Pengaruh Media Emocard Terhadap Perkembangan Emosi Anak Usia 5-6 Tahun di TK Al-Falah
DOI:
https://doi.org/10.53398/arraihanah.v6i2.1247Keywords:
Emocard Media, Emotional Development, Early ChildhoodAbstract
This study was motivated by the suboptimal emotional development of early childhood, as some children still struggle to recognize their own and others’ emotions, regulate feelings, and express emotions appropriately. One effort to stimulate emotional development is the use of engaging media suited to early childhood characteristics, namely Emocard. This study aimed to determine the effect of Emocard media on the emotional development of children aged 5–6 years at TK Al-Falah. A quantitative approach with a quasi-experimental Nonequivalent Control Group Design was employed. The participants were 20 children divided into experimental and control groups. Data were collected through observations using an emotional development instrument administered during pretest and posttest, and analyzed using the N-gain test and the Mann–Whitney U test. The results showed that the experimental group’s emotional development improved after learning with Emocard media, with an average N-gain of 0.592 (moderate category), while the control group obtained −0.021 (low category). The Mann–Whitney U test yielded an Asymp. Sig. (2-tailed) value of 0.000, smaller than 0.05, indicating a statistically significant difference between the two groups. Therefore, Emocard media significantly affects the emotional development of children aged 5–6 years at TK Al-Falah. The implication is that Emocard can serve as an innovative, concrete, and play-based learning medium that helps teachers systematically stimulate self-emotion recognition, emotion regulation, and empathy in early childhood, while also offering a practical reference for developing visual media in early childhood education
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