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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 351 Documents
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Movement and Song as a Multisensory Strategy to Enhance Hadith Memorization in Early Childhood Pusparini, Dewi; Musayyadah, Musayyadah; Ismaiyah , Nurul; Fitriyah, Nurul
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.v20i1.55196

Abstract

Hadith memorization in early childhood education is still largely dominated by repetitive and teacher-centered instructional practices that limit children’s engagement and holistic learning development. Although previous studies have reported positive effects of movement-based or song-based strategies, most investigations have examined these approaches separately. Empirical evidence that integrates movement and song as a unified multisensory instructional strategy in early childhood hadith learning remains limited, indicating the need for further investigation. This study aims to examine the effectiveness of integrating movement and song as a multisensory strategy in enhancing early childhood hadith memorization across cognitive, affective, and psychomotor domains. A Classroom Action Research design was employed involving 22 children aged 4–5 years and conducted over two instructional cycles. The learning intervention integrated simple body movements and rhythmic songs aligned with the meaning and sequence of selected short hadiths. Data were collected through structured observation sheets assessing memorization accuracy, learning engagement, and movement coordination, and analyzed using percentage-based achievement indicators supported by descriptive qualitative analysis. The results indicate consistent improvement across all domains. Cognitive achievement increased from 23% to 77%, affective engagement improved from 68% to 86%, and psychomotor performance increased from 64% to 82%. The novelty of this study lies in its empirical evidence that the integration of movement and song functions as a coherent multisensory pedagogical framework rather than as separate instructional techniques, offering a developmentally appropriate alternative to conventional rote memorization practices in early childhood Islamic education.
Teacher Responsive Strategies in Early Literacy Development: A Case Study in Suburban Jakarta Muis, Azizah; Susilana, Rudi; Ali, Mohammad; Djoehaeni , Heny; Rusman, Rusman
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.v20i1.55548

Abstract

This study aims to analyze the responsive strategies used by teachers in developing early childhood literacy in suburban Jakarta. A qualitative desciptive collective case study involved observations and interviews in six urban Jakarta early childhood institutions, with data analyzed thematically using Miles and Huberman’s interactive model. Data were thematically analyzed using the lens of Culturally Responsive Teaching (CRT). The findings show that teachers implemented responsive strategies through contextual learning media, role-play activities, individual support, and children’s participation in classroom decision making. However, challenges remain, including the dominant use of worksheets, limited attention to phonological awareness and reading comprehension, the prevelence of English-baesd litercy media over the mother tounge, and suboptimal parental involvement in home literacy activities. The study concludes that early literacy development should be balanced, meaningful, and culturally grounded. Strengtening teacher capacity in implementing comprehensive responsive strategies are building active partnerships with families is essential for establishing a strong foundation for early literacy.  
The Impact Of STEAM-Based Unplugged Activities In Influencing Early Childhood Computational Thinking Sunimaryanti , Sunimaryanti
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.v20i1.56350

Abstract

This study investigates how STEAM-based unplugged activities can foster computational thinking skills among early childhood learners at Angkasa Lanud Adisucipto Yogyakarta Kindergarten. Children aged 5–6 years from group B were selected using purposive sampling. Data were collected through interviews, observations, and documentation, and validated using triangulation techniques to ensure credibility. To maintain methodological consistency, the study operationalizes computational thinking through three empirically observable indicators: pattern recognition, sequencing, and problem solving & debugging. The findings reveal that these indicators emerge across three primary forms of unplugged activities. First, Lego construction tasks engage children in identifying structural patterns, arranging blocks in sequential steps, and correcting placement errors. Second, art-based activities—such as creating simple origami windmills require children to follow systematic folding sequences while refining mistakes to achieve the expected form. Third, angklung musical activities enable children to recognize rhythmic patterns, respond to instructional cues in sequence, and adjust their actions when timing errors occur. These results demonstrate that computational thinking can be meaningfully embedded in early childhood education through developmentally appropriate, non-digital STEAM activities. The study contributes theoretically by clarifying a more grounded set of indicators aligned with early childhood learning processes, and practically by offering evidence that unplugged approaches effectively strengthen foundational problem-solving and procedural reasoning skills.
The Integrative Thematic Model with HAJRAH Syntax on Children's Peace Culture Value in Early Childhood Education in Makassar, Indonesia. Hajerah, Hajerah; Herlina , Herlina; Rusmayadi , Rusmayadi; Ilyas, Sitti Nurhidayah; Amri, Nur Alim; Amri, Nurzil
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.v20i1.57765

Abstract

Early childhood is a critical phase for cultivating character and social values, including peaceful coexistence. This study aims to examine the effectiveness of the integrative thematic learning model with HAJRAH syntax (High Preparation, Action, Joining, Reaction, Assessment, High Reinforcement) in developing peace culture values in young children. Using a quasi-experimental design with a non-equivalent control group, 26 kindergarten children (aged 5–6) in Makassar were divided into experimental and control groups. Data were collected using a pre-test and post-test questionnaire and observation sheet validated by experts (CVI = 0.87; Cronbach's α = 0.81). The independent sample t-test revealed a significant difference between the groups (p < 0.001), with the experimental group showing a mean increase of 2.636 points in peace culture indicators (tolerance, cooperation, conflict resolution). The findings indicate that HAJRAH-based learning fosters stronger social-emotional development and peaceful behaviors in children. This model offers a promising pedagogical framework for implementing character education in early childhood settings.
Curriculum Development for Early Childhood Education Based on Greening Adaptation for Coastal Environmental Resilience: A CaseStudy of Rob Disaster in Tirto Subdistrict Fadhilah, Fadhilah; Waluyo, Edi; Formen, Ali
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.v20i1.58625

Abstract

This research and development (R&D) aims to produce and validate an early childhood education curriculum based on adaptation to greening for meaningful and effective coastal environmental resilience in instilling values of environmental awareness and disaster preparedness from an early age. Product validation, conducted by subject matter experts and early childhood education teachers, showed very feasible results with high scores for content validity (96%), design and components (93.33%), and feasibility (95%). These results indicate that the developed curriculum is valid, practical, and ready for implementation. This curriculum serves as a valuable educational tool for teachers and principals, helping them create learning processes that are relevant to the daily lives of children in coastal areas.Although this study proves the effectiveness of the curriculum as a valid and feasible medium of information, the limitations of the short implementation period restrict the observation of long-term impacts. Therefore, further research is recommended to be conducted over a longer period, with a wider geographical coverage, and considering activities such as class outings to evaluate the sustainable impact. Collaboration with relevant parties is also recommended to improve the scalability of this curriculum.
Applying Syntax Bootstrapping to Facilitate Early Language Skills in Children with Autism Nur, Nur Lailiyah; Lestariningrum, Anik; Ratnawati, Vivi; Lusiana, Meyta; Putri, Farika Nuria
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.v20i1.58872

Abstract

This study investigates the role of syntactic bootstrapping as a linguistic strategy to support language development in children with autism within inclusive elementary education settings. Syntactic bootstrapping refers to the process by which learners use syntactic cues to infer the structure and meaning of utterances. Employing a qualitative case study design, the research involved classroom observations, in-depth interviews with teachers, and document analysis of autistic students in an inclusive school context. The findings reveal that syntactic bootstrapping strategies, when systematically adapted to the cognitive and linguistic profiles of children with autism, enhance their ability to comprehend sentence structures and improve both receptive and expressive language skills. Specifically, structured exposure to patterned sentences and guided interaction with syntactic cues were found to facilitate more accurate interpretation and production of utterances. The study offers several practical implications. First, it highlights the need for teachers to integrate syntax-focused scaffolding techniques into daily instruction, such as explicit modeling of sentence structures and repetition of patterned input. Second, it suggests the development of instructional materials that emphasize consistent and meaningful syntactic patterns. Third, at the policy level, the findings support the inclusion of linguistically-informed intervention strategies in teacher training programs and inclusive education guidelines to ensure more equitable learning opportunities for children with autism.
Parenting Strategies to Develop Pre-Literacy Skills In Early Childhood: A Study In Ngada Regency Fono, Yasinta Maria; Ngura, Elisabeth Tantiana
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.v20i1.59121

Abstract

Pre-literacy is a fundamental foundation for early childhood academic development; however, delays in its acquisition remain common due to limited stimulation in the home environment. This study aims to explore effective parenting strategies to support pre-literacy skills in children aged 4–6 years. Using a qualitative phenomenological approach, the study was conducted in Ngada Regency, Indonesia, involving 15  parents as participants. Data were collected through interviews, observations, and documentation. The findings reveal that democratic parenting through shared reading, storytelling, and daily conversations significantly supports children’s vocabulary development, letter recognition, and early communication skills. Supporting factors include active parental involvement and access to reading materials, while constraints involve limited parental time and low awareness of verbal interaction importance. This study highlights the importance of integrating pre-literacy practices into daily parenting routines to strengthen early literacy development in Indonesian family contexts.
Designing A Religious Moderation Learning Model for Islamic Early Childhood Education Saugi, Wildan; Susmiyati, Sri; Zurqoni, Zurqoni; Maesaroh, Dwi Titi
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.v20i1.60130

Abstract

Religious moderation is increasingly emphasized in Islamic early childhood education (PAUD/RA), yet teachers often lack practical, age-appropriate steps to translate values such as cooperation, peaceful conflict resolution, and respect for differences into daily learning. This study aimed to develop a contextual learning model to support religious moderation instruction in an Islamic PAUD setting. Using Plomp’s (2013) Educational Design Research framework, the study proceeded through preliminary research, prototyping, and assessment. It was conducted at RA Pesantren Ilmu Al-Qur’an, Kutai Timur Regency, East Kalimantan, involving the school head, teachers, and children selected purposively. Data were gathered through classroom observations, semi-structured interviews, and document analysis of lesson plans (RPPH), teaching materials, and learning media. The resulting prototype organises learning into five steps: problem orientation using topics or objects close to children’s lives; story presentation drawing on the Qur’an, Hadith, and scholars’ exemplars; message discussion; contextualisation to everyday situations; and reflection and conclusion. Expert validation involved three experts in early childhood education, religious moderation, and learning design, and the results indicated high feasibility across content feasibility, language, presentation, and graphics (4.50–4.58; M = 4.54/5). The experts recommended deeper reflective prompts, richer early childhood–appropriate examples of cooperation across differences, a greater variety of learning media, and more inclusive graphics; all recommendations were incorporated into the revised model. The model provides a classroom-ready flow and an observation tool covering tolerance, collaboration, anti-violence, and respect for differences; broader trials are recommended to test effectiveness and further validate the instrument.
Technology and Communication: An Analysis of Digital Communication Skills of Teachers and Parents Nurjanah, Novita Eka; Rasmani, Upik Elok Endang; Jumiatmoko, Jumiatmoko; Fitrianingtyas, Anjar; Zuhro, Nurul Shofiatin
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.v20i1.60136

Abstract

The convenience of use and rapid advancement of digital technology across various sectors have created an environment where communication between teachers and parents takes place through digital applications. Although digital technology opens up new opportunities for improving the effectiveness of communication, studies that specifically explore the use of digital technology in the context of early childhood education in Indonesia remain limited. The purpose of this study was to obtain data on early childhood teachers' views on digital technology used in communicating with parents and the extent to which digital technology can facilitate meaningful communication between teachers and parents. This study applied a quantitative approach with a cross-sectional survey design through the distribution of online questionnaires using Google Forms, which were then analyzed using descriptive statistical techniques and the System Usability Scale (SUS) instrument. The respondents in the study were 120 early childhood education teachers. The results show that early childhood teachers in Indonesia generally have adequate academic qualifications and professional certifications and actively utilize digital technology, particularly WhatsApp and Google Meet, to strengthen interactive communication with parents, which has proven to be effective, easy to use, and contributes significantly to enhancing collaboration in supporting early childhood development. Recommendations for further studies are expected to analyze the long-term impact of digital technology utilization on the quality of teacher-parent relationships, parent involvement, and child development outcomes, not only in terms of communication.
Gamification Based Learning Media for Fostering Entrepreneurial Disposition in Early Childhood Windarsih, Chandra Asri; Rizkita , Diantifani; Hadian, Mohamad Heri
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.v20i1.61663

Abstract

Instilling an entrepreneurial mindset from an early age has not yet become a strong foundation for developing independent and adaptable generations. This study aimed to examine the effectiveness of gamification-based learning media in fostering entrepreneurial attitudes among young children. Using a modified Borg & Gall Research and Development method with seven stages—needs analysis, design, product creation, expert validation, revision, trials, and impact testing—data were collected through behavioural observation, interviews, and expert-validated questionnaires. Trials were conducted in three early childhood centres involving 60 children aged 5–6 years. Results showed the gamification media was highly feasible, achieving expert validation scores above 90%, and significantly improved children’s entrepreneurial traits such as independence (p = 0.002), initiative (p = 0.005), and problem-solving skills (p = 0.001). Gamification increased learning motivation and encouraged positive social collaboration. In conclusion, interactive, contextually designed gamification media effectively build early entrepreneurial foundations. This research contributes to the integration of gamification and entrepreneurship education within contextual design frameworks, offering practical implications for early childhood education and introducing digital innovations that promote economic literacy from an early age.

Page 35 of 36 | Total Record : 351

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