Jurnal E-MAS (Edukasi dan Pembelajaran Anak Usia Dini)
Journal Identity Journal : Jurnal Edukasi & Pembelajaran Anak Usia Dini Initials : E-MAS Language : English (preferred), Indonesia Frequency : 4 (Januari, April, Juli, Oktober) Publisher : FKIP UNSULTRA E-ISSN : 3089-9869 SK ISSN E-MAS Journal (Education and Learning for Early Childhood Education) is a scientific journal that focuses on research, theoretical studies, and innovation in the field of Early Childhood Education (PAUD). This journal covers a variety of topics, including learning strategies, cognitive and socio-emotional development of children, character education, health and nutrition, and the use of technology in PAUD learning. With a broad scope, E-MAS Journal aims to be an academic forum for researchers, educators, and practitioners to share insights and research results that can contribute to improving the quality of early childhood education. As an Open Access journal, E-MAS Journal provides open access for academics and the general public to obtain quality scientific information without limitations. Every article published goes through a strict peer review process to ensure its authenticity and relevance in the development of early childhood education science. Published periodically, E-MAS Journal accepts manuscripts in both Indonesian and English, and encourages innovative and applicable research collaborations to support the development of early childhood education at the national and international levels.
Pengaruh Pembelajaran Blended Learning Terhadap Perkembangan Emosional Anak Usia Dini
Emotional development is an important aspect in supporting early childhood’s ability to adapt, interact, and manage emotions in the learning process. One learning model that is widely implemented today is d-blended learning, which is a combination of online and offline learning. This study aims to determine the effect of blended learning on the emotional development of early childhood. The research method used was quantitative with an ex-post facto research design. The research subjects consisted of 15 children aged 5–6 years at PAUD Saenam Binlaka, selected using a total sampling technique. Data were collected using a Likert-scale questionnaire measuring aspects of emotional regulation, emotional expression, and children’s social relationships in blended learning. Data analysis was conducted using simple linear regression with the assistance of SPSS 25.0. The results showed that blended learning had a positive and significant effect on the emotional development of early childhood, with a significance value of p = 0.009 (< 0.05) and a coefficient of determination of 0.411%. This indicates that the proper implementation of blended learning can support children’s ability to manage emotions, express feelings, and build positive social relationships. Therefore, d-blended learning can be an effective alternative learning strategy to support the emotional development of early childhood.
Copyright (c) 2026 Norlinda Kudji, Fifti Yundi Selan, Adeleide Lasboy, Englintan Dethan, Mesi Reinammah, Dance Babis, Asaria Kamesa, Fredericksen Victoranto Amseke (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
Pengaruh Media Loose Part Terhadap Prososial Anak Usia Dini
Prosocial development is very important for early childhood. One learning method to stimulate children's prosocial development is the use of loose parts media as a strength that forms the basis for the development of creativity, memory stages, group cooperation, vocabulary absorption, concepts of family relationships, self-control, special skills, affection, and cognitive skills. This study aims to determine the effect of loose parts media on the prosocial development of children aged 4-6 years at TK Tunas Baru, Nunkurus Village, East Fatuleu District, Kupang City. This study used quantitative methods. Data collection tools used psychological scales with role playing scale instruments and Child Social Development Scale instruments. The respondents in this study were 20 children aged 4-6 years using a total sampling technique in one PAUD in Nunkurus Village. Data analysis techniques used simple linear regression analysis. The results of this study prove that loose parts media has a positive and significant effect on the prosocial development of children aged 4-6 years by 74%. It is hoped that educators can stimulate children with the loose parts media method so as to improve the prosocial development of early childhood.
Copyright (c) 2026 Patrio Malailehi, Densi Oktavia Bekamalai, Adris Imelda Tabais, Nelci Karel, Esmida Delfiani Betty, Debora Madde, Agnes Meka, Yohanes Lanalo, Yunita Banunaek, Fredericksen Victoranto Amseke (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
Penggunaan Media Gambar Dan Kartu Huruf Dalam Meningkatkan Kemampuan Bahasa Awal Anak Usia Dini
Picture media is a visual media in the form of illustrations, photos, or symbols used to help children recognize objects, vocabulary, and meanings concretely. Letter cards are learning media in the form of cards containing letters of the alphabet, usually accompanied by pictures or words, to stimulate the ability to recognize letters and sounds of language. The purpose of this study was to determine the effect of the use of picture media and letter cards on the early language skills of early childhood (AUD) 3-6 years. The method in this study is quantitative. The sampling technique was purposive sampling, namely children aged 3-6 years. The respondents of this study were 20 children aged 3-6 years at Obenasi Kindergarten, Takari District. The data collection technique used a questionnaire with an instrument in the form of a picture media scale and letter cards. The data analysis technique was simple linear regression. The results of the data analysis and discussion that have been carried out, it can be concluded that the use of picture media and letter cards on the early language development of early childhood (AUD) at Obenasi Kindergarten, Takari District has a positive and significant effect on the early language skills of early childhood. This is evidenced by the results of the simultaneous test (F test), which showed a calculated F value of 10.134 with a significance level of 0.005 (<0.05), thus declaring the regression model significant and suitable for use. The coefficient of determination analysis results showed an R-square value of 0.360, meaning that 36% of the variation in early childhood language skills can be explained by the use of pictures and letter cards, while the remaining 64% is influenced by factors outside this research model. It is hoped that the use of pictures and letter cards in Obenasi Kindergarten will provide effective and relevant learning to improve early childhood language skills.
Copyright (c) 2026 Sriviani Nguru, Beatriks Tanau, Merlin Missa, Desi Sopa, Fredericksen Victoranto Amseke (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
Peran Pembelajaran Steam Dalam Meningkatkan Perkembangan Kognitif Anak Usia Dini 4-6 Tahun
Early childhood e ducation is an essential effort to optimize children’s holistic development from birth to six years old, including cognitive development. Cognitive development in children aged 4–6 years plays a crucial role in shaping thinking skills, concept understanding, memory, and problem-solving abilities. One learning approach considered effective in stimulating children’s cognitive development is STEAM learning (Science, Technology, Engineering, Art, and Mathematics). This study aimed to examine the effect of STEAM learning on the cognitive development of children aged 4–6 years at PAUD Bet’El Naimata, Kupang City. This research employed a quantitative method with an ex-post facto design. The research subjects consisted of 20 children selected using a total sampling technique. Data were collected using validated and reliable instruments and analyzed using descriptive analysis and simple linear regression with SPSS version 25.0. The results showed that STEAM learning was in the high category (55%), while children’s cognitive development was generally in the moderate to high category. Regression analysis indicated a significance value of 0.004 < 0.05, meaning that STEAM learning had a positive and significant effect on the cognitive development of children aged 4–6 years, contributing 20.7% to cognitive development. Therefore, it can be concluded that STEAM learning is effective in enhancing early childhood cognitive development through active, exploratory, and meaningful learning experiences
Copyright (c) 2026 Desi Alyani Liufeto, Yeni Felpina Lasena, Apriani Aplunggi, Elias Matias Laure, Selfi Jerwanti Bako, Fredericksen Victoranto Amseke (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
Peran Pembelajaran Saintifik Dalam Meningkatkan Kemampuan Berpikir Kritis Anak Usia Dini
Scientific learning is a learning approach that emphasizes the process of observing, asking, trying, reasoning, and communicating so that it can encourage children to think actively and critically from an early age. This study aims to determine the effect of scientific learning on the critical thinking skills of children aged 4-6 years at PAUD Hosana Sungkaen. This study uses a quantitative method with a research design using ex post facto. The research subjects were 20 children aged 4-6 years at PAUD Hosana Sungkaen. The data collection technique was carried out using a questionnaire compiled based on indicators of critical thinking skills of early childhood. The data obtained were analyzed using statistical tests to determine differences in critical thinking skills before and after the implementation of scientific learning. The results showed that there was a significant influence of scientific learning on the critical thinking skills of children aged 4-6 years by 20.7%, which means that the better the scientific approach, the more it can improve the critical thinking skills of early childhood.
Copyright (c) 2026 Vini Tenis, Meisye Haobenu, Maya Bani, Priska Oematan, Givendy Tnunay, Yeni Faitmoes, Fredericksen Victoranto Amseke (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
Pengaruh Pembelajaran Steam Terhadap Kreativitas Anak Usia 5-6 Tahun
This study aims to determine the effect of STEAM learning on the creativity of children aged 5-6 years at PAUD Moria Liliba Kupang City. The research method used is quantitative with ex-post facto type, with 20 children as respondents selected through total sampling technique. The research instruments used were the STEAM Learning Implementation Scale and Early Childhood Creativity Scale which had been tested for validity and reliability. Data analysis was performed using simple linear regression with the SPSS version 26.0 program. The results showed that the implementation of STEAM learning was mostly in the low category (50%), while children's creativity was dominated by the moderate category (45%). The hypothesis test proves that there is a positive and significant effect of STEAM learning on children's creativity with F=4309.800 and p=0.000. The influence coefficient is 0.330 and the R Square value is 0.207, indicating that about 20.7% of the variation in children's creativity can be explained by STEAM learning. Based on the research results, it is suggested that teachers optimize the implementation of STEAM learning so that the creative potential of children aged 5-6 years can develop optimally.
Copyright (c) 2026 Yulinda Magdalena Humau, Yalen Neonleni, Muni Hermina, Mia Laosan, Maria Banunaek, Febi Priska Huki, Fredericksen Victoranto Amseke (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
Pembelajaran Saintifik Dan Kemampuan Berpikir Kritis Anak Usia Dini
Early childhood education is a crucial stage for developing critical thinking abilities as a 21st century skill. The aim of this research is to determine the influence of scientific learning on the critical thinking abilities of children aged 5-6 years. The method in this research is quantitative with an ex-post facto approach. The sampling technique used total sampling, namely 15 children aged 5-6 years at PAUD Senam Binlaka, Kupang City. Data collection techniques use scientific learning questionnaires and assessment rubrics for critical thinking. The data analysis technique is simple linear regression with SPSS 26.0. The results of these findings show that scientific learning has a positive and significant effect on the critical thinking abilities of children aged 5-6 years, amounting to 34.7, which means that the better the application of scientific learning, the greater the critical thinking abilities of young children. It is hoped that PAUD teachers will implement scientific learning optimally through the stages of observing, asking, trying, reasoning and communicating, as well as involving parents to support the development of children's critical thinking.
Copyright (c) 2026 Yardi Haninuna, Tirsa Elik, Aguinda Missa, Irma Nubatonis, Ledi Bulla, Esi Soe, Fredericksen Victoranto Amseke (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
Peran Kartu Huruf Terhadap Kemampuan Membaca Awal Anak Usia Dini
Early reading ability is an important part of early childhood language development that needs to be optimally stimulated through learning activities that are appropriate to children’s developmental characteristics. This study aimed to determine the effect of using letter card media and picture media on the early reading ability of children aged 4–5 years. This research employed a quantitative approach. The sampling technique used was purposive sampling, involving children aged 4–5 years. The respondents consisted of 15 children aged 4–5 years at PAUD Hosana Sungkaen. Data were collected using a questionnaire, with letter card media as the instrument to measure early reading ability. The data analysis technique used was simple linear regression analysis. The findings showed that the use of letter card media contributed 9.2% to the early reading ability of children aged 4–5 years, indicating that better use of letter card media can improve early reading ability in early childhood. Therefore, it is expected that letter card media can be applied appropriately and continuously to support the improvement of early reading ability in early childhood.
Copyright (c) 2026 Ann Hazzeltine Mau Tellu, Mamy Elisabeth Natbais, Yetri Triwira Neolaka, Sefrianti Tanaem, Maria I.M. Hetmina, Hariyeta M.G. Banunaek, Fredericksen Victoranto Amseke (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
Pembelajaran Steam Dan Perkembangan Kognitif Anak Usia Dini
Cognitive development is a crucial aspect in demonstrating thinking skills, problem-solving skills, and early childhood learning readiness. The purpose of this study was to determine the effect of STEAM learning on the cognitive development of children aged 4-6 years. The research method was quantitative. The sampling technique used purposive sampling, specifically children aged 4-6 years. The respondents were 10 children aged 4-6 years at Grace Sikumana Early Childhood Education (PAUD) in Kupang City. Data collection used a questionnaire with instruments in the form of a STEAM learning scale and cognitive development. The STEAM learning scale was developed by Yakman (2008) and is called the STEAM Education Framework. The cognitive development scale was developed by Jean Piaget (1964) and is called the Cognitive Development Scale. The data analysis technique used simple linear regression. The findings revealed a positive and significant effect of STEAM learning on the cognitive development of children aged 4-6 years, amounting to 1.7%. This means that better STEAM learning can improve early childhood cognitive development. This shows that the more optimal the implementation of STEAM learning, the better the cognitive development of early childhood. Therefore, teachers are expected to implement STEAM learning creatively and in an integrated manner to support optimal cognitive development in children.
Copyright (c) 2026 Wonis Mailan, Dinda Snae, Venia Fangidae, Febriyanti Bifel, Vebi Frare, Fredericksen Victoranto Amseke (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
Pengaruh Bermain Peran Terhadap Perkembangan Sosial Anak Usia Dini
Early childhood education is an effort to develop basic abilities that are important for children from birth to the age of six as the golden age (diamond age). One aspect of development that needs to be optimized is the child's social emotional development. This research aims to determine the effect of role playing methods on the social emotional development of early childhood. This research uses a quantitative approach with an ex post facto type of research. The research subjects were 10 children aged 5-6 years at PAUD Bait'El Naimata, Kupang City, using a total sampling technique. The research instrument is a psychological scale in the form of a Likert scale for role-playing variables and children's social-emotional development. The data analysis technique was carried out using simple linear regression analysis. The results of simple linear regression research using a simultaneous test (F test) show a significance value of 0.000 <0.05, which means that role playing has a significant effect on the social emotional development of early childhood. The coefficient of determination (R Square) value of 0.072 shows that role playing contributes 7.2% to children's social emotional development. Thus, it can be concluded that the role playing method has a positive and significant effect on the social development of early childhood and is recommended for application in PAUD learning.
Copyright (c) 2026 Yublina Sofians Maniti, Esi Debora Alokabel, Dince Mariana Bulan, Desi Agustina Bekak, Fredericksen Victoranto Amseke (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
Peran Pembelajaran STEAM Terhadap Perkembangan Kognitif Anak Usia Dini
Cognitive development is an important aspect in early childhood education because it is the foundation for thinking skills, problem solving, and understanding the surrounding environment. One learning approach that is considered effective in stimulating children's cognitive development is STEAM (Science, Technology, Engineering, Art, and Mathematics) learning. This study aims to determine the effect of STEAM learning on the cognitive development of early childhood. The method in this study is quantitative. The sampling technique used purposive sampling, namely children aged 4-6 years (grade B). The respondents of this study were 20 children aged 4-6 years at Kharisma Bello Kindergarten, Kupang City. The data collection technique used a questionnaire with instruments in the form of a STEAM learning scale and cognitive development. The STEAM learning scale was developed by Judith A. Ramaley (2001) called STEAM. The cognitive development scale was developed by Piaget (1996). The data analysis technique was simple linear regression. The findings found that STEAM learning had a positive and significant effect on the cognitive development of children aged 4-6 years by 31.1%, which means that better STEAM learning can improve the cognitive development of early childhood. It is hoped that children will engage in various forms of STEAM learning, both at home and at school, so they can learn about science, technology, engineering, art, and mathematics, thereby fostering the development of their cognitive abilities
Copyright (c) 2026 Gladys Suryaniputri Hinadonu, Gracia Fortuna, Grace Bernadeth Sipa, Nonce Herlina Mailan, Sonia Melani Banik, Agnes Tefa, Fredericksen Victoranto Amseke (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
Pengaruh Penggunaan Media Loose Part Terhadap Kemampuan Fisik Motorik Halus Pada Anak Usia Dini
This study is motivated by the importance of stimulation during the golden age to optimize the fine motor physical development of early childhood. The main focus of this research is the use of the most recent reference to explain the types of loose part materials—Daly and Beloglovsky (2022)—which are effective in stimulating hand–eye coordination and strengthening children’s small muscle development. The research was conducted at TK Kharisma Belo, Kupang City, with 15 children aged 5–6 years as research subjects. This study employed a quantitative research method. Data were collected using psychological scales, namely the Role Playing Scale and the Child Social Development Scale. The respondents consisted of 15 children selected using a total sampling technique at TK Kharisma Belo. Data analysis was carried out using simple linear regression analysis.The results of the study prove that variations in texture and the open-ended nature of loose part media (natural, recycled, and manufactured materials) have a positive and significant effect on the social development of children aged 5–6 years, contributing 96.9%. These findings support the theory that active engagement with concrete materials is crucial for children’s writing readiness and independence. The conclusion of this study states that loose part media is an effective and innovative strategy for developing fine motor physical skills in children at TK Kharisma Belo.
Copyright (c) 2026 Dikson Lenamah, Fridolina Lamak, Hagar Landjen, Yesri Liunokas, Sefanya Halla, Meri Natun, Fredericksen Victoranto Amseke (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
Upaya Peningkatan Perkembangan Sosial Emosional Anak Usia Dini Melalui Bermain Peran
Child development through role playing and social emotions are important aspects that influence social emotions in early childhood. The aim of this research is to determine the influence of child development through role playing on the social emotional development of children aged 5-6 years. The method in this research is quantitative. The sampling technique was purposive sampling, namely children aged 5-6 years. The respondents for this research were 15 children aged 5-6 years at PAUD Bukit Kasih Baumta Barat. The data collection technique uses a questionnaire with an instrument in the form of a child development scale through role playing and social emotional development. A scale for child development through role playing was developed by Suyadi and Dahlia (2021) called the Inventory of Parent. The social emotional development scale developed by Thompson (2022) is called the social emotional development scale. The data analysis technique is simple linear regression. The results of these findings found that children's development through role playing has a positive and significant effect on the social emotional development of children aged 5-6 years by 83.7%, which means that the more children develop through playing, the more social emotional development of early childhood can be improved. It is hoped that mothers will establish a safe and comfortable relationship with their children, understand the needs and characteristics of children which can influence mental health in the social emotional development of early childhood.
Copyright (c) 2026 Virgin Mulle, Ketty Kase, Falen Lay, Alia Kono, Iren Hede, Fasni Sanam, Norfita Tanau, Fredericksen Victoranto Amseke (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
Penerapan Pembiasaan Positif Dalam Upaya Peningkatan Karakter Anak Usia Dini
Character education is an important aspect in early childhood development. The aim of this research is to determine the effect of implementing positive habits on improving the character of children aged 5-6 years. The method in this research is quantitative with an ex-post facto type. The sampling technique used a total sampling of 10 children aged 5-6 years at PAUD Efata Liliba, Kupang City. The data collection technique uses a questionnaire with the instruments of the Early Childhood Positive Habits Scale (based on Lickona, 2019 and Suyanto, 2020; reliability 0.812) and the Character Education Scale (based on Amseke, 2018; reliability 0.785). The data analysis technique is simple linear regression with SPSS 25.0. The results of these findings found that the application of positive habits had a positive and significant effect on improving the character of children aged 5-6 years (F=274.100; p=0.000; R Square=0.114), which means that positive habits contributed to character improvement of 11.4%. It is hoped that educators and parents can increase positive habits consistently through daily routines and singer activities at school and home to optimize the character of early childhood.
Copyright (c) 2026 Veni Bara Lay, Josimoni Rilina Leba, Yoban Nicanor Marwanto Daud, Maya Sri Tapenu, Deby Suriyani Manimau, Fredericksen Victoranto Amseke (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
Pengaruh Metode Bercerita Terhadap Perkembangan Kognitif Anak Usia Dini
Cognitive development is an important aspect that affects the thinking ability of young children. The purpose of this study is to find out the effect of storytelling method on the cognitive development of young children. The method used in this research is quantitative. The sampling technique used is total sampling, meaning the children 5-6 years at PAUD Alfa Omega II Manutapen were included. The number of respondents in this study was 36 young children at PAUD Alfa Omega II Manutapen. The data collection technique used questionnaires and observation sheets with instruments in the form of a storytelling method scale and a young children's cognitive development scale. The storytelling method scale was developed based on indicators of storytelling method application in early childhood learning. The cognitive development scale was developed based on indicators of early childhood cognitive development. The data analysis technique used is simple linear regression. The findings of this study show that the storytelling method has a positive and significant effect on the cognitive development of young children, amounting to 28,3%. This means that the better the application of the storytelling method, the higher the cognitive development of young children at PAUD Alfa Omega II Manutapen. It is hoped that teachers can apply the storytelling method in a creative, consistent, and enjoyable way so that it can stimulate children's thinking ability, memory, concentration, and problem-solving skills.
Copyright (c) 2026 Fredericksen Victoranto Amseke, Akwila Kase, Delila Plaikol, Grace Selan, Ordia Nubatonis, Putri Tanesib, Yulinda Bani (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
Strategi Deep Learning Dalam Pembelajaran Menulis Untuk Mengembangkan Berpikir Kritis Dan Kreatif Siswa
Writing instruction is a strategic tool for developing students' critical and creative thinking skills. However, writing instruction in schools remains largely procedural and emphasizes technical aspects of language, thus under-motivating students to think deeply. This article aims to systematically examine deep learning strategies in writing instruction and their contribution to the development of students' critical and creative thinking. The research employed a literature review method with a descriptive qualitative approach. Data sources were national and international journal articles published between 2018 and 2025 and relevant to the topics of writing instruction, deep learning, and Higher Order Thinking Skills (HOTS). Data were collected through database searches such as Google Scholar, DOAJ, and Sinta, and then analyzed using thematic analysis techniques. The study's results indicate that deep learning strategies in writing instruction can improve critical thinking skills through reflection, discussion, and analysis prior to writing. Furthermore, this approach fosters student creativity by generating more original and diverse ideas. Writing instruction based on real-world contexts has also been shown to increase student engagement and motivation. The writing process serves as a vehicle for HOTS development, rather than simply language practice, and the teacher's role shifts to that of a thinking facilitator guiding students' exploration of ideas and reflection. Thus, the application of deep learning strategies in writing learning has great potential to create a learning process that is meaningful, contextual, and relevant to the demands of 21st-century education.
Copyright (c) 2026 Sakinah Fitri, Anita Candra Dewi (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
Pengaruh Metode Bercerita Menggunakan Media Pop-Up Book Terhadap Perkembangan Bahasa Anak Usia Dini
This research aims to determine the effect of the storytelling method using pop-up book media on early childhood language development at PAUD Efata Liliba, Kupang City. The research uses a quantitative approach. The independent variable is the storytelling method using pop-up book media and the dependent variable is early childhood language development. The research subjects were 10 children aged 5–6 years. The data collection technique uses an instrument in the form of a questionnaire in the form of a storytelling method using pop-up book media and a language development scale. The data analysis technique is simple linear regression. The research results show that the storytelling method using pop-up book media has a positive and significant effect on early childhood language development with a p value = 0.000 (< 0.05) and an R Square of 0.198. This means that the storytelling method contributes 19.8% to children's language development. It is hoped that educators will stimulate children with the storytelling method using pop-up book media which has proven to be effective in increasing children's intelligence, listening, speaking abilities and courage in expressing ideas.
Copyright (c) 2026 Noldiana Natonis, Risnawati Marzuki, Krismiyati Kana, Feren Kituhoma, Ida Oematan, Martheda Paut, Fredericksen Victoranto Amseke (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
Dampak Penggunaan Gadget Terhadap Perkembangan Kognitif Anak Usia Dini
Early childhood cognitive development is an important aspect that forms the basis for the ability to think, solve problems and learn at a later stage. The aim of this research is to determine the impact of gadget use on the cognitive development of children aged 5-6 years. The method in this research is quantitative. The sampling technique was purposive sampling, namely children aged 5-6 years. The respondents for this research were 15 children aged 5-6 years at PAUD Taruna Elim Kuanino, Kupang City. The data collection technique uses a questionnaire with instruments in the form of a gadget use scale and a cognitive development scale. The data analysis technique is simple linear regression. The results of these findings found that the impact of gadget use on the cognitive development of children aged 5-6 years was 12.8%. It is hoped that parents and educators can limit the use of gadgets in young children.
Copyright (c) 2026 Dewita Rumaseb, Yufilda Tlonaen, Erlin Sonlai, Neti Manao, Fredericksen Victoranto Amseke (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
Pengaruh Pembelajaran Saintifik Terhadap Kemampuan Berpikir Kritis Anak Usia Dini
Early childhood education serves as a crucial stage for developing critical thinking skills as a 21st-century competency. This study aims to determine the influence of scientific learning on the critical thinking abilities of children aged 4-5 years. The research method is quantitative with an ex-post facto approach. The sampling technique used total sampling, namely 20 children aged 4-5 years at PAUD Bait' el Naimata, Kupang City. The data collection technique uses a Likert scale questionnaire for scientific learning (based on Mauriz et al., 2023; reliability 0.723) and an assessment rubric for critical thinking (based on Facione, 2011; reliability 0.705). The data analysis technique is simple linear regression with SPSS 26.0. The results of these findings show that scientific learning has a positive and significant effect on the critical thinking abilities of children aged 4-5 years by 20.7% (R Square = 0.207; p = 0.000 < 0.05), which means that the better the application of scientific learning, the greater the critical thinking abilities of young children. It is hoped that PAUD teachers will implement scientific learning optimally through the stages of observing, asking, trying, reasoning and communicating, as well as involving parents to improve the development of children's critical thinking.
Copyright (c) 2026 Marlen Bara Lay, Delti Fallo, Feti Hendrina Oematan, Nifren T Talan, Fredericksen Victoranto Amseke (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
Pengaruh Pembelajaran Steam (Science, Technology, Engineering, Art And Math) Terhadap Perkembangan Kognitif Anak Usia Dini
Cognitive development is a fundamental aspect in the formation of thinking and problem solving abilities in early childhood. This research aims to analyze the influence of STEAM learning on the cognitive development of children aged 3-5 years at PAUD Efata Liliba, Kupang City. The research method uses a quantitative approach. The research sample consisted of 15 children who were selected using a purposive sampling technique with the criteria that the children were actively involved in learning and were aged 3-5 years. The data collection instrument is a questionnaire sheet for STEAM learning and cognitive development. The data analysis technique is simple linear regression. The research results prove that STEAM learning has a positive and significant effect on children's cognitive development with a coefficient of determination (R²) of 91.6%. It is hoped that educators can implement STEAM learning in a consistent and structured manner, understand children's individual characteristics and needs, and provide learning media that supports exploration and creativity to optimize the stimulation of cognitive development in the early childhood learning process.
Copyright (c) 2026 Prety Tamelab, Demarlin Talan, Amelia Lole, Delsia Ninurasa, Dicesya Bunga, Nofri Teflopo, Fredericksen Victoranto Amseke (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
Penerapan Media Pembelajaran Flash Card Untuk Meningkatkan Perkembangan Bahasa Anak Usia Dini
This study aims to determine the effect of flashcard learning media on the language development of early childhood aged 4–6 years at Kasih Karunia Kindergarten. This study uses a quantitative method with a quasi-experimental design. The research subjects consisted of 20 children aged 4–6 years using total sampling technique. Data collection techniques used observation and questionnaires based on early childhood language development indicators in accordance with Permendikbud Number 137 of 2014. Data were analyzed using descriptive analysis and simple linear regression. The results showed that most children were in the high and moderate categories of language development, with the use of flashcards contributing 61.1% to children's language development. These findings indicate that the use of flashcards as a concrete, visual, and attractive learning medium can improve children's ability to understand vocabulary, express opinions, and communicate verbally. Thus, flashcards are proven to be effective in supporting the language development of early childhood and are recommended for creative and continuous use in the learning process.
Copyright (c) 2026 Mamima Laulet, Melani Nees, Marselmi Neno Uran, Mariam Klomang, Junirna A. Knaufmone, Oreasa Bernadus Tuauni, Fredericksen Victoranto Amseke (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
Peran Metode Bercerita Terhadap Nilai Moral Anak Usia Dini
The development of moral values is an important aspect in shaping the personality of early childhood. The purpose of this study was to determine the effect of storytelling methods on the instilling of moral values in children aged 5-6 years. The method in this study was quantitative. The sampling technique used a purposive sampling method, namely children aged 5-6 years. The respondents of this study were 15 children aged 5-6 years at the Bukit Kasih PAUD in Baumata Barat Village, Taebenu District, Kupang Regency. The data collection technique used an instrument in the form of a moral value observation scale that includes honesty, responsibility, empathy, and mutual respect. The data analysis technique was simple linear regression. The findings found that the storytelling method had a positive and significant effect on the instilling of moral values in children aged 5-6 years by 20.8%, which means that the more effective the use of storytelling methods by presenting interesting characters and plots, the more it can increase children’s understanding and positive moral behavior in everyday life. It is hoped that educators can make the storytelling method a fun learning strategy to optimize the character development of early childhood.
Copyright (c) 2026 Mariance Paut, Deterisa Kase, Ariani Liukae, Jelisje Ndolu, Maria Asadama, Apri Laos, Rensi Wadu Netu, Fredericksen Victoranto Amseke (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
Peran Pola Asuh Orang Tua Terhadap Kemandirian Anak Usia Dini
Early childhood independence is the ability of early childhood to be able to carry out daily activities in accordance with the child's developmental stages and capacities without depending on other people. Early childhood independence is influenced by parents' parenting patterns as a way of educating and guiding children to reach optimal stages of development. This research aims to determine the influence of parenting patterns on the independence of children aged 5-6 years in Kiuoni Village, Fatuleu District, Kupang Regency. This research uses quantitative methods. The data collection tool uses a parenting style scale and an early childhood independence scale. The respondents for this research were 50 children aged 5 - 6 years who were parents of early childhood children using a total sampling technique in two PAUDs in Kiuoni Village, Fatuleu District. The data analysis technique uses simple linear regression analysis. The results of this study prove that parental parenting has a positive and significant effect on the social development of children aged 5 - 6 years by 27.5%. It is hoped that children's parents can create positive parenting patterns to increase children's independence at an early age.
Copyright (c) 2025 Berta Yulinda Suan, Fredericksen Victoranto Amseke (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
Eksplorasi Pembelajaran Berbasis Genre Dalam Penguatan Keterampilan Menulis Siswa
This literature review aims to explore the effectiveness of genre-based learning in strengthening students’ writing skills across educational levels. Grounded in systemic functional linguistics, this approach views language as a tool for constructing meaning within social contexts. Genre-based learning emphasizes understanding text structures, communicative purposes, and linguistic features of various genres such as narrative, descriptive, expository, and argumentative texts. The findings indicate that the genre-based approach consistently enhances students’ writing quality in terms of content, organization, grammar, cohesion, and coherence. The commonly applied model is the Teaching and Learning Cycle (TLC), consisting of four key stages: building knowledge of the field, modeling of text, joint construction of text, and independent construction of text. This approach also fosters metacognitive awareness, collaboration, and critical thinking in writing activities.
Copyright (c) 2025 Anita Candra Dewi (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
Pengaruh Model Pembelajaran Proyek Terhadap Perkembangan Kemampuan Bersosialisasi Pada Anak Usia 5-6 Tahun
One of the important models for improving the socialization skills of early childhood is the project learning model. The purpose of this study was to determine the effect of the project learning model on the development of socialization skills in children at Kindergarten 'Aisyiyah 3 Kampung Baru, Bandar Lampung, aged 5-6 years. This study is a quantitative study with an experimental method with a one-group pretest-posttest design. The population was 50 children with a sample of 25 children using purposive sampling. Data collection techniques used documentation and observation. The results showed that the application of the project learning model increased the average score from the pretest (20.44) to the posttest (32.44). With an N-Gain score of 0.584, it is in the moderate category. The project learning model has an influence of 56.3% on improving children's socialization skills, according to the results of a simple linear regression test, with an R Square value of 0.563. These results support the idea that the application of the project learning model has a significant effect on improving the social aspects of early childhood.
Copyright (c) 2025 Salsabilla Madinah, Undang Rosidin, Nopiana Nopiana (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
Profesionalisme Guru Paud Dalam Menciptakan Lingkungan Belajar Yang Berbasis Bermain Dan Kreativitas Anak
The professionalism of PAUD teachers is a fundamental aspect in creating a fun, creative learning environment that aligns with the developmental characteristics of early childhood. This literature review aims to examine the role and professional competencies of PAUD teachers in developing a play-based learning environment that encourages children's creativity. The research was conducted by analyzing various scientific articles published between 2019 and 2024 that discussed teacher professionalism, play approaches, and the development of children's creativity. The results of the study indicate that PAUD teacher professionalism encompasses four main aspects: pedagogical, personality, social, and professional competencies. Professional teachers are able to design learning activities that stimulate children's exploration, imagination, and curiosity through educational games and warm interactions. In addition, professionalism is also reflected in teachers' ability to innovate in the use of contextual learning media, such as interactive digital games, educational game tools (APE), and project-based activities. This study concludes that strengthening PAUD teacher professionalism through ongoing training and reflection on teaching practices is key to building a meaningful and creative learning environment for early childhood.
Copyright (c) 2025 Hasbi Hasbi (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
Peran Media Berbasis Komputer Dalam Mengembangkan Kognisi Dan Kreativitas Anak Usia Dini
The development of digital technology has had a significant impact on the world of education, including early childhood 2019–2024. The study results indicate that computer-based media can improve children's cognitive abilities through exploratory activities and interactive problem-solving. Furthermore, the use of computer media also encourages children's creativity in expressing ideas, digital drawing, and creating imaginative thinking patterns through educational games. However, the effectiveness of this media depends heavily on the role of teachers and parents in providing guidance and selecting content appropriate to the child's developmental stage. In conclusion, computer-based media is a potential tool for developing cognition and creativity in early childhood when used in a targeted, contextual manner, and supported by educational guidance.education (PAUD). One widely implemented innovation is the use of computer-based media in the learning process. This article aims to systematically review the role of computer-based media in the development of cognition and creativity in early childhood. The method used is a literature review, reviewing various relevant national and international research findings from
Copyright (c) 2025 Widyawati Widyawati (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
Peran Umpan Balik Guru Dalam Meningkatkan Keterampilan Menulis Siswa
Writing skills are a crucial aspect of language acquisition, contributing to the development of students' critical, creative, and communicative thinking skills. However, various studies have shown that students' writing skills at various levels of education remain low. One key factor that can help improve the quality of students' writing is teacher feedback. This article aims to systematically review various studies that discuss the role of teacher feedback in improving students' writing skills. The method used is a literature study by analyzing national and international scientific articles published between 2019 and 2024 that are relevant to the research theme. The results of the study indicate that formative, constructive, and ongoing teacher feedback has been proven to improve the quality of students' writing, particularly in the aspects of idea organization, grammar, and vocabulary. Furthermore, the combination of direct and indirect feedback is considered effective in encouraging students' independent learning. Feedback provided through digital media also broadens the scope of communication and accelerates the writing revision process. In conclusion, the role of teachers in providing feedback is not only as evaluators but also as facilitators of writing learning, motivating and guiding students to produce better written work.
Membangun Kerja Sama Anak Usia Dini Melalui Permainan Tradisional Gobak Sodor Di Tk Aisyiyah Raudhatul Istiqlal Setu Tangerang Selatan
This study aims to build cooperation in early childhood in Aisyiyah Raudhatul Istiqlal Kindergarten Setu South Tangerang through the traditional game of gobak sodor. This study is motivated by the importance of building cooperation in early childhood. The research method used is Classroom Action Research (CAR) with a qualitative descriptive approach, implemented in two cycles. The subjects of the study were students in group B of Aisyiyah Raudhatul Istiqlal Kindergarten Setu South Tangerang aged 5-6 years. Data collection was carried out through observation and documentation. The results of the study indicate that the traditional game of gobak sodor is effective in improving children's cooperation skills, which include the ability of children to play harmoniously, children help each other develop strategies to win, children have goals in line with their teammates, and children show mutual respect between friends. The improvement is seen from the increasing percentage of children who reach the Very Good Development (BSB) category from 9% in the pre-cycle to 87% at the end of the second cycle. It was concluded that the game of gobak sodor can be a fun and effective learning alternative to enhance cooperation in early childhood.
Copyright (c) 2025 Arief Rahman Muhammad, Desy Ayu Ningrum (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
Media Visual Sebagai Alat Bantu Literasi Menulis Di Era Digital
The development of digital technology has brought significant changes to the world of education, particularly in the development of students' writing literacy. Visual media has become a tool with significant potential to support the writing learning process, especially for students at the elementary level. This study aims to examine in depth the role and effectiveness of visual media in improving writing literacy skills in the digital era through a literature review approach. Data were collected from various relevant national and international literature sources. The analysis shows that the use of visual media, such as digital images, infographics, animations, and interactive videos, can increase students' motivation, imagination, and critical thinking skills in the writing process. Furthermore, visual media helps facilitate the understanding of abstract concepts, enriches vocabulary, and encourages creative collaboration among students. This study also found that the use of visual media requires teacher support in digital literacy and appropriate lesson planning. Thus, visual media can be an innovative solution to improving the quality of students' writing literacy if effectively integrated into the curriculum and teaching strategies.