Bunayya: Jurnal Pendidikan Anak Published biannually (January–June & July–December) since 2015. This journal is published by the Early Childhood Islamic Education Study Program, Faculty of Tarbiyah and Teacher Training, UIN Ar-Raniry Banda Aceh. It is intended to serve as a medium for lecturers, researchers, practitioners, teachers, students, and the general public who are concerned with the field of early childhood education and learning. The editorial team accepts manuscripts in the form of research findings, literature reviews, observations, or opinions on issues related to the growth and development of children, which have not been previously published in any other journal. The editorial board reserves the right to edit or shorten manuscripts without altering their content. Articles will be published after passing a plagiarism check and selection process. E-ISSN: 2549-3329 P-ISSN: 2460-4437 Journal Secretariat: Islamic Early Childhood Education Study Program (PIAUD), Faculty of Tarbiyah and Teacher Training, Universitas Islam Negeri Ar-Raniry Banda Aceh, Jl. Syeikh Abul Rauf Kopelma Darussalam Banda Aceh, Indonesia, Postal Code 23111. email support contact: faizatul.faridy@ar-raniry.ac.id and technical ridha.miharti@ar-raniry.ac.id
Universitas Islam Negeri Ar-Raniry Banda Aceh
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IMPROVING POLITE BEHAVIOR IN CHILDREN AGED 5-6 YEARS THROUGH THE STORYTELLING METHOD
Politeness is an important aspect of moral development in early childhood. Initial observations at RA Azrina showed that most children aged 5–6 years were not yet accustomed to using polite expressions such as “please,” “thank you,” “sorry,” and “excuse me,” and did not consistently demonstrate behavior in accordance with politeness norms in their daily interactions. This study aimed to improve children's politeness through storytelling. The study employed a Classroom Action Research (CAR) design based on the Kemmis and McTaggart model, conducted in two cycles with 20 Group B children at RA Azrina, Medan Marelan District. Data were collected using checklist observation sheets and documentation, and were analyzed descriptively using quantitative and qualitative approaches. The results showed that classical mastery increased from 0% in the pre-cycle stage to 25% in Cycle I and 90% in Cycle II. At the end of the study, 12 children (60%) achieved the Very Well Developed (VWD) category, 6 children (30%) reached the Developed as Expected (DE) category, and 2 children (10%) remained in the Beginning to Develop (BD) category. Thus, storytelling was effective in improving children's politeness through the delivery of moral messages in an engaging, contextual manner appropriate to the developmental characteristics of early childhood.
Copyright (c) 2026 Insyafiatul ummi, Ahmad Syukri Sitorus http://creativecommons.org/licenses/by-sa/4.0
REDESIGNING GUIDELINES FOR THESIS WRITING: ADDRESSING CHALLENGES AND ENSURING SUPERIOR QUALITY STANDARDS FOR EARLY CHILDHOOD ISLAMIC EDUCATION STUDENTS AT UIN AR-RANIRY
Students of the Islamic Early Childhood Education (PIAUD) Study Program at UIN Ar-Raniry face challenges in preparing their final projects, such as inconsistent formatting and difficulty generating research ideas (58.47%). This study aims to redesign the final project writing guidelines using the 4D development model (Define, Design, Development, Disseminate). Data collection techniques included a needs analysis in the Define stage, the use of expert validation instruments (a 4-point Likert scale) in the Development stage, and the distribution of user trial questionnaires using snowball sampling in the Disseminate stage. The Design stage produced an innovative guideline draft that includes tips for starting the writing process, a complete Standard Operating Procedure (SOP), and guidance on the article-based pathway. Validation by three experts yielded the following results: a linguist expert score of 92.5% (highly feasible), a media expert score of 100% (highly feasible), and a content expert score of 79.69% (feasible). The small-scale trial involving 15 students produced an average score of 3.5, while the large-scale trial involving 50 students obtained scores above 3.7. The final product, in the form of a guideline handbook, proved valid and effective in improving the quality and standardization of final projects among PIAUD students.
Copyright (c) 2026 Heliati Fajriah, Rani Puspa Juwita, Naufal Fadhil http://creativecommons.org/licenses/by-sa/4.0
IMPROVING THE ORAL LANGUAGE SKILLS OF CHILDREN AGED 5–6 YEARS THROUGH MAGIC BOX MEDIA
This study aimed to improve the oral language skills of children aged 5–6 years through the use of magic box media at TK Assalam 1 Sukarame Bandar Lampung. The method used was Classroom Action Research (CAR) based on the Kemmis and McTaggart model, conducted in two cycles. Cycle I consisted of four meetings, while Cycle II consisted of three meetings. The research subjects were 20 children consisting of 7 boys and 13 girls. Data collection techniques use observation, interviews, and documentation, while data analysis is done qualitative. The results of the pre-research average achievement of indicators are in the category of Starting to Develop (MB) with a percentage of 85%. Based on the results of the study, it shows that there is an increase in children's oral language skills after the introduction of magic box media.. The magic box media was effective in improving the oral language skills of Group B children at TK Assalam 1 Sukarame Bandar Lampung. The percentage of children in the Very Well Developed (BSB) category increased to 85% in Cycle II and exceeded the predetermined success indicator of ≥75%.
Copyright (c) 2026 Hasna Asyila Syifa, Untung Nopriansyah http://creativecommons.org/licenses/by-sa/4.0
THE EFFECTIVENESS OF LOOSE PARTS MEDIA ON EARLY CHILDHOOD COLLABORATION SKILLS
The issues identified in this study are that children tend to complete tasks individually without involving their peers, communication in completing joint tasks is still lacking, and children do not consistently participate in group activities. Additionally, children are not yet able to share materials. The study aims to examine the effect of using loose parts on improving collaboration skills in early childhood; this study employs a quantitative approach. The research design used is a pre-experimental one-group pretest-posttest design. This study involved all children in Group B, consisting of 26 children aged 5 to 6 years. Data analysis utilized several statistical tests, including the Shapiro-Wilk normality test and the paired-sample t-test. Data processing revealed an increase in the mean pretest score, which rose from 25.1 to 42.9 on the posttest. The Sig. (2-tailed) value obtained from the paired-sample t-test was 0.000 < 0.05, indicating a significant increase. The results of the study show a significant improvement in collaboration skills following the use of loose parts. Loose parts can be utilized as an alternative learning medium that supports children’s collaboration skills and social interaction.
Copyright (c) 2026 Anindya Wanda Prameswari, Naili Rohmah http://creativecommons.org/licenses/by-sa/4.0
THE IMPLEMENTATION OF THE WHISPERING GAME TO DEVELOP LANGUAGE SKILLS IN CHILDREN AGED 5–6 YEARS
The development of early childhood language skills is an important aspect that needs to be stimulated through learning activities that are appropriate to the child's characteristics. This study aims to describe the application of the chain whisper game in developing the language skills of children aged 5–6 years. This study used a descriptive qualitative method at Thoyyibah Kindergarten, Bandar Lampung, with 15 children and their class teacher as subjects. Data collection techniques were carried out through observation, interviews, and documentation. The results showed that the chain whisper game was able to develop children's language skills, especially in the aspects of listening and speaking. Based on the results of observations, 13 of the 15 children (86.7%) were able to listen and understand the message well, while 10 of the 15 children (66.7%) were able to convey the message verbally with more confidence. However, there were still obstacles such as concentration, listening skills, and differences in language skills between children.
Copyright (c) 2026 Aisyah Lutfia Gunawan, Untung Nopriansyah http://creativecommons.org/licenses/by-sa/4.0
IMPROVING THE GROSS MOTOR SKILLS OF CHILDREN AGED 4–5 YEARS THROUGH JUMP ROPE GAMES AT TK MIFTAHUL ULUM TEGALGIRANG BANGODUA
This study was conducted based on the gross motor skill conditions of children aged 4–5 years at TK Miftahul Ulum Tegalgirang Bangodua, which still required improvement. Gross motor skills are an essential aspect of early childhood development as they support movement abilities, balance, body coordination, and children’s readiness to participate in learning activities. Although various physical activities have been implemented to stimulate children’s motor development, the use of rope skipping game as a learning medium for children aged 4–5 years still needs further investigation. This study aimed to improve children’s gross motor skills through the implementation of rope skipping games. The research employed a Classroom Action Research design using the Stephen Kemmis and Robin McTaggart model, conducted in two cycles involving 10 children in Group A. Data were collected through observation and documentation and analyzed using descriptive quantitative techniques with percentage analysis. The observed indicators included jumping ability, body balance, and movement coordination. The success criterion was achieved when most children reached the “Very Well Developed” category. The results showed a significant improvement across the cycles. In the pre-cycle stage, 60% of children were in the “Not Yet Developed” category. In Cycle I, 20% of children reached the “Very Well Developed” category, increasing to 80% in Cycle II, while the “Not Yet Developed” category decreased to 0%. Children also showed increased confidence during learning activities. In conclusion, rope skipping game was proven effective in improving gross motor skills of children aged 4–5 years, as indicated by the increase in the “Very Well Developed” category from 0% to 80%.
Copyright (c) 2026 Siti Nurhalimah, Irfan Fauzi Rahmat, M. Arif Syarif http://creativecommons.org/licenses/by-sa/4.0
EXPOSURE TO POPULAR ADULT SONGS ON THE EXPRESSIVE LANGUAGE DEVELOPMENT IN PRESCHOOL CHILDREN
The current development of digital media has influenced people of all ages, including young children, particularly in terms of expressive language development. This study aims to analyze the relationship between exposure to adult-targeted songs and the expressive language development of preschoolers at the Mentari Early Childhood Education Center in Cianjur. The research method employed a quantitative correlational approach. The study subjects included 30 parents of students in Group B and school teachers as respondents. Data collection was conducted in April 2026 using questionnaires and documentation. Data analysis was performed using the Pearson Product-Moment correlation test, followed by the calculation of the coefficient of determination (R²) to determine the percentage of the relationship between the variables. The results of the correlation analysis demonstrated a significant positive relationship between exposure to adult-targeted songs and expressive language development (r = 0.394), with a p-value of 0.031 < 0.05. The coefficient of determination was found to be 15.52%, indicating the extent to which exposure to adult-targeted songs influences expressive language development in this study. The implications of this study are that teachers should utilize songs as a language stimulation strategy, and parents need to be selective in choosing songs appropriate for their children’s developmental age. Further recommendations include using a descriptive qualitative approach to explore vocabulary imitation from adult-targeted songs among preschoolers.
Copyright (c) 2026 Sukma Ayu Ristiyaningsih, Asep Kurnia Jayadinata http://creativecommons.org/licenses/by-sa/4.0
THE ROLE OF FATHERS IN SHAPING THE INDEPENDENT CHARACTER OF CHILDREN AGED 5–6 YEARS
Independence is an important character trait that needs to be instilled from an early age because it forms the basis for children's ability to make decisions, take responsibility, and face various life challenges. This study aims to understand the lived experiences of fathers in shaping the independent character of 5–6-year-old children in Group B of Al-Hikam Kindergarten, Purwakarta. The study used a qualitative method with a phenomenological design. The participants consisted of three fathers selected through a purposive sampling technique. Data were collected through semi-structured interviews and analyzed using the Colaizzi method. The results of the study revealed five main themes: fathers as important figures in shaping children's independence, fathers' emotional presence as a reinforcement of independence, providing space for exploration and decision-making, father-mother collaboration in parenting, and supporting and inhibiting factors in the development of independence. The research findings confirm that fathers' involvement through role models, emotional support, and providing opportunities for independent learning plays a significant role in shaping the independent character of early childhood children.
Copyright (c) 2026 Nasywa Haniifa Sunniya, Asep Kurnia Jayadinata, Nurdiansyah http://creativecommons.org/licenses/by-sa/4.0
ENHANCING CHILDREN'S SOCIAL-EMOTIONAL SKILLS THROUGH THE MACRO ROLE-PLAYING METHOD IN GROUP B AT PAUD CEMPAKA TEMPEL LELEA
This study was motivated by the low level of social-emotional skills among Group B children at PAUD Cempaka Tempel Lelea, as indicated by their limited ability to cooperate, interact, communicate, and regulate emotions during learning activities. The purpose of this study was to improve children's social-emotional skills through the implementation of the macro role-playing method. The novelty of this research lies in the collaborative application of the macro role-playing method within a rural early childhood education setting to develop cooperation, social interaction, communication, and emotional regulation skills among young children. This study employed a Classroom Action Research (CAR) design conducted in two cycles involving 12 Group B children as research participants. Data were collected through observation and documentation techniques. The findings revealed a continuous improvement in children's social-emotional skills across each cycle. The percentage of mastery increased from 16.67% in the pre-cycle stage to 41.67% in Cycle I and reached 83.33% in Cycle II. Improvements were observed in children's ability to cooperate, interact with peers, communicate effectively, and regulate emotions during role-playing activities. It can therefore be concluded that the macro role-playing method is effective in enhancing the social-emotional skills of Group B children at PAUD Cempaka Tempel Lelea.
Copyright (c) 2026 Rohmalasarti, Irfan Fauzi Rahmat, M. Arif Syarif http://creativecommons.org/licenses/by-sa/4.0
IMPLEMENTATION OF PRACTICAL LIFE SKILL ACTIVITIES IN IMPROVING THE INDEPENDENCE OF GROUP A YOUNG CHILDREN IN KALIWEDI DISTRICT, CIREBON REGENCY
The limited independence of early childhood learners in Group A at TK Permata Ujungsemi served as the primary rationale for this study. Independence is regarded as a fundamental developmental domain that needs to be fostered from an early stage, as it is closely related to a child’s ability to perform daily activities without relying on others. An improvement in children’s independence was pursued through practical life skills activities, using a Classroom Action Research approach over 2 cycles. Each cycle consisted of planning, action implementation, observation, and reflection stages. The participants were 24 children aged 4–5 years. Data were collected through observation and documentation using an independent observation sheet. In contrast, data analysis was conducted using quantitative descriptive techniques, expressed as percentages, to track progress in each cycle. The findings indicated a gradual increase in children’s independence, from 25% in the pre-cycle stage to 54.17% in cycle I, and then to 95.83% in cycle II. Therefore, it can be concluded that practical life skills activities are effective in enhancing early childhood independence while also helping children become more confident in carrying out their daily routines.
Copyright (c) 2026 Mawad Datun Nisa, Cucu Sopiah, Rina Hizriyani http://creativecommons.org/licenses/by-sa/4.0
TEACHERS' STRATEGIES FOR STRENGTHENING THE SELF-CONFIDENCE OF EARLY CHILDHOOD CHILDREN IN KINDERGARTEN
This study aims to analyze teachers’ strategies for building self-confidence in early childhood students through active learning approaches at Al Azhar 29 Kindergarten in Semarang. The study employed a descriptive qualitative approach, with the research subjects consisting of one classroom teacher, one assistant teacher, and 24 children in the Al Wahhab Kindergarten B class. Data were collected through observation, interviews, and documentation. Data analysis was conducted using the Miles and Huberman model, which includes data reduction, data presentation, and drawing conclusions. The results of the study indicate that the teacher implemented various strategies to develop children’s self-confidence, including morning pledge activities, providing opportunities to serve as class leaders during morning meetings, actively involving children in creating learning concept maps, presenting their work, offering positive reinforcement, engaging them in competitions, and assigning them as officials for the monthly ceremony. These various activities provide children with opportunities to perform, express their opinions, interact, and demonstrate their abilities. The barriers identified include differences in children’s personalities, an unsupportive family environment, and limited opportunities for individual guidance due to the relatively large class size. This study concludes that teacher strategies that are consistent, supportive, and centered on children’s active participation are effective in strengthening young children's self-confidence. The findings of this study imply that learning that provides ongoing opportunities to perform and a learning environment that values the child’s developmental process can serve as important tools in supporting the social-emotional development of young children.
Copyright (c) 2026 Salsabila ; Mursid http://creativecommons.org/licenses/by-sa/4.0
DEVELOPING BOARD GAME-BASED LEARNING MEDIA TO ENHANCE EMOTIONAL RECOGNITION IN EARLY CHILDHOOD EDUCATION
This study addresses children’s limited ability to identify emotions and the lack of interactive media in schools. It aims to develop a feasible and effective board game for Group A students at Pembina Samporoa Public Kindergarten. Using the ADDIE R&D model, 12 students participated as research subjects. Validation results indicated high feasibility, with a score of 97.5% from media experts and 92.5% from content and language experts. Field testing revealed an improvement in the children’s abilities, with an average pretest score of 5.25 and a posttest score of 7.83. An N-Gain score of 0.45 confirms that this improvement falls within the moderate category. The study’s novelty lies in integrating contextual narratives that transform abstract emotional concepts into concrete experiences. It is concluded that the board game is feasible and effective as a tool for stimulating emotional development. This medium provides an interactive alternative to optimize the affective aspects of early childhood.
Copyright (c) 2026 Nurul Ramadhani, Andi Agusniatih, Besse Nirmala, Zakiyyatul Imamah http://creativecommons.org/licenses/by-sa/4.0
MANAGING NATURE-BASED LEARNING CENTERS TO FOSTER INDEPENDENT CHARACTER IN EARLY CHILDHOOD EDUCATION
The management of the learning environment in the natural materials center is important to examine, as studies positioning it as a pedagogical strategy for developing independent character in early childhood remain limited. This study aimed to describe the management of a learning environment based on the natural materials center and its contribution to children’s independent character at Lukmanul Hakim Kindergarten. This research employed a descriptive qualitative approach and involved one principal, one natural materials center teacher, and 13 children aged 5–6 years as research subjects. Data were collected through observation, semi-structured interviews, and documentation, then analyzed through the stages of data reduction, data display, and conclusion drawing. The findings revealed that learning management in the natural materials center was implemented through four main scaffolding stages: environmental scaffolding for play, pre-play scaffolding, during-play scaffolding, and post-play scaffolding. These four stages contributed to the development of children’s independent character, as reflected in their ability to choose materials, use tools, attempt to complete activities, ask questions when encountering difficulties, and tidy up tools and materials after use. These findings reinforce the understanding that the natural materials center is not merely a play space but also a learning environment that supports children’s independence through concrete experiences, habituation, and opportunities to act independently.
early childhood, independent character, learning environment, natural-material center
Copyright (c) 2026 Titin Kusayang, Rifyal Novalia, Tatia Yuliasti, Nurliza, Sri Afrianel http://creativecommons.org/licenses/by-sa/4.0
LOCAL WISDOM-BASED EDUCATIONAL GAMES FOR ENHANCING EARLY CHILDHOOD MOTOR SKILLS: A CASE STUDY AT RA WATHONIYAH SUSUKAN, CIREBON
Early childhood learning currently indicates that the development of fine motor skills still largely depends on commercially manufactured educational play tools, which are relatively expensive and underutilize the potential of the surrounding environment. This condition limits teachers’ creativity in developing contextual and locally based learning media. This study aims to describe and analyze the use of local wisdom-based educational games and their impact on the development of fine motor skills and creativity in early childhood. This study employed a qualitative case study design at RA Wathoniyah Susukan in Cirebon, involving six purposively selected informants. Data were collected through semi-structured interviews, participatory observation, and documentation, and analyzed through data reduction, data display, and conclusion drawing. The results indicate that local wisdom-based educational games, such as making jackfruit leaf crowns, coloring, and creating fabric scrap collages, can improve children’s fine motor skills, creativity, hand–eye coordination, finger flexibility, accuracy, and ability to express ideas. Effective strategies include exploratory activities, creative play, and the integration of values such as cooperation and environmental awareness. The novelty of this study lies in the use of local wisdom as a learning medium that not only enhances fine motor skills but also instills cultural values and environmental awareness. In conclusion, this approach effectively supports the development of fine motor skills and creativity in early childhood. It is recommended that teachers optimize the use of local materials and increase parental involvement in the learning process
Kata kunci: permainan edukatif, kearifan lokal, keterampilan motorik halus, kreativitas, anak usia dini.
Copyright (c) 2026 Siti Aminah, Septi Gumiandari http://creativecommons.org/licenses/by-sa/4.0
THE EFFECT OF OPEN NATURE-BASED PHYSICAL ACTIVITIES ON EMOTIONAL REGULATION AND MOTOR SKILLS IN EARLY CHILDHOOD
This study aims to analyze the effect of nature-based physical activities on emotional regulation and gross motor skills in early childhood. The study was motivated by findings indicating that children aged 5–6 years continue to experience difficulties with emotional control and gross motor coordination. The research was conducted at TK Aisyiyah 3, Bandar Lampung, through a 30-day intervention involving outdoor, nature-based physical activities. Data were collected through observation, the Emotion Regulation Checklist (ERC), the Test of Gross Motor Development (TGMD), and daily activity logs. The findings indicate that nature-based physical activities have a significant positive effect on improving children’s emotional regulation and gross motor skills. These results confirm that natural environments can function as effective learning media to support children’s emotional and physical development holistically.
Copyright (c) 2026 Almira Janita, Cahniyo Wijaya Kuswanto http://creativecommons.org/licenses/by-sa/4.0
INTERNALIZATION OF PANCASILA VALUES IN EARLY CHILDHOOD CHARACTER FORMATION THROUGH LEGO GAMES
The study was conducted to analyse the implementation of Lego games to internalise the values of the 1945 Constitution of Indonesia in the formation of the character of children in early childhood. The study used a qualitative descriptive approach, conducted during the second semester of 2026 at RA Nahdlatul Ulum Pakes, with 16 preschool children as subjects. Data was collected through observation, interviews and documentation. The results of the study conducted by the researcher indicate that internalisation of the values of pancasila using lego games in a structured manner through group activities, discussions, role plays and joint task completion can internalise the values of pancasila, responsibility, gotong royong and musyawarah. This activity increases children's involvement and develops their ability to work together and communicate. However, some children were unable to participate optimally due to differences in character, self-confidence, and communication skills. This study shows the positive impact of Lego on children and demonstrates that it can be used as a relevant teaching strategy to support the formation of children's characters through meaningful learning.
Copyright (c) 2026 Nuzulur Rohmah, Dewi Pusparini http://creativecommons.org/licenses/by-sa/4.0
THE TARTILUNA METHOD AND SMART TV: STRATEGIES FOR INTRODUCING HIJAIYYAH LETTERS IN EARLY CHILDHOOD EDUCATION AT NASIMA KINDERGARTEN, SEMARANG
The Hijaiyyah alphabet is an essential component in understanding the two primary guides in life: the Quran and the Hadith. Therefore, it is important to introduce it to children at an early age, through both formal and non-formal education. Teaching the Hijaiyyah alphabet to young children often presents challenges such as the lack of engaging methods, low student interest, and the inappropriate use of digital technology in learning. This study aims to introduce the Hijaiyyah alphabet from the very beginning as a foundation for learning to read the Qur’an, as well as to enhance the use of digital technology in children’s education by employing the Tartiluna Method and Smart TV. The method applied in this study is a qualitative descriptive approach, which collects data through observation, interviews, and documentation. The research subjects included teachers and children at Nasima Kindergarten, Semarang. For data analysis, the data was collected, presented, and summarized. The results of the study indicate that the method of introducing the Hijaiyyah letters using Tartiluna and Smart TV can provide a learning experience that is engaging, effective, and appropriate for the needs of early childhood. The use of Smart TV makes it easier for children to recognize, remember, and pronounce the Hijaiyyah letters correctly. Additionally, the Tartiluna method, which emphasizes calmness and order, when combined with Smart TV technology, created an interactive, fun, and beneficial learning atmosphere for children at an early age.
Copyright (c) 2026 Sofian Ahadi Bahtiar, Naila Fikrina Afrih Lia http://creativecommons.org/licenses/by-sa/4.0
ANALYTICAL STUDY OF TEACHERS' UNDERSTANDING OF HOTS IMPLEMENTATION IN PRESCHOOL LEARNING PLANNING
The implementation of HOTS (Higher Order Thinking Skill) is the foundation for developing critical thinking skills in early childhood. This study aims to analyze the implementation of HOTS in the preparation of ECE learning plans. This study uses a quantitative descriptive method involving 31 ECE teacher respondents in West Java who were selected using a random sampling technique. The data collection technique used a questionnaire containing three indicators of the level of ECE teachers' understanding of HOTS implementation. The data analysis technique measures the centralization of data by measuring the mean. The results of the study indicate that most teachers have heard of HOTS but have not been able to fully explain the HOTS concept, teachers have not been able to differentiate precisely between the HOTS concept and cognitive development, awareness of HOTS implementation in ECE learning devices is already possessed by teachers and some have implemented it as seen from the OAVs (Operational Action Verbs) and the output of learning activities mentioned. ECE teachers' understanding of HOTS implementation must continue to be improved so that they can produce learning plans in accordance with the demands of 21st-century learning.
Copyright (c) 2026 Asih Nur Ismiatun, Andrisyah, Masyunita Siregar, Sri Indriani Harianja http://creativecommons.org/licenses/by-sa/4.0
THE INFLUENCE OF THE 'CARRYING BALL ON POLES' GAME ON CHILDREN'S SOCIAL DEVELOPMENT AT DELIMA BANDARA KINDERGARTEN
This research is motivated by the suboptimal social development of children in the current technological era, where excessive device usage has hindered the growth of their cooperation, communication, and independent conflict-resolution skills. The primary objective of this study is to examine the effect of the collaborative game "Carrying Ball on Poles" on the social development of early childhood. The research employed a quantitative approach with a quasi-experimental design (Nonequivalent Control Group Design). The subjects consisted of a single group assigned to the experimental class. Data were collected through structured observations using a validated social development assessment instrument. The data analysis used an independent-samples t-test to compare pre-test and post-test results. The findings indicate a significant improvement in children's social skills through intensive interaction that requires physical synchronization and effective communication during the game. This study concludes that innovative group-play-based learning strategies are essential to optimizing children's social potential holistically.
Copyright (c) 2026 Melly Damayanti, Serli Marlina http://creativecommons.org/licenses/by-sa/4.0
THE INFLUENCE OF TEACHERS' VERBAL COMMUNICATION ON EARLY CHILDHOOD LEARNING MOTIVATION: A STUDY OF PRESCHOOLS IN PADANG SARAI
Teacher verbal communication plays an important role in enhancing early childhood learning motivation; however, its implementation in classroom practice is not always optimal. This finding aimed to identify the impact of teachers verbal communication on early childhood learning motivation in kindergartens in Padang Sarai Subdistrict. This finding implements a descriptive quantitative approach. A total of 30 teachers were used as samples taken using purposive sampling. Data collection applies a Likert scale questionnaire. were then analyze using descriptive statistics and simple linear regressions. The study proved a very strong positive correlation between teacher verbal communication and learning motivation (r = 0.875, p < 0.05). Regression analysis showed that teacher verbal communication significantly affected learning motivation, with R² of 0.766, indicating that 76.6% of the variance in children’s learning motivation was explained by teacher verbal communication. These findings confirm that teacher verbal communication is a key determinant of learning motivation in early childhood education.
Copyright (c) 2026 An Nisa Fitri Anggreini, Nenny Mahyuddin http://creativecommons.org/licenses/by-sa/4.0
STORYTELLING THE STORY OF PROPHET AYYUB (A.S.) IN THE INTERNALIZATION OF RELIGIOUS BEHAVIOR AMONG CHILDREN AGED 5–6 YEARS
Religious behavior in early childhood plays a crucial role in character formation and emotional regulation. However, its implementation in early childhood education settings often focuses on ritual habituation without optimizing the internalization of religious values. This study aims to analyze the contribution of storytelling the story of Prophet Ayyub (A.S.) to the internalization of religious behavior among children aged 5–6 years and to formulate the conceptual mechanisms underlying this process. The study employed a descriptive qualitative approach at PAUDQ Tarbiyatul Wildan, West Jakarta, involving 15 children, 5 teachers, and 1 principal. Data were collected through observation, semi-structured interviews, and documentation, and analyzed using the Miles and Huberman interactive model. The findings reveal that storytelling the story of Prophet Ayyub (A.S.) contributed to improvements in prayer awareness, participation in simple worship activities, expressions of gratitude, emotional self-control, and patience in social interactions. The study identified three mechanisms of religious value internalization: affective, through children’s emotional engagement with the story character; reflective, through connecting the character’s experiences with the children’s own experiences; and habituative, through reinforcement of values in daily activities. These mechanisms form an integrative model of religious behavior internalization based on prophetic narratives. The findings indicate that storytelling the story of Prophet Ayyub (A.S.) not only strengthens children’s understanding of religious values but also supports the development of emotional regulation and social behavior. Therefore, prophetic storytelling has the potential to serve as an integrative pedagogical approach in Islamic early childhood education.
Copyright (c) 2026 Ayanah, Desy Ayu Ningrum http://creativecommons.org/licenses/by-sa/4.0
EFFORTS TO PRESERVE JAVANESE CULTURE THROUGH THE “NGURI-NGURI BUDAYA JAWA” PROGRAM IN EARLY CHILDHOOD EDUCATION
This study aims to describe efforts to preserve local culture among early childhood students through the Nguri-Nguri Budaya Jawa Program. This study employed a qualitative method with a descriptive-analytical approach and was conducted at RA IT Nurul Islam, as the institution had already implemented this program during the even semester. The research subjects included the school principal and two teachers who served as program implementers. Data collection techniques were conducted through observation, interviews, and documentation over a two-month period, with data analysis using the Miles and Huberman model. The results of the study indicate that the preservation of local culture is systematically integrated into learning through various Javanese culture-based strategies, such as daily activities involving the use of the Javanese language in interactions, traditional songs and games, and specific activities, such as cultural literacy, traditional games, as well as arts and creativity activities. The implementation of this program not only introduces culture symbolically but also internalizes cultural values within children’s learning. The program’s success is supported by the consistent integration of culture into learning activities, teacher creativity, and institutional support from the school. The Nguri-Nguri Budaya Jawa program makes a significant contribution as an effective and sustainable strategy for preserving Javanese culture, thereby strengthening the formation of children’s cultural identity from an early age.
preservation, javanese culture, Nguri-Nguri Javanese Culture, Early Chilhood
Copyright (c) 2026 Hamda Anzila Rosyida, Naila Fikrina Afrih Lia http://creativecommons.org/licenses/by-sa/4.0
PARENTS' PERCEPTION OF LANGUAGE DEVELOPMENT IN EARLY CHILDHOOD THROUGH THE PARENTING PROGRAM AT BOGENGAN STATE KINDERGARTEN
This study aims to analyze parents' perceptions of early childhood language development and the factors influencing these changes through the parenting program at Bogenga State Kindergarten (TKK Negeri Bogenga). The main focus of the study is on shifts in parents' subjective views regarding their role in language stimulation, rather than simply evaluating children's developmental outcomes. The research design used was descriptive qualitative, with three parents of students aged 5-6 years old as subjects. Data were collected through in-depth interviews, observation, and documentation, which were then analyzed using the Miles and Huberman interactive model of reduction, presentation, and conclusion drawing. Data validity was ensured through a source triangulation strategy to determine the consistency of information between informants. The research findings are summarized in two main themes: positive perceptions of psychological comfort and openness of discussion through home visits compared to formal meetings at school, and indications of increased parental understanding in the practice of stimulating receptive and expressive language through immediate responses and verbal reinforcement. Observations indicated challenges in the consistency of children's focus and clarity of sentence structure that require follow-up through more structured language modeling at home.
Copyright (c) 2026 Sonia Agustin Rabu; Gde Putu Arya Oka, Angelina Kurnia Juita, Yasinta Maria Fono http://creativecommons.org/licenses/by-sa/4.0
THE RELATIONSHIP BETWEEN PARENTING STYLES AND THE SOCIAL-EMOTIONAL DEVELOPMENT OF CHILDREN AGED 4-6 YEARS AT THE ONE-ROOF KINDERGARTEN IN LEBIJAGA
Social-emotional development in children aged 4–6 years is a crucial aspect that plays a role in their ability to interact with others, manage their emotions, and adapt to their social environment. Based on initial observations at the One-Stop Kindergarten (TKK Satu Atap) in Lebijaga, it was found that some children still experience difficulties in controlling their emotions, cooperating with peers, and complying with classroom rules. This study aims to determine the relationship between parenting styles and the social-emotional development of children aged 4–6 years. This study used a quantitative approach with a correlational design. The sample consisted of 19 children and parents, selected using a total sampling technique. Parenting style variables included authoritarian, permissive, and democratic parenting styles, while children’s social-emotional development was measured using indicators of emotional regulation, empathy, cooperation, and independence. Data were collected using questionnaires and supported by observations. Data were analyzed using the Pearson Product-Moment correlation test using SPSS. The analysis showed that the relationship between parenting styles and children’s social-emotional development was very low and did not demonstrate statistical significance. The correlation values ​​obtained were authoritarian parenting (r = 0.162; p = 0.508), permissive parenting (r = 0.100; p = 0.684), and democratic parenting (r = 0.086; p = 0.725), with a significance value greater than 0.05. These findings indicate that the social emotional development of children in this study may be influenced by other factors, such as the school environment, interactions with peers, and the role of teachers in the learning process.
Copyright (c) 2026 Skolastika Mude; Marsianus Meka, Angelina Kurnia Juita, Andi Nafsia http://creativecommons.org/licenses/by-sa/4.0
IMPLEMENTATION OF PARENTING TOWARDS THE INDEPENDENCE OF EARLY CHILDREN AGED 4-6 YEARS AT LEBIJAGA ONE-ROOF KINDERGARTEN
This study aims to describe the implementation of a school-based parenting program and the development of independence in children aged 4 to 6 years at the Lebijaga One Roof Kindergarten. The background of this study is based on the finding that several children are still unable to perform daily activities independently, such as putting on shoes, eating without assistance, and tidying up learning equipment. This study uses a qualitative approach with descriptive methods. The research subjects included seven children aged 4 to 6 years, the class teacher, and parents who acted as supporting informants. Data collection techniques were carried out through observation, interviews, and documentation. The data analysis process refers to the Miles and Huberman model, which includes the stages of data reduction, data presentation, and drawing conclusions. The results show that parenting is implemented through habituation of daily activities at school, ongoing communication between teachers and parents, and holding parenting meetings. The research findings also indicate that parenting patterns that provide opportunities for children to try to do activities independently, such as eating alone, putting on shoes, tidying up toys, and preparing learning equipment, can support the development of children's independence. On the other hand, excessive assistance from parents and inconsistent implementation of rules at home can be factors that hinder the development of children's independence.
Copyright (c) 2026 Maria Cerlina Isa Kajo, Marsianus Meka, Angelina Kurnia Juita, armelia Rosfinda Meo Maku http://creativecommons.org/licenses/by-sa/4.0
THE EFFECTIVENESS OF "COUNTING BALL SORTING" EDUCATIONAL GAME IN ENHANCING CHILDREN'S NUMERACY SKILLS
Counting skills constitute an essential foundation in early childhood cognitive development and serve as an important indicator of school readiness. This study aims to analyze the effectiveness of the Counting Ball Sorting educational game in improving counting skills among children aged 4–5 years (Kindergarten Group A) at TK Darul Ulum Sumur Dalam Tamberu Agung. The counting skills assessed include recognizing number symbols, counting objects, performing one-to-one correspondence, and matching numbers with quantities. This research employed a quantitative approach using a pre-experimental design with a one group pretest–posttest model. The participants consisted of 20 children selected through total sampling. Data were analyzed using descriptive statistics and a paired sample t-test after meeting the normality assumption. The results revealed a statistically significant improvement in children’s counting skills (p < 0.05), with a very large effect size (Cohen’s d = 3.79). These findings indicate that hands-on sorting and matching activities based on quantity and color effectively stimulate children’s understanding of the relationship between number symbols and quantities. The novelty of this study lies in integrating sorting activities as a cognitive strategy that combines numeracy stimulation and fine motor coordination within a simple manipulative game design implemented in a rural early childhood education context. Practically, the results of this research imply that the use of educational games based on concrete activities can become an alternative strategy for numeracy learning that is more interactive, meaningful, and appropriate to the developmental characteristics of early childhood.
Copyright (c) 2026 Yuriska Haryanti, Denok Dwi Anggraini, M. Pd. http://creativecommons.org/licenses/by-sa/4.0
THE EFFECTIVENESS OF CROSSWORD PUZZLES IN INTRODUCING ENGLISH VOCABULARY TO 5-6-YEAR-OLD CHILDREN AT AL-FADHLAH KINDERGARTEN, MINAS
English vocabulary recognition in children aged 5–6 years is often limited to pronunciation activities without an understanding of written forms. This condition impacts children's low ability to connect word sounds with written symbols. This study aims to examine the effect of using crossword puzzles on the English vocabulary recognition abilities of children aged 5–6 years at Al-Fadhlah Minas Kindergarten. The study used a quasi-experimental design with a non-equivalent control group involving two classes, each consisting of 15 children. Data analysis using an independent samples t-test showed a significant difference between the experimental and control groups (p < 0.001). The calculation of the effect size using Cohen's d produced a value of 4.11, which is categorized as very large. The results indicate that crossword puzzles provide a stronger contribution in supporting vocabulary recognition than conventional learning media
Copyright (c) 2026 Salsabillah Hafizhah, Serli Marlina, Tisna Syafnita, M.Pd http://creativecommons.org/licenses/by-sa/4.0
THE EFFECT OF SIMPLE EXPERIMENTS ON OBJECT CLASSIFICATION SKILLS IN INSAN MULIA ISLAMIC KINDERGARTEN, MOJOKERTO
This study aimed to examine the effect of simple experiment activities on the ability to classify objects among children aged 4–5 years at TK Islam Insan Mulia Mojokerto. The simple experiment was conducted in five sessions, each lasting 30 minutes. During the activities, children classified objects based on their properties in water, specifically whether the objects sank or floated. This study employed a quantitative approach using a quasi-experimental design with a pretest–posttest control group design. The participants consisted of 30 children aged 4–5 years, divided into an experimental group and a control group, with group assignment conducted non-randomly based on existing classes. Data were collected through a performance based classification task, in which children grouped objects according to the results of the sinking and floating experiments, and their performance was assessed using an observation sheet comprising five indicators of classification ability. Data analysis included descriptive and inferential analyses using an independent t-test on gain scores between the two groups. The results showed that the experimental group demonstrated a greater improvement in object classification ability than the control group. The mean gain score of the experimental group (M = 3.40; SD = 1.06) was higher than that of the control group (M = 0.33; SD = 1.18). The independent t-test revealed a significant difference (p < 0.001) with a very large effect size (Cohen’s d = 2.75). Therefore, it can be concluded that simple experiment activities have a significant effect on improving children’s object classification ability.
Early childhood education; cognitive development; classification ability; simple experiments; preschool learning
Copyright (c) 2026 Sherfi Sulfiah Permata Lestari, Naili Sa’id, Wahono, Tri Kurniawati http://creativecommons.org/licenses/by-sa/4.0
DEVELOPING VIRTUAL TOUR REALITY–BASED LEARNING MEDIA FOR INTRODUCING THE LOCAL CULTURAL SITE OF THE PUTRI PUKES CAVE FOR YOUNG LEARNERS
Introducing local culture to early childhood requires engaging and contextual learning media. The limited availability of learning media capable of visually and interactively presenting local cultural objects poses a challenge for teachers in introducing such local culture. This research aims to develop Virtual Tour Reality (VTR)-based learning media for early childhood children to introduce the local culture of Putri Pukes Cave located in Central Aceh. This study employs the Research and Development method with the ADDIE model, which includes the stages of analysis, design, development, implementation, and evaluation. The research involved 1 subject matter expert validator and 1 media expert validator, and was trialed with 39 children aged 5-6 years. The learning media was developed using the 360 Sphere Camera Foxpoi application and Lapentor software, which can be accessed via mobile phones and laptops. The results indicate validation feasibility scores of 90% from the subject matter expert, 82.5% from the media expert, and a child response test score of 90%; thus, the VTR learning media is deemed highly suitable for use as a learning medium to introduce the local culture of Gua Putri Pukes to early childhood learners.
Early Childhood; Local Culture; Learning Media; Virtual Tour Reality.
Copyright (c) 2026 Eliza Sapitri, Dewi Fitriani, Umar bin Abd Aziz http://creativecommons.org/licenses/by-sa/4.0
ANALYSIS OF MINDFUL PARENTING IN FOSTERING CHILDREN'S INDEPENDENCE IN SOUTH ACEH
This study aims to analyze mindful parenting practices in fostering independence among children aged 5–6 years in South Aceh and to identify factors that hinder the implementation of these practices. A qualitative approach with a case study design was employed. The participants consisted of four mothers and four early childhood children selected through purposive sampling. Data were collected using structured observations, open-ended interviews, and documentation. Data analysis was conducted through triangulation to ensure the credibility of the findings. The results indicate that mindful parenting is practiced through attentive communication, parental emotional regulation, non-judgmental acceptance, and supportive involvement in children’s daily activities. These practices positively contribute to children’s independence, as reflected in their ability to perform self-care tasks, engage in social interactions, and demonstrate initiative in everyday activities. However, the implementation of mindful parenting is influenced by economic conditions, time constraints due to parental work demands, and the social environment. Despite these challenges, the findings highlight that the quality of parent–child interactions grounded in awareness and emotional presence remains a key factor in supporting children’s independence. This study provides valuable insights into the application of mindful parenting within a specific sociocultural context and contributes to the broader understanding of awareness-based parenting practices in early childhood education.
Copyright (c) 2026 Faizatul Faridy, Khairina, Dewi Fitriani http://creativecommons.org/licenses/by-sa/4.0