. jakarta timur, Dki jakarta INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Contact Name
Erie Siti Syarah

Contact Email
syarah.erie@gmail.com

Phone
+628128030360

Journal Mail Official
jpud.unj@gmail.com

Editorial Address
Gedung Bung Hatta Lantai 4 R 403 Pascasarjana, Universitas Negeri Jakarta Jalan Rawamangun Muka, Jakarta Timur 13220

Location
Kota adm. jakarta timur,

Dki jakarta

INDONESIA