Ar-Raihanah: Jurnal Pendidikan Islam Anak Usia Dini

Pengaruh Permainan Puzzle terhadap Motorik Halus Anak Usia 5-6 Tahun

Zahira Auladina Solihah — 2026-08-06

This study investigates the effect of puzzle games on the fine motor skills of children aged 5–6 years. Although puzzles have frequently been used as educational media, empirical evidence comparing their effectiveness with conventional learning through a quasi-experimental design in Indonesian early childhood education remains limited. This research addresses this gap by examining the effectiveness of puzzle-based learning in improving children's fine motor development. A quasi-experimental study with a nonequivalent pretest-posttest control group design was conducted involving 20 children aged 5–6 years at TK PGRI Cibeureum, consisting of 10 children in the experimental group and 10 in the control group. Data were collected through observation using fine motor skill assessment instruments and analyzed using descriptive and inferential statistical techniques by comparing pretest and posttest scores between groups. The findings revealed that the experimental group achieved higher improvement than the control group, with mean scores increasing from 27.70 to 40.40, while the control group increased from 26.10 to 34.80. These findings demonstrate that puzzle games significantly enhance children's fine motor skills by improving hand-eye coordination, finger dexterity, concentration, and problem-solving abilities. This study contributes theoretically by strengthening evidence on play-based learning for fine motor development and practically recommends integrating puzzle games into early childhood learning activities to provide meaningful and developmentally appropriate stimulation

Implementasi Muatan Lokal (Mulok) pada Pembelajaran Terpadu Tematik di TK Pembina Negeri III

Andya Rahmadanti Saputri — 2026-08-06

This study aimed to describe the implementation of integrated thematic learning based on local content at TK Negeri Pembina III Jambi City. The focus of the study included learning planning, implementation, evaluation, challenges, and the impact of local content-based learning on children's development. The study employed a descriptive qualitative method. Data were collected through observation, interviews, and documentation involving the principal and teachers as research participants. The data were analyzed through data reduction, data display, and conclusion drawing. The findings revealed that integrated thematic learning based on local content had been incorporated into learning themes through the introduction of local foods, Jambi batik, and traditional games. The learning process was carried out through activities that actively engaged children, creating meaningful and concrete learning experiences. Learning evaluation was conducted using observation, anecdotal records, developmental checklists, and portfolios. Several challenges were identified, including limited local culture-based learning media, restricted utilization of the surrounding environment as a learning resource, and the influence of technological developments on children's interest in local culture. The implementation of integrated thematic learning based on local content had positive impacts on children's activeness, creativity, social skills, and cultural understanding. Therefore, the development of local content-based learning should be continuously enhanced through the provision of adequate learning resources and the strengthening of teachers' competencies in integrating local culture into learning activities

Implementasi Pembelajaran Berbasis Steam Melalui Kegiatan Ecoprint Pada Anak Usia 5–6 Tahun Di TK FII Mardhotillah

Alfika Nabila — 2026-08-06

Science, Technology, Engineering, Art, and Mathematics (STEAM)-based learning requires learning activities that provide direct learning experiences for young children. One activity with the potential to support the implementation of STEAM-based learning is ecoprint. This study aimed to describe the implementation of STEAM-based learning through ecoprint activities for children aged 5–6 years at TK Fii Mardhotillah. This study employed a qualitative method with a descriptive approach. The participants consisted of one classroom teacher and ten children aged 5–6 years from Group B1. Data were collected through observation, interviews, and documentation, and analyzed using the Miles, Huberman, and Saldaña model, including data condensation, data display, and conclusion drawing. The findings revealed that the implementation of STEAM-based learning through ecoprint activities demonstrated the Science aspect through observing the characteristics of natural materials, Technology through the use of simple tools and materials, Engineering through arranging, testing, and refining the artwork, Art through creating artwork based on children's ideas, and Mathematics through introducing the concepts of shape, size, and sequence, which were integrated through scaffolding activities within the learning process. Ecoprint activities also provided opportunities for children to actively engage in exploration, decision-making, and simple problem-solving throughout the learning process. Therefore, within the context of this study, ecoprint has the potential to serve as an alternative approach for implementing STEAM-based learning in early childhood education.

Implementasi Pembelajaran berbasis STEAM melalui Kegiatan Pembuatan Gasing di TK PGRI Purbaratu

Gusthine Almeera Irawan — 2026-08-06

STEAM (Science, Technology, Engineering, Arts, and Mathematics)-based learning is an approach that can be used to develop various 21st-century skills in early childhood through active and meaningful learning experiences. This study aimed to describe the implementation of STEAM-based learning through a spinning-top making activity for children aged 5–6 years at TK PGRI Purbaratu. This study employed a qualitative approach involving one classroom teacher and 15 children in Group B. Data were collected through observation, interviews, and documentation and analyzed using the Miles and Huberman model, including data reduction, data display, and conclusion drawing. The findings showed that the spinning-top making activity provided opportunities for children to experience the implementation of each STEAM element through different learning activities. Science was reflected in observing, predicting, and experimenting; technology in the use of simple tools; engineering in selecting materials, constructing, testing, and improving the spinning top; arts in decorating the product; and mathematics in counting and recognizing geometric shapes. Therefore, the spinning-top making activity illustrates how a traditional play activity can meaningfully support the implementation of STEAM-based learning in early childhood education

Efektivitas Metode Read Aloud Terhadap Kemampuan Berpikir Kritis Anak Usia 5-6 Tahun

Yayu Fauziah — 2026-08-06

This study aimed to determine the effectiveness of the read-aloud method in enhancing the critical thinking skills of children aged 5–6 years at PGRI Kedunghalang Kindergarten, Tasikmalaya Regency. A quasi-experimental research method with a non-equivalent control group design was employed. The research subjects comprised two groups: Class B2 as the experimental group (n = 10) and Class B1 as the control group (n = 10). Data collection was conducted through structured observation using 12 behavioral indicators adapted from Robert Ennis's dimensions of critical thinking. Data analysis involved descriptive statistics, the Normalized Gain (N-Gain) test, and parametric inferential statistics (Independent Sample t-Test) following the fulfillment of normality and homogeneity test prerequisites. Descriptive analysis results showed an increase in the experimental group's mean score from 24.0 to 39.3, while the control group's score rose from 21.2 to 28.9. The N-Gain test confirmed that the experimental group achieved an improvement efficiency index of 63% (moderate category), representing a significantly higher gain compared to the control group, which achieved only 28% (low category). Furthermore, the Independent Sample t-Test results indicated a significant difference in critical thinking skills between the two groups (sig. < 0.05). It is concluded that the read-aloud method, combined with dialogic scaffolding, is highly effective in stimulating the foundations of higher-order thinking skills in early childhood, as opposed to conventional, one-way teaching methods

Dinamika Pembelajaran Komunikasi Reseptif Anak dengan Autism Spectrum Disorder (ASD) melalui Penggunaan Media Flash Card Fauna

Nur Anis — 2026-08-11

Receptive communication is one of the developmental domains that commonly presents challenges for children with Autism Spectrum Disorder (ASD). Although previous studies have demonstrated the effectiveness of visual media in improving communication skills among children with ASD, most have primarily focused on intervention outcomes, while the learning dynamics during media implementation remain underexplored. This study aimed to describe the dynamics of receptive communication learning through the use of Fauna Flash Cards for a child with ASD. A qualitative intrinsic case study was conducted at RA Raihan Persis 27 involving an eight-year-old child diagnosed with ASD. Data were collected through classroom observations, in-depth interviews, and documentation, and analyzed using thematic analysis with source and technique triangulation to ensure data credibility. The findings revealed that prior to the intervention, the child experienced difficulties in understanding verbal instructions, maintaining attention, and responding consistently to learning stimuli. The Fauna Flash Cards were implemented progressively through picture introduction, repeated instructions, prompting, simple games, and positive reinforcement, resulting in improved attention, picture recognition, and the emergence of simple vocabulary. The novelty of this study lies in its in-depth exploration of learning dynamics, including teacher–child interactions, children's responses, and contextual factors influencing the implementation of visual media in receptive communication learning. Scientifically, this study enriches the literature on visual media-based receptive communication learning in inclusive early childhood education. Practically, the findings provide guidance for teachers, therapists, and parents to implement Fauna Flash Cards systematically and adaptively according to the learning characteristics of children with ASD

Analisis Kebutuhan Pengembangan Model Pendidikan Karakter Empati Anak Usia 5–6 Tahun Berbasis Teori Hoffman Melalui Picture Story Card

Meli Nurkharisma — 2026-08-11

Empathy is a fundamental socio-emotional competence in early childhood; however, empathy learning in preschool settings is generally implemented incidentally rather than through a systematic instructional model. This study aimed to analyze the needs for developing an empathy character education model for children aged 5–6 years based on Hoffman's Theory using Picture Story Cards as the foundation for the subsequent design phase. The study employed Educational Design Research (EDR) at the analysis and exploration stage. Data were collected through classroom observations, semi-structured interviews, and document analysis at TK Islam Al Azhar 33 Tasikmalaya and were analyzed qualitatively using the Miles, Huberman, and Saldana interactive model. The findings identified three major needs: (1) children demonstrated varying levels of empathy, particularly in recognizing emotions, expressing concern, and regulating social behavior; (2) teachers' efforts to foster empathy remained reactive and situational rather than systematically integrated into instructional practice; and (3) no instructional model or learning media specifically addressed empathy development based on Hoffman's developmental stages. The novelty of this study lies in establishing the conceptual foundation for integrating Hoffman's empathy development framework with Picture Story Cards into an early childhood character education model, an approach that has received limited attention in previous studies. Theoretically, the findings extend the application of Hoffman's Theory to instructional design in early childhood education. Practically, they provide evidence-based guidance for developing a structured, contextually relevant, and developmentally appropriate empathy learning model for preschool teachers

Analisis Kebutuhan Pengembangan Media Papan Pintar Hijaiyah (PAPINJAI) dalam Pengenalan Huruf Hijaiyah Anak Usia 3-4 Tahun

Lala Lajimah — 2026-08-11

Introducing Hijaiyah letters during early childhood is fundamental for developing Qur'anic literacy and strengthening children's religious values. However, existing studies have predominantly evaluated the effectiveness of learning media, while limited attention has been given to identifying teachers' needs as the basis for developing media that aligns with the developmental characteristics of children aged 3–4 years. This study aimed to analyze the needs for developing the Hijaiyah Smart Board (PAPINJAI) as an interactive learning medium. A descriptive qualitative approach employing needs analysis was conducted with three Class A teachers from three Early Childhood Education (ECE) institutions. Data were collected through observations, semi-structured interviews, and documentation and analyzed using the Miles, Huberman, and Saldaña interactive model. The findings revealed that Hijaiyah learning was still dominated by lectures, question-and-answer sessions, repetition, and conventional media such as letter cards, posters, whiteboards, and Iqra' books, resulting in children's limited attention, motivation, and active participation. All participating teachers consistently emphasized the need for colorful, manipulative, play-based, and interactive media that enable children to touch, arrange, and move Hijaiyah letters directly. The novelty of this study lies in providing an empirical needs-analysis framework as the foundation for developing PAPINJAI, a learning medium specifically designed according to the developmental characteristics of children aged 3–4 years. This study contributes scientifically by generating evidence-based design requirements for early childhood Islamic learning media and provides practical implications for developing more engaging, developmentally appropriate, and child-centered learning media in ECE settings

Penerapan Kegiatan Bermain Uno Stacko Untuk Menstimulasi Kemampuan Regulasi Emosi Anak Usia 5-6 Tahun di TK Qur’an Savaty

Raihanah Mardatillah — 2026-08-11

The Implementation of Uno Stacko Play Activities to Stimulate the Emotional Regulation Ability of Children Aged 5–6 Years at TK Qur'an Savaty. Undergraduate Thesis. Early Childhood Teacher Education Study Program, Faculty of Education. This study aimed to describe the implementation of Uno Stacko play activities in stimulating the emotional regulation ability of children aged 5–6 years at TK Qur'an Savaty. The research employed a descriptive qualitative approach involving the principal, the classroom teacher, and children in Group B1 as the data sources. Data were collected through observation, interviews, and documentation, then analyzed using the Miles and Huberman model, including data reduction, data display, and conclusion drawing. The findings revealed that the implementation of Uno Stacko play activities during free play successfully stimulated children's emotional regulation ability. This was reflected in three aspects: recognizing emotions, managing emotions, and expressing emotions appropriately. The children were able to recognize feelings of happiness, disappointment, and enthusiasm during play, manage their emotions when facing challenges or losing the game, and express their emotions appropriately by being patient, cooperative, respecting others, and following the rules of the game. The teacher's role as a facilitator through guidance, assistance, and positive reinforcement also supported the development of children's emotional regulation. Therefore, Uno Stacko play activities can serve as an alternative play activity to stimulate the emotional regulation ability of children aged 5–6 years

Implementasi STEAM Pada Kegiatan Proyek Pembuatan Lampu Lalu lintas Untuk Anak Usia 5-6 Tahun

Delia Nurlina — 2026-08-11

The STEAM (Science, Technology, Engineering, Art, and Mathematics) approach is an educational innovation that offers early childhood learners experiences through activities integrating various disciplines. However, the implementation of STEAM elements within project-based activities relevant to children's daily lives requires further in-depth study. This research aims to describe the implementation of STEAM in a traffic light construction project for children aged 5–6 years. A descriptive qualitative approach was employed at TK PGRI Rancabogo. The subjects were children in "Group B" (aged 5–6) participating in the STEAM-based traffic light project. Data were collected through observation, interviews, and documentation, then analyzed using data reduction, data presentation, and conclusion-drawing techniques. The results indicate that the traffic light project successfully integrated the five STEAM elements. The Science element was evident when children observed whether the lights illuminated after assembly. The Technology element was demonstrated through the use of simple tools and materials. The Art element was visible in activities involving decoration and color selection, while the Mathematics element appeared as children recognized geometric shapes, counted the lights, and sequenced colors. Thus, this project serves as a viable alternative for implementing STEAM in early childhood education

Pengembangan Media Fish Pond Market untuk Stimulasi Pemahaman Numerasi Rupiah Anak Usia 5-6 Tahun

Putri Nada Aprilia — 2026-08-11

Understanding rupiah numeracy is an essential skill that should be developed from an early age because it supports children's ability to recognize, compare, and use money in everyday life. However, existing learning media have not provided concrete and contextual learning experiences that suit the characteristics of young children. This study aimed to develop the Fish Pond Market learning media and examine its feasibility and effectiveness in stimulating rupiah numeracy understanding among children aged 5–6 years. The study employed the Design-Based Research (DBR) approach based on the Amiel and Reeves model, consisting of problem identification, solution development, media testing and refinement, and reflection. The research was conducted at RA Al-Barokah and involved 21 children in Group B. Data were collected through interviews, expert validation, and observations, then analyzed using descriptive quantitative and qualitative methods. The results showed that the Fish Pond Market media achieved a feasibility score of 97.62% from the media expert and 100% from both the material expert and practitioner, indicating that it was suitable for classroom implementation. The trial also demonstrated its effectiveness in stimulating children's rupiah numeracy understanding, as the number of children categorized as Very Well Developed (BSB) increased from 7 to 19 after using the media. Therefore, the Fish Pond Market media is recommended as an alternative learning medium for stimulating rupiah numeracy understanding among children aged 5–6 years

Implementasi Kantin Kejujuran dalam Menanamkan Karakter Jujur Anak Usia Dini

Nelly Agustina — 2026-07-24

Honesty is one of the fundamental character values that should be instilled from an early age to develop children into individuals with integrity, responsibility, and ethical behavior. One of the learning strategies that can be implemented to foster honesty is the honesty canteen, which provides children with direct experiences in practicing honest behavior in their daily activities. This study aims to analyze the implementation of the honesty canteen in instilling honest character among early childhood learners, identify supporting and inhibiting factors, and examine its implications for character education. This research employed a qualitative approach using the literature review method by examining various scientific articles, books, and relevant research reports related to honesty canteens, character education, and early childhood education. Data were analyzed using content analysis to identify key concepts, research findings, and patterns related to the implementation of honesty canteens. The findings indicate that the honesty canteen is an effective medium for developing honest character through habituation, responsibility, independence, discipline, and direct learning experiences. The successful implementation of the honesty canteen is influenced by teachers' commitment, parental support, school policies, and the consistency of character reinforcement in both school and home environments. Therefore, the honesty canteen can serve as an innovative and practical character education strategy for cultivating honesty from an early age

Strategi Internalisasi Nilai Anti Korupsi Sejak Dini

Nelly Agustina — 2026-07-24

Corruption is one of the major challenges affecting social, economic, and national development, making preventive efforts through character education essential from early childhood. Instilling anti-corruption values is not solely the responsibility of educational institutions but also requires active involvement from families and communities as primary environments for children's character development. This study aims to analyze strategies for internalizing anti-corruption values from an early age through a literature review and to identify factors that support their effective implementation. The research employed a qualitative approach using the literature review method. Data were collected from academic books, national and international journal articles, policy documents, and previous studies related to character education, anti-corruption education, early childhood education, and parental involvement. Data were analyzed using content analysis by identifying, comparing, and synthesizing findings from relevant literature. The results indicate that the internalization of anti-corruption values can be effectively implemented through role modeling, habituation, integration of anti-corruption values into learning activities, educational games, storytelling, positive reinforcement, and sustainable collaboration among families, schools, and communities. The core values promoted include honesty, responsibility, discipline, caring, hard work, courage, simplicity, and justice. The success of value internalization is influenced by the consistency of value implementation in daily life, teacher competence, parental involvement, and a supportive educational environment. Therefore, strategies for internalizing anti-corruption values from an early age serve as an effective preventive approach to developing future generations with strong integrity and character

Strategi Guru Dalam Penanaman Nilai-Nilai Antikorupsi Pada Anak Kelompok B di TK Kasih Bunda Beringin

Nelly Agustina — 2026-07-24

Instilling anti-corruption values from early childhood is considered a strategic preventive approach, given that the 5–6 year period is the most intensive phase of character formation. This study aims to analyze the strategies used by teachers to cultivate anti-corruption values in children aged 5–6 years at TK Kasih Bunda Beringin. A qualitative approach with a case study design was employed. Data were collected through passive-moderate participatory observation, semi-structured interviews with three Group B teachers, and document analysis of daily lesson plans from February to March 2026. Data analysis followed the Miles, Huberman, and Saldaña (2014) interactive model, comprising data condensation, data display, and conclusion drawing, with source triangulation and member checks to ensure credibility. The findings reveal ten integrated strategies applied by teachers: habituating honesty, modeling exemplary behavior, storytelling, role-play, reward and consequence systems, discipline habituation, responsibility cultivation, queuing practice, returning peers' belongings, and group cooperation. A distinctive finding is that these strategies do not operate in isolation but form an interconnected pedagogical ecosystem, with teacher modeling as its primary foundation. The study also identifies barriers, including inconsistent home-based habituation and varying individual responses among children. The novelty lies in its pedagogical process perspective, distinguishing it from prior studies that predominantly measure children's behavioral outcomes

Implementasi Nilai-Nilai Panca Cinta dalam Kurikulum Berbasis Cinta dalam pendidikan karakter di Raudhatul Athfal Kota Pekanbaru

Roby Seprya — 2026-07-01

This study aims to analyze the implementation of the Panca Cinta values within the Love-Based Curriculum (Kurikulum Berbasis Cinta/KBC) in Raudhatul Athfal (RA) in Pekanbaru City. This study employed a descriptive qualitative approach involving RA principals and teachers as primary informants and madrasa supervisors as supporting informants. Data were collected through observation, semi-structured interviews, and documentation, and analyzed using the interactive model of data condensation, data display, and conclusion drawing. The findings indicate that the implementation of Panca Cinta is integrated into daily learning activities, habituation, teacher modeling, social interaction, and the educational environment. The five dimensions love for Allah and His Messenger, love of knowledge, love for the environment, love for oneself and others, and love for the homeland are implemented through prayer and religious habituation, exploratory and play-based learning, environmental care, sharing and cooperation, and the introduction of national and local cultural values. Teacher role modeling and habituation are the main mechanisms for internalizing these values. The findings are consistent with humanistic theory, particularly the importance of acceptance, empathy, and supportive relationships, as well as Bandura's social learning theory concerning observation and behavioral modeling. This study contributes an integrative perspective on character education by demonstrating that Panca Cinta can connect spiritual, intellectual, social-emotional, ecological, and national values within early childhood Islamic education

Pengaruh Penggunaan Media Puzzle Angka Terhadap Kemampuan Mengenal Bilangan Anak Usia 5–6 Tahun

Ernanda Lysia Widiarti — 2026-08-06

This study addresses the limited use of concrete and play-based learning media in improving early numeracy skills among children aged 5–6 years, particularly in recognizing number symbols and relating them to quantities. Existing classroom practices often rely on conventional instruction that provides insufficient hands-on learning experiences. Therefore, this study aimed to examine the effect of number puzzle media on children's number recognition ability while providing empirical evidence regarding the effectiveness of concrete learning media in early childhood education. A quantitative approach with a pre-experimental one-group pretest–posttest design was employed involving 10 children in Group B at TK Kusuma Bangsa. Data were collected through pretest and posttest assessments and analyzed using a paired sample t-test. The findings revealed a significant improvement in children's number recognition ability after the implementation of number puzzle media. The mean score increased from 10.8 in the pretest to 14.8 in the posttest, with a significance value of p = 0.002 (< 0.05). These findings indicate that number puzzle media effectively facilitates children's understanding of number symbols through concrete, interactive, and play-based learning experiences. This study contributes to the growing body of evidence on the effectiveness of manipulative learning media in early childhood mathematics education. Practically, the findings provide recommendations for PAUD teachers to integrate number puzzle media into numeracy instruction to create more engaging, meaningful, and developmentally appropriate learning environments

Implementasi Pembelajaran Berbasis Steam Melalui Proyek Kincir Angin Pada Anak Usia 5-6 Tahun Di TK Rancabogo

Resti Widiyanti — 2026-08-06

This study aimed to describe the implementation of Science, Technology, Engineering, Arts, and Mathematics (STEAM)-based learning through a windmill-making project for children aged 5–6 years at TK PGRI Rancabogo. The study employed a qualitative approach involving 10 children in Group B aged 5–6 years and one classroom teacher as the research participants. Data were collected through observation, interviews, and documentation. Data analysis followed the Miles, Huberman, and Saldaña model, including data condensation, data display, and conclusion drawing. The findings revealed that the windmill-making project successfully integrated the five STEAM components into a unified learning activity. The Science component was reflected in children's observations of the relationship between wind and the movement of the windmill. Technology was demonstrated through the use of various tools and materials during the construction process. Engineering emerged as children designed, assembled, tested, and refined the windmill to function properly. Art was represented through children's selection of colors and the creation of diverse windmill designs based on their creativity. Mathematics was integrated through activities involving the identification of geometric shapes, counting the number of sides, and comparing the speed of the windmill's rotation. Overall, the project provided meaningful, hands-on learning experiences that actively engaged children while integrating STEAM concepts in an authentic learning context

Implementasi Pembelajaran Berbasis Steam Melalui Kegiatan Membuat Perahu Nelayan Pada Anak Usia 5-6 Di TK Fii Mardhotillah

Shofia Zahra Rizqia — 2026-08-06

STEAM (Science, Technology, Engineering, Arts, and Mathematics) learning for early childhood can provide meaningful learning experiences through exploration, experimentation, and problem-solving activities. However, research examining the implementation of STEAM through integrated project-based activities and the emergence of various children's abilities during the learning process is still limited. This study aims to describe the implementation of STEAM learning through the activity of making a fishing boat and examine the various abilities that emerge during the learning process. This study used a qualitative method. The research participants consisted of 11 children aged 5–6 years from Group B1 of Fii Mardhotillah Kindergarten, while the interview informants were class teachers. Data were collected through observation, interviews, and documentation studies. Data analysis used the Miles & Huberman model which includes data reduction, data presentation, and drawing conclusions. The results showed that all elements of STEAM were implemented in an integrated manner in the learning activities. During the learning process, children demonstrated basic science process skills. In addition, the boat-making activity also fostered problem-solving skills through the process of testing and improving designs, developing creativity in product design, and active involvement of children during the learning process. This study concludes that STEAM learning through fishing boat-building activities provides meaningful, contextual, and integrated learning experiences that support the development of various early childhood abilities. The findings are expected to serve as a reference for early childhood education teachers in designing more innovative and meaningful project-based STEAM learning

Validitas dan Reliabilitas Instrumen Penerimaan Pendekatan Pembelajaran Mendalam Pada Guru TK

Leni Puspita Dewi — 2026-08-06

This study was motivated by the limited availability of valid and reliable instruments for measuring kindergarten teachers’ acceptance of pedagogical deep learning, despite the important role of teacher acceptance in supporting the implementation of pedagogical innovations. The availability of a high-quality measurement instrument is essential for obtaining accurate information regarding teachers’ acceptance of pedagogical deep learning. Therefore, this study aimed to examine the validity and reliability of an instrument designed to measure kindergarten teachers’ acceptance of pedagogical deep learning through a pilot study. A quantitative approach with a pilot study design was employed. The participants consisted of 30 kindergarten teachers selected through convenience sampling based on accessibility and willingness to participate in the study. Data were collected using a five-point Likert-scale questionnaire comprising 22 items developed based on four constructs of the Technology Acceptance Model (TAM), namely perceived usefulness, perceived ease of use, attitude toward implementation, and behavioral intention to implement. Data were analyzed using item-total correlation for validity testing and Cronbach’s Alpha coefficient for reliability testing. The results indicated that all 22 items met the validity criteria, with item-total correlation coefficients exceeding the critical r-value (0.3610). Reliability analysis revealed Cronbach’s Alpha coefficients ranging from 0.600 to 0.791 across the four constructs, while the overall instrument achieved a reliability coefficient of 0.927. These findings indicate that the instrument demonstrates adequate measurement quality and is suitable for use in the main study. This study contributes to the preliminary development and validation of an instrument for measuring teachers’ acceptance of pedagogical deep learning in early childhood education settings

Pengembangan Media Game Interaktif Wordwall Untuk Memfasilitasi Kemampuan Berpikir Komputasional Anak Usia 5-6 Tahun

Syifa Faujiyah — 2026-08-06

Computational thinking is a crucial 21st-century skill that needs to be cultivated from an early age to prepare children for the challenges of the digital era. However, current instructional practices in early childhood education (PAUD) settings still rely heavily on worksheets as the primary medium; consequently, learning activities tend to be monotonous and do not optimally support the development of children's computational thinking skills. Addressing this issue, this study aims to develop Wordwall-based learning media to facilitate computational thinking skills in children aged 5–6 years. The study employs an Educational Design Research approach, adapting the McKenney and Reeves model, which comprises three main stages: analysis and exploration, design and development, and evaluation and reflection. The resulting product consists of four interactive Wordwall-based games specifically designed to stimulate elements of computational thinking, including decomposition, pattern recognition, abstraction, and algorithms. Data collection was conducted through observation, interviews, validation by subject matter and media experts as well as practitioners, and documentation. Subsequently, the data were analyzed using descriptive qualitative and quantitative approaches to assess the feasibility of the developed media. The results indicate that the Wordwall media was deemed feasible based on assessments by subject matter and media experts, following a series of revisions based on validator feedback. The media proved capable of creating a learning experience that is more interactive, engaging, and aligned with the learning characteristics of young children. Therefore, the Wordwall media is considered suitable for use as an alternative learning tool to facilitate computational thinking skills in children aged 5–6 years within early childhood education settings

Pengembangan Media GARDA Untuk Pengenalan Lambang Garuda Pancasila Pada Anak Usia 5-6 Tahun

Rizqi Rahmawati — 2026-08-11

This study addresses the limited ability of children aged 5–6 years to recognize the Garuda Pancasila emblem and understand the principles of Pancasila due to predominantly verbal instruction and the lack of concrete learning media. The study aimed to develop and evaluate the feasibility and effectiveness of the GARDA (Garuda Pancasila) learning media for early childhood education. This research employed a Research and Development (R&D) approach using the Borg and Gall model adapted into eight development stages, involving 13 children from Group B1 at Sulthon Aulia Kindergarten. Data were collected through expert validation questionnaires, observations, and pre-test and post-test assessments. The findings indicate that GARDA achieved high feasibility, obtaining 78% from media experts and 94% from material experts. Statistical analysis revealed a significant improvement in children's recognition of the Garuda Pancasila emblem, with a mean gain (Md) of 5 and a t-value of 15.15, exceeding the critical value at the 5% significance level. These findings demonstrate that GARDA not only improves children's cognitive achievement in recognizing national symbols but also provides meaningful, concrete, and interactive learning experiences consistent with the cognitive characteristics of early childhood. The novelty of this study lies in the development of an acrylic magnetic learning medium integrating visual-symbolic activities with Pancasila character education. The study contributes to strengthening the body of knowledge on concrete learning media for civic education in early childhood and offers practical guidance for teachers in implementing engaging, child-centered learning to foster national identity from an early age

Peningkatan Kemampuan Mengenal Angka Anak Usia 4–5 Tahun melalui Penerapan Media Number Maze Magnetic

Elsa Husnul Khotimah — 2026-08-11

Number recognition is a fundamental component of early numeracy development; however, previous studies indicate that early childhood learning is still largely dominated by worksheets and conventional instructional media, providing limited opportunities for concrete and interactive learning experiences. Existing studies have primarily employed conventional maze media, while magnetic-based learning media remain underexplored. This study aimed to improve the number recognition skills of children aged 4–5 years through the implementation of the Number Maze Magnetic, an instructional medium integrating maze games with magnetic manipulation activities. The study employed Classroom Action Research based on the Kemmis and McTaggart model involving two cycles with 15 children from Group A of TK Islam Amal Sholeh. Data were collected through observation, documentation, and field notes and analyzed using descriptive quantitative and qualitative techniques. The findings revealed a consistent improvement in children's number recognition skills, increasing from 44.16% in the pre-cycle to 65.62% in Cycle I and 87.50% in Cycle II. Beyond improving learning outcomes, the media also enhanced children's engagement, motivation, and active participation through meaningful hands-on learning experiences. The novelty of this study lies in the development of a magnetic maze learning medium that simultaneously integrates number recognition, number sequencing, and quantity-symbol matching into a single educational game. These findings imply that Number Maze Magnetic offers a practical and innovative instructional alternative for early childhood teachers to design interactive, child-centered numeracy learning activities that are easily implemented in classroom settings

Eksplorasi Pengalaman Orang Tua Milenial Menggunakan Worksheet Tracing sebagai Alternatif Belajar Anak Usia 4–6 Tahun

Siti Nurpadila — 2026-08-11

Millennial parents face increasing challenges in balancing children's digital exposure with developmentally appropriate learning activities. Previous studies have predominantly examined the effectiveness of tracing worksheets in improving children's fine motor skills, while little attention has been given to parents' lived experiences in integrating these media into everyday parenting practices. This study addresses this gap by exploring the subjective experiences of millennial parents using educational tracing worksheets as an alternative learning medium for children aged 4–6 years. Employing a descriptive phenomenological design, eight millennial parents were purposively selected and interviewed using semi-structured in-depth interviews. Data were analyzed through Moustakas' transcendental phenomenological procedures. Five essential themes emerged: tracing worksheets as a strategy to reduce gadget dependency, parental patience as both a prerequisite and an outcome of accompaniment, creative motivational strategies, strengthened parent-child emotional bonding, and tracing worksheets as a perceived writing-readiness medium. Ambivalent experiences, including concerns about visual fatigue and instructional dependency, were also identified. The novelty of this study lies in revealing tracing worksheets as a relational parenting medium that simultaneously negotiates digital parenting concerns, emotional interaction, and parental self-regulation, extending previous research that primarily emphasized children's developmental outcomes. The findings contribute theoretically to understanding digital parenting from a phenomenological perspective and practically suggest that tracing worksheets should be implemented through responsive parental guidance and integrated home-school collaboration to support balanced early childhood learning in the digital era

Stimulasi Multisensori sebagai Fondasi Pembentukan Karakter pada Anak Usia Dini

Mimin Sa’adah — 2026-08-11

Early childhood is recognized as the golden age, a critical period for establishing neurological foundations and character traits that influence subsequent stages of development. Multisensory stimulation, defined as structured stimulation of the tactile, vestibular, proprioceptive, visual, auditory, olfactory, and gustatory systems, is considered an important approach but has not yet been comprehensively explored. This article aims to synthesize research findings published between 2020 and 2026 regarding the relationship between sensory stimulation and character development in early childhood, including the values of discipline, independence, responsibility, self-confidence, cooperation, empathy, and emotional regulation. This study employed a literature review using a qualitative descriptive-analytical approach. The data were analyzed through content analysis and narrative synthesis. The findings indicate that well-structured sensory stimulation delivered through multisensory play activities enhances children's emotional regulation, independence, and social interaction. Furthermore, sensory stimulation functions as a neurological mediator for the internalization of character values within the framework of moral knowing, moral feeling, and moral action. It can be concluded that early childhood education curricula should systematically integrate evidence-based sensory stimulation. In addition, the competencies of teachers and parents need to be strengthened to create sensory-rich environments that are responsive to the unique developmental needs of each child

Analisis Kebutuhan Pengembangan Media Big Book Untuk Pembelajaran Karakter Disiplin Anak Usia Dini

Rafika Sita Camalia — 2026-08-11

Discipline is a fundamental character value that should be fostered from early childhood; however, its implementation in Early Childhood Education (ECE) remains constrained by the limited availability of instructional media specifically designed to support character development. This study aimed to analyze the need for developing a Direct Instruction-based Big Book as a foundation for designing instructional media to strengthen disciplinary character in young children. A descriptive qualitative approach was employed, with data collected through classroom observations and semi-structured interviews involving Group B teachers at a kindergarten in Tasikmalaya City, Indonesia. The data were analyzed using data reduction, data display, and conclusion drawing techniques. The findings reveal that children's disciplinary character has generally developed but remains inconsistent due to differences in family support and the intensity of teacher supervision. Furthermore, the instructional media currently used are general in nature and have not been specifically designed to facilitate discipline character education. Teachers expressed the need for engaging, contextual, structured, and developmentally appropriate visual learning media. The scientific contribution of this study lies in providing an empirical needs analysis that serves as a foundation for developing a Direct Instruction-based Big Book, thereby extending previous studies that primarily focused on media implementation rather than systematic needs assessment. These findings imply that instructional media development for early childhood education should be grounded in teachers' actual needs to produce more relevant learning resources, strengthen systematic classroom practices, and enhance the effectiveness of discipline character education

Evaluasi Program Parenting Penguatan Karakter Integritas Sejak Dini Dirumah

Nelly Agustina — 2026-07-24

Character education is an essential aspect of early childhood development, particularly in fostering integrity, which includes honesty, responsibility, discipline, commitment, and consistency between words and actions. As the child's first educational environment, the family plays a strategic role in cultivating integrity values through well-planned and sustainable parenting programs. Therefore, evaluating parenting programs is necessary to determine their effectiveness and provide a basis for continuous program improvement. This study aims to analyze the evaluation of parenting programs in strengthening children's integrity character at home through a literature review approach. The study employed a qualitative design by examining scientific journal articles, academic books, policy documents, and previous research related to parenting, character education, integrity, program evaluation, and early childhood education. Data were analyzed using content analysis involving identification, classification, interpretation, and synthesis of findings from the reviewed literature. The findings indicate that the effectiveness of parenting programs is influenced by the alignment of program objectives with family needs, parents' readiness as primary educators, consistency in implementing character-building habits at home, and continuous evaluation of children's behavioral development. Sustainable parenting programs enhance parental involvement in character education, strengthen the habituation of integrity values in daily life, and promote effective collaboration between families and educational institutions. Furthermore, program evaluation provides comprehensive information regarding the strengths, weaknesses, opportunities, and challenges of parenting implementation, serving as a foundation for continuous improvement. Therefore, evaluating parenting programs is an effective strategy for strengthening integrity character in early childhood within the family environment

Metode Storytelling Untuk Menanamkan Kejujuran Pada Anak Usia Dini

Nelly Agustina — 2026-07-24

Storytelling is one of the learning methods that is appropriate for early childhood because it presents moral values through stories that are concrete, interesting, and easy for children to understand. Honesty is a fundamental character that should be developed from an early age to build integrity, responsibility, and positive social behavior. This study aims to analyze the effectiveness of the storytelling method in instilling honesty in early childhood and to identify supporting factors for its implementation in learning. This study employed a qualitative approach using the literature review method by analyzing various scientific publications related to storytelling, character education, and early childhood education. The collected data were analyzed using content analysis to identify concepts, patterns, and research findings relevant to the topic. The results indicate that storytelling effectively facilitates children in understanding the concept of honesty through characters, plots, and moral messages presented in stories. The method also stimulates children's cognitive, language, social-emotional, and moral development simultaneously. The effectiveness of storytelling is influenced by teachers' storytelling skills, the suitability of story content, learning media, and collaboration between schools and parents in reinforcing honest behavior in children's daily lives. Therefore, storytelling can be recommended as an innovative and meaningful learning method for developing honesty as one of the fundamental character values in early childhood education

Sinergi Media Pembelajaran Dengan Peran Keluarga Dalam Menumbuhkan Kejujuran Dan Tanggung Jawab Anak Usia Dini

Nelly Agustina — 2026-07-24

The cultivation of honesty and responsibility in early childhood is a strategic foundation for building a generation of integrity and preventing corruption from an early age. Learning media and the family role are two interconnected pillars that determine the success of character formation. However, low parental literacy, limited use of innovative learning media, and lack of synergy between schools and families often hinder the optimal internalization of these values. This study aims to analyze the use of learning media and the family role in instilling honesty and responsibility in early childhood. Using a literature review approach, this research examines various scientific sources related to learning media, family roles, and early childhood character education. The findings reveal that various learning media, including picture storybooks and audio-visual media, effectively convey moral values through concrete stories and visuals that resonate with children's world. The family plays a central role as the primary environment shaping children's character through parenting styles, role modeling, and habituation. Synergistic collaboration between the use of appropriate learning media at school and positive parenting at home creates a conducive environment for optimal internalization of honest and responsible character. Strengthening parental literacy and developing innovative learning media are key strategies to ensure children grow with a strong foundation of integrity from an early age

Evaluasi Program Pendidikan Pada Anak Usia Dini Menggunakan Model CIPP

Nelly Agustina — 2026-07-24

Program evaluation is an essential component of early childhood education (ECE) to ensure the achievement of learning objectives and improve the quality of educational services. One of the most widely used evaluation approaches is the Context, Input, Process, Product (CIPP) model because it provides a comprehensive framework for assessing program planning, implementation, and outcomes. This study aims to analyze the implementation of the CIPP model in evaluating early childhood education programs and to identify its benefits and challenges based on previous research findings. This study employed a qualitative approach using a literature review method. Data were collected from national and international journal articles, academic books, conference proceedings, and policy documents related to early childhood education program evaluation and the CIPP model. Data were analyzed using content analysis through data reduction, categorization, interpretation, and synthesis of previous research findings. The results indicate that the CIPP model is a systematic and comprehensive evaluation approach because it assesses program needs (context), resource readiness (input), implementation processes (process), and program outcomes (product). The application of the CIPP model enables early childhood education institutions to identify program strengths, weaknesses, and areas for continuous improvement, thereby enhancing the quality of educational services. Therefore, the CIPP model is considered an appropriate evaluation framework for supporting continuous quality improvement in early childhood education programs