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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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Influence of Parenting Style and Peer Acceptance on Early Childhood Interpersonal Skills Nafis, Nilna Shifyana; Arbarini, Mintarsih; Diana, Diana
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.v19i2.51028

Abstract

Parenting styles and peer acceptance significantly influence the development of interpersonal skills in young children. The support provided by both parents and peers plays a crucial role in helping children adapt and integrate into social environments during the preschool years. The aim of this study is to examine whether parental parenting styles and peer acceptance have an effect on the interpersonal skills of young children in Pati Regency. This research employs a quantitative approach with an ex-post facto design, specifically using a causal-comparative research model. The study's population includes children aged 4-6 years, their parents (either fathers or mothers), and teachers working at Raudlatul Athfal institutions in Pati Regency. The sample consists of 99 parents and 92 teachers, selected through cluster sampling. Data analysis was conducted using linear regression with SPSS for Windows. The findings indicate that both parental parenting styles and peer acceptance have a positive and significant impact on the interpersonal skills of young children in Pati Regency, with a coefficient of determination (R Square) value of 27%.
The Effectiveness of Utilizing the Reading House Media in Fostering Reading Interest among Early Childhood Learners Supitasari, Evi; Yuniarti, Yuniarti; Zarin, Firdaus
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.v19i2.57513

Abstract

This study aims to examine the effectiveness of utilizing rumah baca (reading house) media in fostering reading interest among early childhood learners. Designed as an interactive learning tool, the reading house supports both cognitive and affective development through engaging reading activities. The research was conducted at TKIT Al-Karima, located in Kubu Raya, West Kalimantan, using a descriptive quantitative approach with a one-group pretest-posttest design. The sample consisted of 15 children aged 4–5 years from class A2. Data collection involved administering a pretest, implementing the reading house media as the treatment, and conducting a posttest. The results were analyzed using a paired sample t-test via SPSS software. The analysis revealed a t-value of 4.342 at a 0.05 significance level, with the critical t-table value being 1.013. Since the calculated t-value exceeded the critical value (4.342 > 1.013), and the significance (2-tailed) was 0.001 (< 0.05), the findings indicate a statistically significant improvement between pretest and posttest scores. Furthermore, interviews with teachers showed that the use of the reading house media increased children's enthusiasm for reading, boosted their self-confidence, and enhanced their active participation in the learning process. These results suggest that the reading house is an effective medium for improving both reading interest and ability in early childhood education settings.
The Correlation between Maternal Beliefs about Children’s Play and Children’s Play Preferences Based on Maternal Educational Background in Jember Regency Putri, Marisa; Yuli Kurniawati Sugiyo Pranoto; Liftiah Liftiah
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.v19i2.58780

Abstract

Parental beliefs have a valuable influence on children’s play and learning experiences at home. This study aimed to analyze the correlation between maternal beliefs about children’s play, children’s play preferences, and maternal educational background as a variable that controlled both aspects. The respondents of this study were 125 mothers of children aged 5-6 years in Jember (49% boys and 51% girls). Data were analyzed using the partial correlation method to measure the correlation between these variables. The results showed that maternal beliefs had a very weak and insignificant correlation with children’s play preferences, with a correlation value of 0.073 and a significance (2-tailed) of 0.422 (p>0.05). Maternal education background had a weak but significant correlation with maternal beliefs (correlation = 0.207; significance = 0.021) (p<0.05), and maternal education background had a low and insignificant correlation with children’s play preferences (correlation = 0.076; significance = 0.401). In addition, it was found that when the maternal education background was controlled, maternal beliefs had a very weak correlation with children’s play preferences. So, the maternal education background is not a controlling variable that influences this correlation (correlation = 0.058; significance = 0.520). This finding indicates that maternal education background is not the primary variable that has a relationship in shaping maternal beliefs about children’s play and children’s play preferences in early childhood. This finding emphasizes children’s academics, even though mothers understand the value of play.

Page 34 of 34 | Total Record : 333

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