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INDONESIA
Jurnal Pendidikan Usia Dini
Published by Universitas Negeri Jakarta
ISSN : 16931602     EISSN : 25030566     DOI : https://doi.org/10.21009/JPUD
Core Subject : Education,
Education
JPUD - The Early Childhood Education Journal contains articles which are the results of research in the field of Early Childhood Education.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 333 Documents
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Development of Learning Strategies to Integrate Computational Thinking in Early Childhood Education Curriculum: A Study on 36 Early Childhood Education Units in Kudus Yuliantina, Irma
JURNAL PENDIDIKAN USIA DINI Vol 19 No 1 (2025): Jurnal Pendidikan Usia Dini Volume 19 Number 1 April 2025
Publisher : Program Studi Magister Pendidikan Anak Usia Dini

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jpud.v19i1.40841

Abstract

Indonesia's low achievement in international assessments such as PISA shows the need to strengthen high-level thinking skills from an early age. One of the important competencies of the 21st century is computational thinking, which is a logical and systematic framework of thinking in solving problems. This research aims to develop a learning strategy to integrate computational thinking skills into the Early Childhood Education (PAUD) curriculum. The research was carried out in 36 partner PAUD units in Kudus Regency, Central Java, using the Research and Development (R&D) approach with the ADDIE (Analysis, Design, Development, Implementation, Evaluation) development model. The research subjects consisted of school principals and PAUD teachers. The development process lasted for eight months, starting with training related to the concept of computational thinking, its relationship with the Independent Curriculum, and its implementation strategy in classroom learning. The results of the study show that teachers need clear and practical guidance to integrate computational thinking skills into learning activities that are in line with the Independent Curriculum. This research does not produce a new curriculum product physically, but gives birth to a model of learning strategies that are conceptual and implementive. The strategy includes steps to prepare a plan, organize the play environment, and provide teacher support that encourages children's computational thinking skills. Implementation in the field showed a positive impact on teacher understanding, child involvement, and parental response, although challenges were still found in a small number of PAUD units. This research makes a concrete contribution to strengthening adaptive and future-oriented PAUD learning practices.
Alphabet Mystery Box Media to Improve Early Reading Literacy in Early Childhood Lili, Waode; Hayati, Nur; Christianti, Martha
JURNAL PENDIDIKAN USIA DINI Vol 19 No 1 (2025): Jurnal Pendidikan Usia Dini Volume 19 Number 1 April 2025
Publisher : Program Studi Magister Pendidikan Anak Usia Dini

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jpud.v19i1.49908

Abstract

The purpose of this study was to determine the effect of using the alphabet mystery box media on early reading skills in early childhood. The literature review was conducted using Google Scholar, Google Search, hyperlinks, and ResearchGate. A total of 13 peer-reviewed publications, dated between 2020 and 2024, were included in the review, which included studies in English and Indonesian. Data analysis used content analysis to examine findings related to the Alphabet Mystery Box media and its effect on early childhood reading skills, contextualized in relevant theories and previous research. The results of the study indicate that early reading skills through the use of alphabet box media for early childhood have a significant impact on early literacy skills. The use of "magic box" learning media can improve children's cognitive and language skills, including recognizing numbers, alphabets, and colors. This article aims to optimize the reading skills of children aged 0-6 years, which is considered a critical developmental period. This study can assess how integrating traditional and digital media affects the engagement and effectiveness of early reading instruction.
Implementation of Reading, Write and Counting Learning Using the Montessori Method in Early Children Ranudantha, Miranda; Fauziah, Puji Yanti
JURNAL PENDIDIKAN USIA DINI Vol 19 No 1 (2025): Jurnal Pendidikan Usia Dini Volume 19 Number 1 April 2025
Publisher : Program Studi Magister Pendidikan Anak Usia Dini

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jpud.v19i1.50100

Abstract

The research results show that the Montessori approach is effective in increasing the interest and ability of young children in learning Calistung. Children seem more independent and able to learn at their own pace. Teachers act as facilitators who guide children when needed, but most children carry out learning activities independently. The use of props such as sandpaper letters and number rods helps children develop a deeper understanding of letters and numbers. The Montessori method is an educational approach that emphasizes children's independence in the learning process, and provides opportunities for young children to learn at their own pace and interests. In the context of learning to read, write and count for early childhood, this method integrates the use of teaching aids specifically designed to support children's cognitive, motor and sensory development. The following is the implementation of Calistung learning using the Montessori method at the Radantha Montessori Pekanbaru tutoring, namely creating a structured environment, using interesting teaching aids, individual approaches and independent learning, learning through exploration and direct experience, holistic learning, and evaluating children's progress. Montessori emphasized that each child has a different learning style, and therefore, Calistung learning is done individually. Children are given the freedom to choose teaching aids that are appropriate to their level of development, so that they can learn to read, write and count in the most effective way for them. The teacher acts as a facilitator who observes the child's development and provides guidance if necessary, but does not force certain learning methods.
The Effect Of Puzzle Games On Reducing Impulsive Behavior In Hyperactive Children Aged 5-6 Years Sri Puspita Wulandari Paputungan; Ardini, Pupung Puspa; Sutisna, Icam
JURNAL PENDIDIKAN USIA DINI Vol 19 No 1 (2025): Jurnal Pendidikan Usia Dini Volume 19 Number 1 April 2025
Publisher : Program Studi Magister Pendidikan Anak Usia Dini

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jpud.v19i1.50153

Abstract

The study problems are: "Is there a significant effect of puzzle games on reducing impulsive behavior in hyperactive children aged 5-6 years at TK Al-Khairat Kindergartens, Gorontalo City?" The study aims to determine the impact of puzzle games on reducing impulsive behavior in hyperactive children aged 5-6 years at TK Al-Khairat Kindergartens, Gorontalo City. The study employed a quantitative approach using an experimental method with a pre-test and post-test design, where tests were conducted before and after the treatment. The subjects were four hyperactive children aged 5-6 years in Group B at TK Al-Khairat Kindergarten, Gorontalo City. The study focused on reducing impulsive tendencies in hyperactive children through puzzle games. Data collection for the pre-test and post-test was conducted using research instruments and analyzed statistically. The results showed a significant difference in hyperactive children's average impulsive behavior scores before and after the intervention, with pre-test and post-test scores of 16.00 and 23.50, respectively. The findings confirm a significant effect of the intervention. The t-test results showed a sig. (2-tailed) value of 0.000 < 0.05, leading to the rejection of H0 and acceptance of H1. It can thus be concluded that there is a significant difference in impulsive behavior between the pre-test and post-test data, indicating that the X variable significantly affects the y variable.
The Effect of the Application of Outbound Games Learning Methods on the Problem-Solving Ability of Children Aged 5-6 Years Aisyiyah Bustanul Athfal Bulurokeng Kindergarten: A Quasi-Experimental Study Alya, Namira; Syamsuardi, Syamsuardi; Bahri, Aliem; Martuty, Arie; Intisari , Intisari
JURNAL PENDIDIKAN USIA DINI Vol 19 No 1 (2025): Jurnal Pendidikan Usia Dini Volume 19 Number 1 April 2025
Publisher : Program Studi Magister Pendidikan Anak Usia Dini

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jpud.v19i1.50397

Abstract

This research is based on the problem of low problem-solving skills in early childhood, where children find it difficult to think, understand, and remember and are not able to solve their own problems. According to Weikart, exploration and problem solving are active ways for children to learn, which are considered important to help children become independent, make decisions, and be confident in facing new situations with problem solving. So this study aims to analyze the effect of implementing the outbound games learning method on the problem-solving skills of children aged 5-6 years. This study uses a quantitative approach with a quasi-experimental method with a one-group pre-test post-test design. The research subjects consisted of 15 children at Bustanul Athfan Bulurokeng Kindergarten Group B who were selected from the research population using a purposive sampling technique. Data were collected through observation guidelines that measure three main aspects: recognizing problems, finding solutions, and evaluating results. The results showed a significant increase that can be seen from children's abilities in identifying problems, thinking critically, logically, and independently in solving problems after the implementation of outbound games. There was a difference in the average pre-test score of 28.73, increasing to 58.13 in the post-test with a p-value of 0.001 (p < 0.05). The implementation of outbound games has proven effective as an experience-based learning method to improve the problem-solving skills of early childhood, so it can be a relevant alternative for educators.
Analysis of extracurricular angklung material at ABA Karangwaru Kindergarten and ABA Blunyah Gedhe Kindergarten, Yogyakarta Karissa, Violeta Chandra; Joko Pamungkas
JURNAL PENDIDIKAN USIA DINI Vol 19 No 1 (2025): Jurnal Pendidikan Usia Dini Volume 19 Number 1 April 2025
Publisher : Program Studi Magister Pendidikan Anak Usia Dini

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jpud.v19i1.50429

Abstract

This study aims to evaluate the implementation of angklung extracurricular activities at TK ABA Karangwaru and TK ABA Blunyah Gede, Yogyakarta, in fostering the development of early childhood growth. Using a descriptive qualitative approach, data were collected through observations, interviews with instructors and teachers, and documentation. The results indicate that angklung activities effectively enhance fine motor skills, socio-emotional development, and cultural awareness in children. Children learn coordination through angklung play and gain collaborative experiences that strengthen their sense of responsibility and empathy. Challenges include short attention spans and varied motor skill levels. Strategies such as dividing children into smaller groups and providing positive reinforcement were employed to address these issues. In conclusion, angklung activities serve as an educational medium supporting early childhood learning principles, effectively nurturing interest and talent, and are recommended for broader implementation in other preschools.
The Influence of Pappasang Ri Kajang in Teaching Moral Values in Early Childhood: A Quasi-Experimental Study Anriani, Ayu; Syamsuardi, Syamsuardi; Amri , Nuralim; Intisari, Intisari
JURNAL PENDIDIKAN USIA DINI Vol 19 No 1 (2025): Jurnal Pendidikan Usia Dini Volume 19 Number 1 April 2025
Publisher : Program Studi Magister Pendidikan Anak Usia Dini

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jpud.v19i1.50432

Abstract

This research is based on the problem of low moral values in  early childhood, where children have difficulty behaving politely, behaving honestly, and humbly. According to Weikart, through exploration and problem-solving is an active way for children to learn, which is considered important to help children become polite, honest, and humble in facing new situations with moral values. Therefore, this study aims to analyze the influence of Pappasang Ri Kajang  on the ability of moral values in children aged 5-6 years. This study uses a quantitative approach with a quasi-experimental method with a post-test design of one group. The research subjects consisted of 15 children in Wulil Amri Mannuruki Kindergarten Group B who were selected from the research population using purposive sampling techniques. Data is collected through observational guidelines that measure three main aspects: recognizing problems, finding solutions, and evaluating outcomes. The results of the study showed a significant improvement that can be seen from the ability of children to behave politely, honestly, and simply after the implementation of Pappasang Ri Kajang . There was a difference in the average pre-test score of 26.62 increasing to 53.31 at the posttest with a significance value of 0.001 (p <0.05). The application of Pappasang Ri Kajang  has been proven to be effective as an experiential learning method to improve early childhood moral values, so that it can be a relevant alternative for educators.
The Effect of Project-Based Learning Model on Problem Solving Skills in Coastal PAUD Institutions Niyarci; Yuli Kurniawati Sugiyo Pranoto; Sunawan
JURNAL PENDIDIKAN USIA DINI Vol 19 No 1 (2025): Jurnal Pendidikan Usia Dini Volume 19 Number 1 April 2025
Publisher : Program Studi Magister Pendidikan Anak Usia Dini

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jpud.v19i1.50433

Abstract

Children's involvement in learning can provide concrete learning experiences for the child's growth and development process. The purpose of this study was to determine the effect of project-based learning model on problem solving skills in PAUD institutions in coastal areas. This study used a quantitative experimental method with the Non-equivalent Pretest - Post Test Control Group Design model. The research subjects consisted of 25 children in classes B1 and B2 of Islamic Kindergarten 01 Kauman Juwana. Data collection techniques using observation, questionnaires and documentation. Data analysis techniques using paired sample t-test.  The results of data analysis show that there is an effect of project-based learning models on children's problem solving in coastal PAUD institutions aged 5-6 years. This is indicated by the acquisition of a sig value that is smaller than the predetermined significance level of 0.000 < 0.05. The results of this study show that although conventional learning methods have an effect, the effectiveness of project-based learning in improving problem solving is much higher. This suggests that a more active and engaged approach, such as project-based learning, can encourage children to think critically and creatively, which is essential in the development of problem solving skills. Project-based learning is important to consider in the development of future curriculum and learning methods, so that children can gain a more optimal learning experience
The The influence of the Dialogic Reading Method with PEER-CROWD Techniques on the Listening and Speaking Skills of Preschool Children: A Quasi-Experimental Study Surifah, Jamilatus; Rolina , Nelva
JURNAL PENDIDIKAN USIA DINI Vol 19 No 1 (2025): Jurnal Pendidikan Usia Dini Volume 19 Number 1 April 2025
Publisher : Program Studi Magister Pendidikan Anak Usia Dini

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jpud.v19i1.50476

Abstract

Listening and speaking skills in children play an important role in their language development. These two skills complement each other and provide a strong foundation for children to interact with the world around them, learn effectively, and build good relationships with others. This study investigated the effect of the dialogic reading method on improving the listening and speaking skills of children aged 4-5. Using a quantitative approach of the quasi-experimental type with a non-equivalent control group design type. The subjects in this study were divided into two classes, namely the experimental and control classes with a total of 34 children in groups A1 and A2 of ABA Kindergarten Perumnas Condongcatur, Depok District, Sleman. In the experimental class there were 17 children, and the control class 17 children. The application of the dialogic reading method was applied during the activity of reading story books together consisting of six to eight children with a duration of about 15-18 minutes. The joint reading activity was carried out 4 times. The story book used for the experimental group has been modified to make it easier to remember the sequence of CROWD questions at the prompt stage. The modification lies in the question assistance stickers that will be asked to the child which are placed on certain pages. The instrument used is an observation instrument for the listening and speaking skills of children aged 4-5 years. The data analysis technique uses the Independent Sample t-Test with a significance level of 0.05. Based on the results of the data analysis, it can be concluded that: (1) There is a significant influence of the dialogic reading method on the listening skills of children aged 4-5 years with the results of the independent t-test obtained a Sig value (2-tailed) of 0.000 <0.05 and a calculated t value of 4.757; (2) There is a significant influence of the dialogic reading method on the speaking skills of children aged 4-5 years with the results of the independent t-test obtained a Sig value (2-tailed) of 0.004 <0.05 and a calculated t value of 3.131. In short, the application of the dialogic reading method has an effect on the listening and speaking skills of children aged 4-5 years.
Evaluation of Early Childhood Literacy Strengthening Strategy in Sub-district The Land of the Rising Sun Regency Cilacap Suparti; Mulyani , Petra Kristi
JURNAL PENDIDIKAN USIA DINI Vol 19 No 1 (2025): Jurnal Pendidikan Usia Dini Volume 19 Number 1 April 2025
Publisher : Program Studi Magister Pendidikan Anak Usia Dini

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jpud.v19i1.50525

Abstract

This study aims to evaluate literacy strengthening strategies in Early Childhood Education (ECED) using the CIPPO (Context, Input, Process, Product, Output) model approach. The focus of the research is to analyze the effectiveness of the strategy implementation in creating a learning environment that supports children's literacy development. This research used a qualitative descriptive method. The research subjects consisted of principals and teachers from two PAUD institutions in Kawunganten sub-district, Cilacap district, namely SBB Bustan El Firdaus and SBB Kartini 01. Data collection techniques included semi-structured interviews, direct observation of learning activities and documentation of activities. Data were analyzed using the Miles and Huberman model, which includes data reduction, data presentation, and conclusion drawing and verification. Data triangulation was conducted to ensure the validity of the results. The results showed that the literacy reinforcement strategy was well implemented. PAUD institutions are able to create a text-rich, social-emotionally supportive environment and a conducive academic environment. However, there are two input aspects related to human resources and one output aspect that still need improvement, especially in involving the home and community as part of the literacy ecosystem. The implications of this study suggest that the success of literacy programs in early childhood education depends not only on classroom strategies but also on the active involvement of parents and communities. The findings can serve as a basis for developing more holistic education policies and practices in the future.

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