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Erie Siti Syarah
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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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The Effect of the Application of the Problem Based Learning (PBL) Learning Model on Early Childhood High Order Thinking Skill (HOTS): A Quasi-Experimental Study Alisia, Nurul; Martuty, Arie; Syamsuardi, Syamsuardi; Bahri, Aliem; Intisari, Intisari; Amri, Nur Alim; Hasbur, Heni Safitri
JURNAL PENDIDIKAN USIA DINI Vol 19 No 2 (2025): Jurnal Pendidikan Usia Dini Volume 19 Number 2 November 2025
Publisher : Program Studi Magister Pendidikan Anak Usia Dini

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jpud.v19i2.54673

Abstract

This study aims to investigate the effect of the application of the Problem Based Learning (PBL) learning model on higher order thinking skills (HOTS) in early childhood. This study used a pre-experimental design  with the One Group Pretest-Posttest model, involving 15 children aged 5–6 years in a private kindergarten in the Gatot Subroto area. The PBL model is applied through activities that allow children to observe phenomena, identify problems, design solutions, and draw conclusions independently. Data collection was carried out through observation of high-level thinking skills at two stages, namely before and after PBL treatment. The results of descriptive statistical analysis showed an increase in the average score from the pretest by 26.67 to 52.53 in the posttest. The Wilcoxon Signed-Rank test showed a significance value (2-tailed) = 0.001 < 0.05, which indicates a significant effect of the application of PBL on the improvement of children's high-level thinking skills. These findings suggest that PBL is effective in developing analytical, critical, and creative thinking skills in early childhood. The implication of the results of this study is the need to integrate problem-based learning models in the early childhood education curriculum as a strategy to optimize cognitive development and children's readiness to face future challenges
Development of a Digital Storybook Based on Lebak Culture to Foster Critical Thinking Skills in Early Childhood Rohita, Rohita; Erika Firmiana, Masni; Arianti, Gusmia
JURNAL PENDIDIKAN USIA DINI Vol 19 No 2 (2025): Jurnal Pendidikan Usia Dini Volume 19 Number 2 November 2025
Publisher : Program Studi Magister Pendidikan Anak Usia Dini

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jpud.v19i2.54958

Abstract

Critical thinking is a vital 21st-century skill that should be nurtured from an early age. One effective approach is through the use of digital storybooks based on local culture. Despite its rich cultural heritage, including the traditions of the Baduy people, integration of local culture into early childhood education in Lebak Regency remains limited. A survey of 40 kindergarten teachers found that only 7 schools had access to reading materials related to Lebak’s local culture. This study aimed to develop a digital storybook titled “Hitam Putih Pakaian Adat Suku Baduy” using the ADDIE model. Validation results from media experts (95%), early childhood education experts (83%), communication experts (93%), and prospective users (91%) indicated that the product was highly feasible. Field trials with 10 children aged 5–6 years showed that the most developed critical thinking skills were evaluation and self-regulation, with average scores across six aspects ranging from 2.6 to 3.8 on a 4-point scale. Interpretation and inference were also strong, while analysis and explanation required additional support. These findings suggest that culturally based digital storybooks can effectively foster critical thinking in early learners, but teacher involvement remains essential to enhance deeper reasoning and understanding.
Building Creativity Through Digital Art Activities of ScratchJr in Early Childhood Hardiyanti, Widya Dwi; Prayitno, Prayitno; Pamungkas, Joko
JURNAL PENDIDIKAN USIA DINI Vol 19 No 2 (2025): Jurnal Pendidikan Usia Dini Volume 19 Number 2 November 2025
Publisher : Program Studi Magister Pendidikan Anak Usia Dini

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jpud.v19i2.55194

Abstract

Creativity is an important aspect of early childhood development, but it is often not optimal due to the limited number of interesting and effective learning media. This study aims to describe the process of digital art activities through ScratchJr to develop creativity in early childhood. This study uses a qualitative approach with a involving 13 children aged 5-6 years at IT Nur Hidayah Kindergarten Surakarta. Data was collected through documentation, observation, and interviews. Data analysis uses the qualitative descriptive model of Miles and Huberman, which includes data reduction, data presentation, and conclusion or verification. The results of this study explain that digital art activities through ScratchJr, which uses digital technology media, can develop children's creativity through a simple coding process that is creative and fun. Children can freely express themselves with their creativity to create digital art projects through ScratchJr. Therefore, this ScratchJr media is recommended for early childhood learning to develop expression of creativity and imajination in children's art. Digital art activities are important to consider in early childhood learning, so that children can have a more optimal learning experience.
Analysis of Inclusive Education Services in Early Childhood Education Institutions of the PESAT Foundation in Central Java Harefa, Ida Destariana; Diana, Diana; Pranoto, Yuli Kurniawati Sugiyo
JURNAL PENDIDIKAN USIA DINI Vol 19 No 2 (2025): Jurnal Pendidikan Usia Dini Volume 19 Number 2 November 2025
Publisher : Program Studi Magister Pendidikan Anak Usia Dini

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jpud.v19i2.56720

Abstract

Inclusive education in Early Childhood Education aims to ptovide equal opportunities fot children with special needs to be able to learn with other children and develop their potential from an early age. This study aims to examine inclusive education servises in the Early Childhood Education of the PESAT Foundation in Central Jawa, focusing on five kindergartens: TK Kristen Pniel Terpadu, TK Kristen Imanuel Terpadu, TK Kristen Benih Kasih Terpadu, TK Kristen Petra Terpadu, and TK Kristen Sion Tridamarsari. This study uses a type of quantitative research with questionnaires as a data collection tool. The data analysis method use in this study is a SWOT analysis conducted with EFAS and IFAS calculations. This includes shecking Strengths, Weaknesses, Opportunities, and Threats. The results of the study can be obtained by conducting a SWOT analysis based on IFAS and EFAS, followed by calculations using AFE and IFE. The Results of the study obtained results with this SWOT approach, the position of Early Childhood Education of the PESAT Foundation in Central Jawa is in quadrant I, namely using a growth (growing) strategy. This position indicates the application of a growth strategy or a progressive strategy. Based on the results obtained, it can be concluded that inclusive education services implemented by schools have greater strengths than weaknesses and greater opportunities than treats, thus supporting progressive growth policie.
Government Program In Addressing Stunting In Early Children In Kebonsari District, Jember District Jasmine, Agvely Aulia; Pranoto, Yuli Kurniawati Sugiyo; Cahyati, Widya Harry
JURNAL PENDIDIKAN USIA DINI Vol 19 No 2 (2025): Jurnal Pendidikan Usia Dini Volume 19 Number 2 November 2025
Publisher : Program Studi Magister Pendidikan Anak Usia Dini

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jpud.v19i2.57002

Abstract

Basic Health Research data for 2018 revealed that Indonesia is ranked fifth and fourth highest in the world regarding wasting and stunting rates. The causes of stunting include limited access to nutritious food due to economic factors and knowledge. The purpose of writing this article is to understand the role of the government and analyze government programs in dealing with stunting in early childhood in Kebonsari Village, Jember Regency. The method used in this research is a qualitative method, using primary data from observations, interviews and documentation with Health Center midwives at the Kebonsari Village Health Center. There is secondary data from several research journals to find out what government programs are in dealing with stunting in early childhood in Kebonsari Village. This research focuses on government programs in handling stunting in Kebonsari Village, Jember Regency. The results of this research show that the government program in dealing with stunting in early childhood in Kebonsari Village is a concrete step taken by the government to overcome stunting in Kebonsari Village which is very concerned. In Kebonsari Village, we always carry out ongoing evaluations to study and find solutions to the stunting problem. The government carries out cross-sector coordination to carry out evaluations and follow-up by making direct contact with economically disadvantaged communities in fulfilling nutrition. The program is carried out by providing food assistance, as well as providing outreach regarding stunting prevention programs by conducting training courses, providing counseling, seminars, workshops and so on. Providing counseling on child rearing patterns at posyandu is also carried out to prevent the increase in stunting and to reduce stunting rates, providing milk for pregnant women from the Kebonsari Village Health Center. improving community nutrition through the supplementary food program at posyandu
Unplugged Coding to Develop Computational and Collaborative Thinking in Early Childhood Education Oktaviani, Putri; Diana, Diana; Waluyo, Edi; Formen, Ali
JURNAL PENDIDIKAN USIA DINI Vol 19 No 2 (2025): Jurnal Pendidikan Usia Dini Volume 19 Number 2 November 2025
Publisher : Program Studi Magister Pendidikan Anak Usia Dini

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jpud.v19i2.57818

Abstract

Integrating computational and collaborative thinking from early childhood is essential in the digital era. This study examined the implementation of Unplugged Coding computer-free programming at the Larasati Early Childhood Education Cluster, with a focus on children’s cognitive and social development. Using a qualitative case study method, data were collected through observation, interviews, and documentation at TK Islam An-Nur Kedungringin. Activities involved grid floor games, number dice, and directional arrows, with teachers acting as facilitators. Results showed that 87.5% of children demonstrated improvement in computational thinking components such as sequencing, pattern recognition, decomposition, and algorithmic reasoning. Moreover, 81.2% of children exhibited enhanced collaborative skills, including turn-taking, group problem-solving, and active communication. Contributing factors included structured planning, engaging learning tools, and a supportive environment. Limitations involved limited infrastructure and varying teacher readiness. The study concludes that Unplugged Coding is an effective, low-tech approach to foster 21st-century skills in early learners and recommends broader implementation supported by teacher training and curriculum integration.
Developing Independence in Early Childhood Through Full Day School Diani, Fitri; Kurniawati Sugiyo Pranoto, Yuli
JURNAL PENDIDIKAN USIA DINI Vol 19 No 2 (2025): Jurnal Pendidikan Usia Dini Volume 19 Number 2 November 2025
Publisher : Program Studi Magister Pendidikan Anak Usia Dini

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jpud.v19i1.57985

Abstract

This study explores how the full day school learning system fosters independent learning among children aged 5–6 years at Semarang Multinational School. The research involved 12 children, 4 teachers, and 8 parents from diverse family and linguistic backgrounds. Using a descriptive qualitative approach, data were collected through classroom observation, in-depth interviews, and document analysis. Findings show that the application of the International Early Years Curriculum (IEYC), which is thematic and project-based, creates meaningful, contextual learning. Children are encouraged to initiate tasks, solve problems, and complete activities independently. Teachers serve as facilitators who guide rather than instruct directly, while a child-friendly environment and consistent routines reinforce autonomy. Parental support at home further strengthens independent behavior. Challenges include varied readiness levels among children, fatigue from long school hours, and inconsistent parental involvement. This study offers practical insights for educators and curriculum planners implementing full day school models to nurture independence and character development. The findings highlight the importance of integrating structured autonomy, collaborative learning, and family-school synergy in early education settings.
Playfulness and Playful Work Design Among Early Childhood Educator : Teacher Well-Being as Mediator Dearly, Dearly; Mardhatillah, Amy; Intan Savitri, Setiawati; Fitriana, Mimi
JURNAL PENDIDIKAN USIA DINI Vol 19 No 2 (2025): Jurnal Pendidikan Usia Dini Volume 19 Number 2 November 2025
Publisher : Program Studi Magister Pendidikan Anak Usia Dini

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jpud.v19i2.49432

Abstract

Individuals across various occupations, including teaching, can incorporate play into their tasks to make their work more enjoyable, and this approach is known as playful work design. Personality traits influence how individuals approach their work, but there is limited research on how positive traits like playfulness relate to playful work design, especially for early childhood teachers. This study investigates the role of playfulness in fostering playful work design, with teacher well-being as a mediator. Data were collected from 358 early childhood teachers using the Adult Playfulness Trait Scale (APTS), the Playful Work Design Scale, and the Teacher Well-Being Scale (TWBS). The analysis used Structural Equation Modelling (SEM) with Jamovi software. The results show that teacher well-being partially mediates the relationship between playfulness and playful work design. While playfulness directly affects playful work design, the effect is weak. In contrast, teacher well-being is much stronger in influencing playful work design. These findings highlight the importance of addressing personality traits and well-being to create enjoyable and effective work environments in early childhood educational settings.
Development of Storytelling-based Learning in Stimulating Children's Receptive and Expressive Language Sadaruddin, Sadaruddin; Cahaya, Cahaya; Syamsuardi, Syamsuardi; Musi, Muhammad Akil; Sarimanah, Eri
JURNAL PENDIDIKAN USIA DINI Vol 19 No 2 (2025): Jurnal Pendidikan Usia Dini Volume 19 Number 2 November 2025
Publisher : Program Studi Magister Pendidikan Anak Usia Dini

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jpud.v19i2.50620

Abstract

This study aims to develop an innovative and effective storytelling learning method to stimulate receptive and expressive language skills in early childhood. The main issue faced at Doa Ibu Early Childhood Education Kindergarten, Makassar is the low receptive and expressive language abilities of the children. The study uses a qualitative approach with the Lesson Study method, implemented over two cycles, involving 15 children. Data were collected through observation, interviews, and documentation. Data analysis was conducted using descriptive methods and the calculation of descriptive statistics with N Gain to assess the effectiveness of the learning. In the first cycle, audio-visual media was used in storytelling learning but was not effective in capturing the children's attention until the end of the story. The second cycle introduced an interactive approach by combining video visuals and hand puppets, which increased participation and active learning. The results of the study show that the combination of video-visual media and hand puppets in three learning steps— tonton cerita (watch the story), ulas cerita (review the story), and ekspresikan cerita (express the story)—abbreviated as TRUE Storytelling, proved to be an effective method for enhancing children's receptive and expressive language abilities
Teaching The Impact of Online Learning and Early Art Practice on Emergent Writing Skills in Egyptian Preschoolers Mustafa, Amira; Amir , Amir
JURNAL PENDIDIKAN USIA DINI Vol 19 No 2 (2025): Jurnal Pendidikan Usia Dini Volume 19 Number 2 November 2025
Publisher : Program Studi Magister Pendidikan Anak Usia Dini

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jpud.v19i2.50629

Abstract

This study investigates the emergent writing skills of Egyptian preschoolers within an online learning environment and explores parents' perceptions of early art practices' influence on these skills. While foundational fine motor and pre-writing activities are crucial for literacy development, specific research examining their impact in online contexts and parental views, particularly in Egypt, remains limited. This research addresses three primary questions: What is the level of emergent writing skills (including letter formation, word attempts, and drawing of pictures) among Egyptian preschoolers in an online learning environment? What are Egyptian parents' perceptions regarding their children's engagement in early art practices (such as drawing and colouring) and its influence on their emergent writing skills within the context of online learning? And what is the observed relationship between parents reported early art practices (drawing and colouring) and the demonstrated emergent writing skills in Egyptian preschoolers' writing samples within an online learning environment? A qualitative descriptive approach was adopted, utilizing a parental survey and analysis of children's writing samples from ten Egyptian preschoolers (P01-P10) engaged in online learning. The parental survey assessed home environment, art practice engagement, and parental perceptions. Children's writing samples were analyzed for various emergent writing indicators, including pre-writing strokes, letter attempts, word formation, and drawing quality. Findings reveal a varied but generally developing level of emergent writing skills among the preschoolers, with a strong correlation observed between consistent early art engagement reported by parents and more advanced emergent writing indicators in children's samples. Parents largely perceive early art practices as highly beneficial for fine motor development and emergent literacy, emphasizing improved pencil grip, hand-eye coordination, and confidence. This study highlights the critical role of early art practices and parental involvement in supporting emergent writing skills, even within online learning settings. Recommendations include integrating structured art activities into online curricula and empowering parents with resources to facilitate pre-writing development at home. Further research is needed to explore longitudinal impacts and diverse online learning models.

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