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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 351 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.
The Efficacy of Project-Based Learning in Fostering Linguistic and Motor Development in Early Childhood Simorangkir, Melda; Deliviana , Evi
JURNAL PENDIDIKAN USIA DINI Vol 20 No 1 (2026): Jurnal Pendidikan Usia Dini Volume 20 Number 1 April 2026
Publisher : Program Studi Magister Pendidikan Anak Usia Dini

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jpud.v20i1.53931

Abstract

The aim of this study is to determine the effectiveness of project-based learning (PjBL) in enhancing the linguistic and motor intelligence of early childhood students. A mixed-method approach was employed, combining quantitative data from child development rubrics with qualitative data from observations, interviews, and activity documentation. An experimental design was used, with a control group following conventional learning methods and an experimental group receiving project-based learning. The findings indicate that PjBL techniques significantly improve linguistic and motor intelligence. Specifically, the average linguistic intelligence score of the experimental group increased from 62.4 (pre-test) to 83.7 (post-test), while motor intelligence scores rose from 58.9 to 80.1. Through creative activities such as making picture stories and engaging in collaborative play, children in the experimental group demonstrated enhanced speaking, writing, and both fine and gross motor skills. Qualitative analysis also revealed increased confidence, teamwork, and emotional engagement among the children. Key success factors included teacher training, parental involvement, and a supportive learning environment. These findings have practical implications for educators, policymakers, and parents: integrating PjBL into early childhood curricula can foster holistic child development, improve school readiness, and bridge the gap between academic and socio-emotional growth. Supporting this approach through policy, curriculum planning, and parental outreach is essential for sustainable implementation
Celebrating Inclusion and Diversity: Utilizing Multimodality and Multilingualism to Enhance Children's Leadership Zulystiawati, Zulystiawati; Ibrahim, Moh. Syahrun
JURNAL PENDIDIKAN USIA DINI Vol 20 No 1 (2026): Jurnal Pendidikan Usia Dini Volume 20 Number 1 April 2026
Publisher : Program Studi Magister Pendidikan Anak Usia Dini

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jpud.v20i1.56552

Abstract

This paper investigates how multimodality and multilingualism enhance children's leadership skills through celebrating inclusion and diversity. It examines how these strategies nurture essential leadership qualities such as cultural awareness, respect, and empathy among young learners. By embracing various modes of learning and communication—visual, auditory, kinesthetic, textual, and digital—alongside multilingual environments, the study provides a holistic framework for leadership development. The research demonstrates how these approaches improve children's communication abilities, cultural competence, cognitive flexibility, and adaptability, supported by reflective discussions and diverse role models. The study argues that these strategies create inclusive environments that enrich language skills and prepare children to become empathetic leaders in a multicultural world. Parents and educators can implement practical approaches at home and in educational settings, including storytelling, cultural immersion, and interactive multilingual games, to develop empathetic, innovative, and effective leaders capable of thriving in a diverse world
Modeling the Influence of Cognitive, Motor, and Affective Factors on Early Math Communication Aisyah, Siti; Syarah, Erie Siti; Novita, Dian; Setiawan, Eko
JURNAL PENDIDIKAN USIA DINI Vol 20 No 1 (2026): Jurnal Pendidikan Usia Dini Volume 20 Number 1 April 2026
Publisher : Program Studi Magister Pendidikan Anak Usia Dini

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jpud.v20i1.59292

Abstract

Learning Mathematical communication is essential for early cognitive development, yet few studies have examined how multiple developmental factors influence this skill simultaneously. This study explores the extent to which conceptual understanding, motor skills, and learning enthusiasm affect mathematical communication in early childhood. A total of 159 children aged 4–6 years from six Early Childhood Education (ECE) institutions in Java and Bali participated in the study. An explanatory quantitative method was applied using a one-group pretest-posttest design. A Likert-scale questionnaire measured four latent variables: conceptual understanding, motor skills, learning enthusiasm, and mathematical communication. Data were analyzed using Structural Equation Modeling (SEM) with LISREL. Confirmatory Factor Analysis showed good model fit with all loading factors above 0.50 and construct reliability above 0.70. The results demonstrated that all three variables significantly influenced children's mathematical communication skills, with motor skills having the greatest impact. Additional qualitative data from teacher journals, observations, and interviews provided deeper insights into how movement, interaction, and motivation contribute to children’s ability to express mathematical ideas. This study underlines the importance of integrating cognitive, physical, and affective aspects in early math learning. The research is limited by its short duration and localized sample. Further studies should consider broader contexts and long-term implementation
Social Science Learning Model for Early Childhood Based on Digital Wayang Golek to Enhance Social Awareness Hurri, Ibnu; Abidin, Rahman; Wirawan, Gandung
JURNAL PENDIDIKAN USIA DINI Vol 20 No 1 (2026): Jurnal Pendidikan Usia Dini Volume 20 Number 1 April 2026
Publisher : Program Studi Magister Pendidikan Anak Usia Dini

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jpud.v20i1.63193

Abstract

This research seeks to create and evaluate the efficacy of a social studies learning model for early childhood education (PAUD) rooted in local wisdom through digital puppetry to enhance social awareness in young children. This methodology aims to include Sundanese cultural values using puppet figures and narratives delivered in an interactive digital format. The study employs a Research and Development (R&D) methodology encompassing needs analysis, model creation, expert validation, and both restricted and large field testing. We gathered data through observation, interviews, documentation, and analysis of children's prosocial behavior during the educational process. The study's findings reveal that using digital puppets significantly improves children's ability to demonstrate empathy, share, support peers, collaborate, and resolve minor conflicts. Educators appreciate the ease of conveying social studies content that was once abstract, since digital media facilitates the presentation of a tangible and engaging social context. The digitization of wayang golek has demonstrated its efficacy in revitalizing indigenous wisdom while addressing the demand for technology-based education in early childhood development (PAUD). This study highlights that the amalgamation of culture and technology in social studies learning is a relevant strategy to build children's social character from an early age.
Difficulty Remembering and Writing Hijaiyyah Letters In Ealry Childhood Sumarni, Sri; Chantika, Bunga; Oktariani, Selvia; Pagarwati, Lia Dwi Ayu
JURNAL PENDIDIKAN USIA DINI Vol 20 No 1 (2026): Jurnal Pendidikan Usia Dini Volume 20 Number 1 April 2026
Publisher : Program Studi Magister Pendidikan Anak Usia Dini

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jpud.v20i1.49428

Abstract

Literacy begins to be applied from the early childhood level to help children understand the world and express thoughts orally and in writing. Literacy is also applied in extracurricular activities, such as IMTAQ literacy which deals with the Qur'an and Arabic symbols, including Hijaiyah letters. However, early childhood often has difficulty in remembering and writing Hijaiyah letters because they are similar to each other. This difficulty is also influenced by the concentration factor, because early childhood is not yet able to focus fully on learning activities. This study aims to describe the difficulties faced by children at TK Negeri Pembina Pemulutan Barat and identify the causes of difficulties in reading and writing Hijaiyah letters. The method used is descriptive qualitative through interviews and observations. The results showed that 25% of children experienced difficulties, due to the low intensity of habituation, traditional teaching methods, and less attractive learning media. For this reason, innovative approaches, methods and media are needed so that the ability to remember and write Hijaiyah letters in early childhood can be improved.
The Effect of Experiment-Based Inquiry Method on the Science Ability of Children Aged 5-6 Years at Aisyiyah Bustanul Athfal III Paranga Kindergarten, Gowa Regency: A Quasi-Experimental Study Yulinda, Yola; Syamsuardi, Syamsuardi; Akib, Tasrib; Intisari, Intisari; Amri, Nur Alim; Hasbur, Heni Safitri
JURNAL PENDIDIKAN USIA DINI Vol 20 No 1 (2026): Jurnal Pendidikan Usia Dini Volume 20 Number 1 April 2026
Publisher : Program Studi Magister Pendidikan Anak Usia Dini

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jpud.v20i1.53207

Abstract

This study aims to analyze the influence of learning methods Inquiry based on experiments on the science abilities of children aged 5-6 years. The low science ability in early childhood is a concern, which is part of the aspect of cognitive development to help children understand cause-and-effect relationships, simple problem solving, and introduction to science concepts in daily life. This study used a pretest-posttest experimental design involving 17 children as research subjects. Data was collected through observation, and analysis was performed using the Wilcoxon Signed Rank Test. The results showed that the experiment-based inquiry method significantly improved children's science skills, with an increase in the average score from a pretest of 32.47 to a posttest of 59.24. These findings support Jean Piaget's theory of cognitive development which emphasizes the importance of hands-on experience to facilitate learning. This study recommends the application of experiment-based inquiry methods as an innovative approach in early childhood education to improve critical thinking skills, solve problems, understand cause and effect and get to know simple science concepts in daily life.
School Adjustment in Early Childhood Rahmawati, Anayanti; Palupi, Warananingtyas; Pudyaningtyas, Adriani Rahma; Dewi, Nurul Kusuma; Sholeha, Vera; Syamsuddin, Muhammad Munif
JURNAL PENDIDIKAN USIA DINI Vol 20 No 1 (2026): Jurnal Pendidikan Usia Dini Volume 20 Number 1 April 2026
Publisher : Program Studi Magister Pendidikan Anak Usia Dini

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jpud.v20i1.54075

Abstract

School adjustment is a condition that reflects the extent to which a child feels comfortable, interested, involved, and thriving in the school environment. Children need to have school adjustment since preschool because school adjustment significantly supports children's academic and social development in the future. This study aims to determine the condition of school adjustment possessed by kindergarten children. This study uses a quantitative approach with a survey method. The research sample consisted of 266 children. The sampling technique used was cluster random sampling. Data collection is based on teacher reports using the adaptation of the Short-Form Teacher Rating Scale of School Adjustment (Short-Form TRSSA).  Data analysis used SPSS descriptive statistics. Result analyses show that a majority of school adjustment achievements that children can achieve are at the ability and skill level, not yet at the competence level. This condition indicates that the majority of children still need help. There are still a few children who already have the competence to do tasks independently without help. In general, there is almost no difference in school adjustment achievements between boys and girls, which means that boys and girls have a relatively similar level of mastery of school adjustment. The study's conclusion shows that most school adjustment achievements in children are not optimal. Efforts are needed to improve school adjustment because it is the foundation for children to adjust to school. When children have been able to adjust well to school, school achievement will be easier to achieve optimally.

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