BOCAH: Borneo Early Childhood Education and Humanity Journal
BOCAH: Borneo Early Childhood Education and Humanity Journal (Online ISSN: 2807-7857; Print ISSN: 2807-9078) is an Early Childhood Journal published by Faculty of Education and Teacher Training of UINSI Samarinda, Indonesia. It is a peer-reviewed open access journal in the fields of Early Childhood. The publication of an article in BOCAH: Borneo Early Childhood Education and Humanity Journal is an essential building block in the development of a respected network of knowledge. It is a direct reflection of the quality of the work of the authors and the institutions that support them. Peer-reviewed articles support and embody the scientific method. It is important to agree upon standards of expected ethical behavior for all parties involved in the act of publishing: the author, the journal editors, the peer reviewers, and the publisher. The journal is published twice a year in January and July. It was firstly published in 2022. BOCAH: Borneo Early Childhood Education and Humanity Journal has been accredited by the Ministry of Research, Technology, and Higher Education of Indonesia since 21 March 2025 based on the Decree Nomor 10/C/C3/DT.05.00/2025 (Sinta 4).
Faculty of Education and Teacher Training of UINSI Samarinda
Analisis Keterkaitan Durasi Menonton Animasi Digital dengan Perkembangan Bahasa Anak Usia 4–6 Tahun di TK Sion Oepura
This study aims to analyze the relationship between digital animation viewing duration and language development among children aged 4–6 years at TK Sion Oepura. This study employed a qualitative descriptive method. The subjects consisted of four children aged 4–6 years, with four parents and two classroom teachers serving as supporting informants. Data were collected through direct observation and interviews and were analyzed through data collection, data reduction, data display, and conclusion drawing. Data trustworthiness was ensured through source and technique triangulation. The findings indicate that limited viewing duration of approximately one hour per day, accompanied by adult supervision, was associated with better language development tendencies, such as increased vocabulary, greater speaking confidence, and improved ability to understand instructions. Conversely, longer viewing duration, approximately 1.5–2 hours per day, particularly without consistent supervision, was indicated to be associated with lower concentration, unclear articulation, and reduced verbal social interaction. These findings highlight the importance of regulating viewing duration, selecting educational content, and providing active parental and teacher support so that digital animation can support children’s language development more proportionally.
Copyright (c) 2026 BOCAH: Borneo Early Childhood Education and Humanity Journal
Time-Out Method for Developing Social Sensitivity in Children Aged 5–6 Years
This study examines how the time-out method is implemented to support the development of social sensitivity among children aged 5–6 years at TK Islam Nurul Wathon. Using a qualitative descriptive case study design, data were collected through participant observation, semi-structured interviews, and documentation involving one child as the main subject and one classroom teacher as the primary informant, selected through purposive sampling. The findings suggest a gradual improvement in the child's sharing behaviour and turn-taking skills during the implementation of the time-out method. Supporting factors included teacher consistency and peer cooperation, while inhibiting factors included inconsistent parenting patterns and classroom spatial limitations. The study implies that time-out, when implemented as a reflective and educative strategy, can contribute to fostering prosocial behaviour in the observed early childhood classroom context. Further research is recommended to replicate this study in different educational contexts with larger and more diverse participants.
Pengaruh Penggunaan Media Loose Parts dalam Pembelajaran terhadap Kreativitas Anak Usia 5–6 Tahun
This study aims to determine the effect of using loose parts media in learning on the creativity of 5–6-year-old children at PAUD Yayasan Pedati Indonesia (YPI) Bimbi Enoneontes, Kuatnana District. This study employed a quantitative approach with a pre-experimental one-shot case study design. The sample consisted of 10 children from group B. The treatment was conducted through four learning activities using loose parts materials, followed by a posttest assessing four indicators of creativity: fluency, flexibility, originality, and elaboration. The normality test showed a significance value of 0.200 > 0.05, indicating that the data were normally distributed. The one-sample t-test showed that the calculated t-value of 6.62 was higher than the t-table value of 2.262, indicating that H₀ was rejected and Hâ‚ was accepted. The results of the creativity indicators showed that most children were in the categories of Developing Very Well and Developing as Expected. The children were able to generate diverse ideas, use materials flexibly, produce original works, and add details based on their imagination. Therefore, the use of loose parts media in learning had a positive effect on the creativity of 5–6-year-old children in the context of this study. However, because this study used a one-shot case study design with a limited sample size, the findings should be interpreted contextually and should not be generalized broadly.
Development of an AI-Assisted Authentic Assessment Model to Enhance The Monitoring of Early Childhood Development
This study aimed to develop AI-assisted authentic assessment templates to support the monitoring of early childhood development. Preliminary findings from five early childhood education institutions in Bantul Regency, Special Region of Yogyakarta, Indonesia, revealed that teachers faced difficulties in implementing authentic assessment due to fragmented documentation and challenges in interpreting and narrating children’s developmental records. To address these issues, this study employed a Research and Development (R&D) approach using the ADDIE model, involving teachers and school principals throughout the Analysis, Design, Development, Implementation, and Evaluation phases. The developed product consisted of structured, authentic assessment templates, including work assessment templates, observation checklists, anecdotal notes, and assessment rubrics integrated with NotebookLM to support AI-assisted analysis of children’s developmental data. Expert validation yielded an average score of 4.4 out of 5.0 (88%), indicating that the developed assessment templates were feasible for implementation. The implementation results showed that the templates enabled teachers to document children’s development more systematically, organize assessment data, and generate individualized narrative reports with AI assistance. Teachers remained responsible for reviewing, validating, and interpreting AI-generated outputs before using them to make decisions about appropriate stimulation strategies for children at school and at home.
Pengembangan Asesmen Digital Berbasis Kecerdasan Jamak untuk Mengidentifikasi Preferensi Belajar Anak Usia Dini
This study aims to develop a multiple intelligences-based digital assessment to identify early childhood learning preferences in South Tangerang City. The development of this assessment was motivated by the importance of child-centered learning that aligns with children’s characteristics and learning potential. This study employed a Research and Development (R&D) method using the 4D model, namely define, design, develop, and disseminate, with both qualitative and quantitative approaches. The developed digital assessment product, namely MULIA (Multiple Intelligences Assessment), along with its instrument, was tested through expert validation, instrument validity testing, inter-rater reliability testing, and practicality testing. The study involved three expert validators, two teachers in the needs analysis stage, ten teachers in the application trial stage, and 60 children aged 5–6 years. The expert validation results showed a feasibility level of 86.67%–95.56%, with an average of 91.11%, and an inter-rater reliability score of 0.928. Thus, the digital assessment was considered feasible and reliable for identifying learning preferences based on multiple intelligences. Based on user perceptions, the assessment was considered practical because it was easy to use, provided fast and data-based results, and helped teachers design learning activities according to children’s learning preferences. Therefore, this digital assessment has the potential to support the implementation of early childhood assessment in a more systematic, practical, and relevant manner in accordance with the needs of early childhood education.
The Effect of Marble-Based Educational Games on Early Literacy Skills in 5–6-Year-Old Children
This study examined the use of marble-based educational games in supporting the early literacy skills of children aged 5–6 years at TK Negeri Kelurahan Rangas. A quantitative quasi-experimental method with a non-equivalent control group design was used. The sample consisted of 40 children, with 20 children in the experimental group and 20 in the control group. The experimental group received Marble-based educational game treatment for six meetings, while the control group participated in regular literacy learning. Data were collected through tests, observation, and documentation, and analyzed using descriptive statistics, the Mann-Whitney U test, and normalized gain (N-Gain). The results showed that the experimental group’s mean score increased from 14.67 to 24.73, while the control group's increased from 13.87 to 19.13. The Mann-Whitney U test on post-test scores showed a significant difference between the two groups (p = 0.029). The N-Gain analysis also showed a higher improvement in the experimental group (M = 0.6805) than in the control group (M = 0.5465), with a significant difference between groups (U = 126.500, Z = -2.011, p = 0.044). Within the scope of this quasi-experimental, non-randomized design, marble-based educational games were associated with greater improvements in early literacy skills. Therefore, Marble can be considered a potential alternative medium for early literacy learning when used with appropriate teacher guidance.
Pengembangan Media Pembelajaran Interaktif Berbasis Visual untuk Menstimulasi Perkembangan Kognitif Anak Usia Dini
Cognitive development is an important aspect that needs to be stimulated during early childhood. However, the use of conventional learning media often makes children less active and less interested in learning activities. This study aimed to develop a feasible, visually based interactive learning medium to stimulate the cognitive development of young children at TK Kehidupan Efhaluy Tenggarong. The study employed a Research and Development (R&D) approach using the ADDIE model, which comprises Analysis, Design, Development, Implementation, and Evaluation stages. A descriptive qualitative approach was used. Data were collected through observation, interviews, documentation, and validation sheets completed by media and material experts. The results showed that the developed visual-based interactive learning medium received feasibility scores of 92% from the material expert and 93.25% from the media expert, placing it in the highly feasible category. The teacher responded positively to the ease of using the medium in the learning process, while children showed good enthusiasm, attention, and engagement during learning activities. Furthermore, the medium helped children recognize colors, shapes, and objects, as well as engage in simple problem-solving activities. Therefore, the visual-based interactive learning medium is considered a feasible instructional tool to support cognitive development in early childhood education.
Media Flashcard untuk Mendukung Pengenalan Huruf Anak Usia 5–6 Tahun di Aisyiyah Bustanul Athfal III
This study aims to describe the use of flashcard media in supporting letter recognition skills among children aged 5–6 years at TK Aisyiyah Bustanul Athfal III. This study employed a qualitative approach with a descriptive research design. Data were collected through observation, interviews, and documentation. The research participants consisted of the school principal, the B1 classroom teacher, and four children aged 5–6 years, purposively selected based on initial observations because their letter recognition skills had not yet developed optimally. The findings show that flashcard media was used gradually, repeatedly, systematically, and through enjoyable, play-based activities that were appropriate to the characteristics of early childhood learners. The use of flashcard media supported children’s active participation in learning activities, including paying attention to letter cards, identifying letter symbols, matching letters to pictures, grouping pictures by the same initial sounds, and gradually reading and writing their own names. However, several children still required additional guidance and repeated instruction from the teacher because each child’s developmental progress varied. Therefore, flashcard media can be used as an alternative learning medium to support letter recognition skills in early childhood education.
Pengaruh Metode Bermain Peran terhadap Literasi Baca Tulis dan Numerasi Anak Usia 5–6 Tahun
This study examined the effect of role-playing activities on reading, writing, and numeracy skills in children aged 5-6 years. The study was motivated by low early literacy and numeracy levels in rural areas, as well as the limited number of studies that investigate both skills simultaneously using a factorial experimental design. A quantitative approach was employed using a true experimental factorial 2×2 design involving 32 children aged 5–6 years at Mutiara Kindergarten, Bongkal Malang Village, Kelayang District, Indragiri Hulu Regency, Riau Province. Participants were assigned to an experimental group receiving role-playing activities and a control group using a conventional learning model, with gender considered as a moderating variable. Research instruments included validated assessments of reading and writing literacy and numeracy. Data were analyzed using two-way ANOVA and simple effect tests. The findings revealed significant differences in reading and writing literacy (p < 0.001, η²p = 0.512) and numeracy skills (p < 0.001, η²p = 0.504) between the role-playing and conventional groups. No significant interaction was found between learning model and gender for either literacy or numeracy. Overall, role-playing activities effectively improved literacy and numeracy skills in early childhood and provided empirical evidence through the simultaneous examination of these two abilities within a factorial experimental framework.
Pengembangan Buku Panduan Kontekstual Berbasis Buku Cerita untuk Penguatan Literasi Budaya Anak Usia 5–6 Tahun
Cultural literacy in early childhood is important for shaping identity and fostering an appreciative attitude towards diversity from an early age. This study aims to develop a contextual guidebook based on storybooks to strengthen cultural literacy for children aged 5–6 years and assess its feasibility and implementation in early childhood education. The study used a Research and Development (R&D) method with the 4D model (define, design, develop, disseminate). The dissemination stage was carried out through a limited trial, focusing on the product's feasibility and implementation, rather than broad effectiveness testing. Data were collected through observations, interviews, validation by content, language, and media experts, and a limited trial. Data were analyzed descriptively and quantitatively (percentage and N-gain) to assess the product's feasibility and the changes in children's cultural literacy achievements before and after using the guidebook. The results showed that the guidebook was deemed feasible based on expert evaluation, and the limited trial indicated an improvement in cultural literacy, particularly in children’s interest in cultural stories, involvement in storytelling activities, comprehension of story content, and emotional responses during learning. These findings suggest that the guidebook is practical for use by PAUD teachers and supports the development of instructional materials based on local cultural stories.
Pembelajaran Ekoteologi pada Sentra IMTAQ Islam di Taman Kanak-Kanak Plus Puri Kencana Samarinda
This study aims to analyze the implementation of eco-theological values in the Islamic IMTAQ Learning Center as an effort to strengthen moral and religious development in early childhood education at Puri Kencana Kindergarten, Samarinda. Using a qualitative descriptive field research approach, the study involved the principal, IMTAQ teachers, children, and parents. Data were collected through participatory observation, in-depth interviews, and documentation. The findings reveal that eco-theological values, tauhid-based awareness of God’s creation, human responsibility as khalifah, and environmental care are systematically integrated into IMTAQ learning activities through habitual prayers, hygiene practices, plant care, and Qur’an-Hadith-based spiritual reflections. These practices contribute to the development of children’s moral qualities, including honesty, discipline, responsibility, and empathy, as well as religious attitudes such as gratitude, worship, obedience, and social concern. Theoretically, this study proposes an eco-theological learning model for Islamic early childhood education that bridges normative Islamic environmental ethics with center-based pedagogical practices. The findings support eco-theology-based IMTAQ learning as a viable approach to fostering religious character and ecological awareness from an early age.
Between Global Aspirations and Developmental Considerations: Pre-service Teachers’ Beliefs about English Instruction in Indonesian Early Childhood Education
This research examines the beliefs of pre-service early childhood education (ECE) teachers in Indonesia regarding the integration of English in early childhood environments. As English becomes more important around the world, people are starting to wonder where it fits into early learning environments and whether future teachers are ready to teach it. Using a qualitative descriptive approach, data were gathered from six pre-service teachers via open- and closed-ended questionnaire responses and analyzed thematically. The results indicate that participants predominantly perceive English as essential for children's future communicative competencies and global involvement. At the same time, their answers show that they are being careful: most people think that English should be an extracurricular subject rather than a core part of the curriculum, which shows that children's developmental stages should come first. Participants stressed how important it is for young learners to have simple, contextual vocabulary and fun ways to learn. They also voiced worries about the teachers' abilities, how well they pronounced words, and how little help they got from the school. The study indicates that although pre-service teachers are favorably disposed towards early English instruction, they remain cognizant of both practical and pedagogical challenges. These insights highlight the necessity of enhancing teacher preparation programs and offering more explicit policy guidance to facilitate developmentally appropriate English instruction in Indonesian early childhood education settings.
Teachers’ Practices in Implementing Project-Based Learning in Early Childhood English Classrooms
The purpose of this study is to describe variations in early childhood teachers’ practices in English project-based learning (PjBL), analyze the advantages of implementing PjBL, and determine students’ English abilities after teachers implemented PjBL. This study used a qualitative descriptive approach. Participants were three English teachers at TK IT AL IRSYAD Koto Baru, Dharmasraya Regency. Data were collected through observations, interviews, and documentation. The results showed that the teachers implemented six PjBL stages: (1) planning, (2) determining the assessment rubric, (3) designing the schedule, (4) monitoring, (5) assessment, and (6) evaluation. Five advantages were identified: increased motivation, stronger critical thinking, improved teamwork, enhanced creativity, and better English ability. Finally, after PjBL implementation, students achieved good English performance, classified as BSB (very well developed). These findings indicate that structured projects can guide teachers in delivering meaningful English activities and provide clear criteria for evaluating progress in kindergarten learners in this setting.
Hubungan Penggunaan Media Pembelajaran Berbasis Teknologi Dengan Minat Belajar Anak Usia Dini
The use of technology-based learning media is a widely used strategy in early childhood education to support learning. This study aims to examine the relationship between the use of technology-based learning media and early childhood learning interest based on the perspective of early childhood teachers. The study uses a quantitative approach with an associative design. Data were collected using a four-point Likert-scale online questionnaire completed by 14 early childhood teachers in the Purwakarta and Bandung areas who actively use technology in learning. The research instrument was first tested for validity using corrected item–total correlations and for reliability using Cronbach’s alpha. Data analysis included the Kolmogorov–Smirnov normality test and Spearman’s correlation test. The analysis showed that all items in the instrument were valid and reliable. The Spearman correlation test yielded a correlation coefficient of 0.585 (p = 0.028; < 0.05), indicating a positive and significant relationship between the use of technology-based learning media and early childhood learning interest. These findings indicate an association between variations in technology use in learning and children’s interest in learning, as reflected in their attention, engagement, and enthusiasm during the learning process in a limited sample.
Aktivitas Fisik dan Permainan Konstruktif dalam Pengembangan Regulasi Diri dan Pemecahan Masalah Anak Usia Dini
This study examines the role of structured physical activity and constructive play in supporting young children’s self-regulation and problem-solving. A qualitative case study design was conducted with children aged 4–6 years. Data were collected through activity observations, interviews with teachers and parents, and documentation of play processes. Data were analyzed using data reduction, data display, and conclusion drawing, while credibility was ensured through source triangulation. The findings indicate that structured physical activity, particularly gross-motor games, helps children control impulses, sustain attention, and regulate emotions across play and learning situations. Constructive play with blocks and puzzles encourages children to plan actions, test strategies, think logically, and resolve challenges independently. These findings highlight the importance of designing early childhood learning that intentionally integrates structured physical activity and constructive play to foster self-regulation and problem-solving development.
Understanding Early Childhood Education Quality Through Political, Economic, Social, and Cultural Lenses
This systematic literature review synthesizes 29 studies published between 2016 and 2025 to examine the multidimensional factors shaping the quality of early childhood education (ECE) across global contexts. Findings show that ECE quality is influenced by six interrelated dimensions: inclusion, equity, funding, wellbeing, governance, and culture, which interact through broader political, economic, social, and cultural structures. Strong governance and sustainable financing enhance equitable access, while inclusive and culturally responsive pedagogies support children’s holistic development and socio-emotional wellbeing. The review also identifies fragmentation across studies, limited cross-country comparative work, and persistent policy-practice gaps that hinder the effective implementation of high-quality ECE. The study proposes an integrated model demonstrating how structural and contextual factors collectively shape early learning experiences. These insights provide a foundation for strengthening policy alignment, professional development, and culturally grounded practices to improve ECE quality worldwide.
Pola Pengasuhan Orang Tua Muslim Suku Jawa dan Dayak pada Anak Usia Dini di RA Al-Azhar Palangka Raya
This study aims to compare the parenting patterns of Muslim parents from the Javanese and Dayak tribes in early childhood in RA Al-Azhar Palangka Raya. The research uses a descriptive qualitative approach, with data collection techniques including observation, interviews, and documentation. The research informants consisted of 20 parents whose children were in group B and who had Javanese and Dayak cultural backgrounds. Data analysis is carried out through data condensation, data presentation, and drawing conclusions using triangulation to ensure data validity. The results of the study show that Javanese parents tend to emphasize affection and the cultivation of social norms in childcare. In contrast, Dayak parents place greater emphasis on children’s involvement in traditional activities. These findings show that cultural background plays an essential role in shaping parenting patterns and the process of shaping early childhood social character and identity. The novelty of this research lies in its cross-cultural comparative analysis of early childhood education, which makes an empirical contribution to the development of culturally sensitive parenting and educational practices in Indonesia.
Problematika Guru dalam Pembelajaran pada Anak Berkebutuhan Khusus di TKIT Ar Rajwaa Samarinda
This study aims to examine the challenges faced by teachers in the learning process of children with special needs (CWSN) at TKIT Ar Rajwaa Samarinda. CWSN, such as children with Autism Spectrum Disorder (ASD), Attention Deficit Hyperactivity Disorder (ADHD), and speech delay, require special attention and approaches, particularly in early childhood education. This research employed a qualitative approach using a descriptive method. Data were collected through observation, interviews, and documentation, and were analyzed using the interactive model by Miles and Huberman. The validity of the data was tested through triangulation of techniques and sources to ensure the credibility of the findings. This study not only outlines the obstacles encountered by teachers, such as limited understanding, difficulties in managing inclusive classrooms, communication barriers, challenging behaviors, inadequate facilities, and difficulties in implementing individualized lesson plans, but also describes the practical strategies adopted by teachers, including direct observation, self-initiated training, and learning modifications. These findings contribute to the development of inclusive education practices in Islamic-based institutions and enrich the literature on handling CWSN in early childhood settings, particularly as a reference for teachers, educational institutions, and policymakers in designing inclusive learning strategies.
Copyright (c) 2025 BOCAH: Borneo Early Childhood Education and Humanity Journal
Dampak Penggunaan Perangkat Digital Interaktif Terhadap Perkembangan Motorik Halus Anak di Taman Kanak-Kanak (TK)
The rapid development of digital technology has influenced the way young children interact and learn, including in kindergarten settings. Interactive digital devices, such as tablets and touch screens, are now frequently used in children's learning and entertainment activities. However, attention to the impact on fine motor development is limited, despite this ability being essential to support writing readiness and other fundamental skills. This study aims to describe the effect of using interactive digital devices on children's fine motor development in kindergarten. The novelty of this research lies in the in-depth analysis of the direct experiences of teachers, children, and parents regarding the use of digital devices in everyday life. This study employs a descriptive qualitative approach, utilizing data collection techniques that include observation, interviews, and documentation. The research subjects were the children in Group B of one of the Aissiyah Kindergartens in Tenggarong District, Kutai Kartanegara, as well as the class teachers and parents, who served as supporting informants. Data validity is tested through source and technique triangulation. Data analysis was conducted thematically through the steps of data reduction, data presentation, and repeated drawing of conclusions. The findings suggest that excessive use of digital devices tends to decrease the frequency of manual activities essential for developing children’s fine motor skills. The implications of this study highlight the importance of striking a balance between technology and physical activities in the early childhood education curriculum.
Analisis Kemampuan Problem Solving melalui Permainan Golf pada Anak Usia 5-6 Tahun
Problem-solving ability is one aspect of cognitive development in children that should be stimulated from an early age. This study was conducted to examine the problem-solving abilities of children aged 5–6 years using a golf game approach at PAUD Kuncup Melati PIKA-PKT Bontang. The study employed a descriptive qualitative research approach with nine children from Group B as research subjects. Data collection techniques included observation, interviews, and documentation. The data collected consisted of words, images, and non-numerical information. The instruments used were based on six indicators of problem-solving ability: identifying problems, gathering information, understanding and analyzing the situation, planning strategies, and evaluation. The data analysis methods used included: 1) comprehensive data collection, 2) data reduction, and 3) data presentation. The results of the descriptive analysis showed that the golf game had a positive impact on children's thinking abilities. The children actively demonstrated improved strategies in identifying problems and evaluating various scenarios from previous play sessions. The golf game helped train concentration, coordination, and decision-making, making it beneficial for developing logical, critical, and systematic thinking effectively and fundamentally. Overall, the findings of this study recommend golf games as an innovative play-based learning method that supports the comprehensive development of children’s cognitive and problem-solving abilities. Additionally, it can be integrated into the existing curriculum in early childhood education.
Pengembangan Media SURIA (Sunda Ceria) dalam Meningkatkan Kosakata Bahasa Sunda Anak Usia 5-6 Tahun
This research aims to develop an effective learning medium called SURIA (Sunda Ceria) to improve the Sundanese vocabulary skills of children aged 5–6 years. The background of this study is based on the low mastery of Sundanese vocabulary among young children and the lack of engaging and developmentally appropriate learning media. The research employed the Research and Development (R&D) method using a simplified version of the Borg and Gall model, which includes six stages as adapted from Sugiyono: identifying potential and problems, data collection, product design, validation, revision, and product testing. Data collection techniques included observation, documentation, and tests. The validation results from material experts showed a feasibility of 98%, indicating it was very feasible. Similarly, the validation results from media experts showed a feasibility of 88.3%, also indicating it was very feasible. These results indicated that the SURIA media was very suitable for use in learning. The effectiveness test, using the Pre-Test–Post-Test Non-Equivalent Control Group Design, showed that there was a significant increase in Sundanese vocabulary in children who used this media. SURIA media had been proven to improve cognitive and linguistic aspects, as seen from the results of the Paired Sample T-test, namely a sig value of 0.000 <0.05, which meant there was a significant difference before and after using SURIA media, showing that SURIA media was effective in improving the Sundanese vocabulary skills of early childhood children. In addition, SURIA media also fostered children's interest and love for regional languages. Therefore, this media was considered an innovative alternative in preserving Sundanese from an early age.
Implementasi Bermain Peran Makro dalam Meningkatkan Self Confidence pada Usia Prasekolah
Self-confidence needs to be stimulated from an early age, just before children enter elementary school. This is important because self-confidence is fundamental for children's future education. This study aims to obtain information regarding the importance of fostering self-confidence in children. Several steps in role-playing were implemented in this study, including determining the theme, telling the story to the children, determining the children's roles according to the characters, giving children time to understand each character's character, determining costumes for the actors being played, and teachers providing guidance and advice to the children on using polite and easy-to-understand sentences. This study used a descriptive qualitative method. For data analysis, Miles and Huberman were used, with 17 children aged 5-6 years as subjects. The results showed that children's self-confidence had increased significantly after the intervention. During the study, the subjects had not yet fully achieved the self-confidence aspect. However, after role-playing activities with a work theme, the children slowly began to develop their self-confidence. Therefore, it is concluded that children's self-confidence can be stimulated through various things and factors, one of which is using role-playing activities. The findings of this research are important for children and especially for teachers in developing educational programs and their implementation in children that can increase children's self-confidence increased.
Facilitating Qur'anic Literacy in Early Childhood through Smart Hafiz “Al Qolam”
The introduction of Qur'anic literacy from an early age is necessary in contemporary Islamic education. However, conventional approaches to teaching Qur'anic literacy often face various limitations, especially in maintaining children's interest in learning. This study examines the effectiveness of Smart Hafidz "Al Qolam" as an interactive digital media in supporting the mastery of hijaiyyah letters, reading fluency, and memorization of short letters in early childhood. This research method employed a descriptive quantitative approach to 22 children aged 4-6 years who were active users of Al Qolam for six months in TK Mawarbudi 1 and 2, Harjowinangun, Demak District. Data were collected through direct observation and assessment of children's Qur'anic skills. The results showed that all participants successfully mastered the hijaiyyah letters. Six children could read the Qur'an fluently, ten showed moderate fluency, and the remaining six could recognize letters well, although they did not read thoroughly. In addition, most children memorized at least five short surahs. Al Qolam's voice and interactivity features increased child engagement and created a more enjoyable learning experience in the home environment. This study confirms that digital tools, such as Al Qolam, have significant potential to strengthen the Qur'anic literacy foundation and can be broadly integrated into early childhood education.
Optimalisasi Metode Qira'ati Untuk Meningkatkan Kelancaran Membaca Al-Qur’an di TPQ Roudhoh Samarinda
This study aims to optimize the Qira'ati method to improve the fluency of reading the Qur'an at Taman Pendidikan Al-Qur'an (TPQ) Roudhoh, Samarinda Ilir. This classroom action research (CAR) was conducted in two cycles, each consisting of planning, implementation, observation, and reflection. The research subjects were 15 TPQ students with varying levels of Qur'an reading proficiency. The results showed that the intensive and systematic implementation of the Qira'ati method significantly improved reading fluency. In the first cycle, there was a 58% improvement in reading ability, which increased to 87% in the second cycle. This method proved effective due to its emphasis on mastering tajweed, repetitive practice, and individualized approaches. The study concludes that the Qira'ati method can serve as a primary strategy to enhance Qur'anic reading fluency in TPQ.
Penerapan Model Pembelajaran Behavioristik Untuk Meningkatan Sosial Emosional Di TK Darul Hijrah Al-Amin Samarinda
Social-emotional development is a vital aspect of early childhood growth, influencing children's abilities to interact, manage emotions, and build social relationships. This article explains the implementation of the behavioral learning model to enhance children's social-emotional behaviors using collective action research (CAR) techniques at Darul Hijrah Al-Amin Kindergarten. The research was conducted in two cycles, each consisting of planning, implementation, observation, and reflection stages. The findings demonstrate that applying the behavioral learning model through positive reinforcement, appropriate stimulation, and consistent behavior management can significantly improve children's social and emotional skills. The children showed enhanced abilities in communication, cooperation, and recognizing and managing their emotions. This study confirms that the behavioral learning model can be an effective approach to supporting the social-emotional development of young children. This article aims to assist educators in developing learning strategies that holistically support children's growth and development.
Peningkatan Aspek Perkembangan Moral Anak Usia Dini Melalui Metode Pembiasaan di TK Islam Al-Husna Samarinda
Moral education in early childhood is a critical foundation for developing positive character traits such as discipline, empathy, and responsibility. However, the application of habituation methods to strengthen children’s moral aspects in early childhood education settings has not been thoroughly explored. This study aims to optimize the reinforcement of moral aspects in early childhood through habituation methods implemented at TK Islam Al-Husna Loa Bakung. The research employed a classroom action research (CAR) design conducted in two cycles, each consisting of planning, implementation, observation, and reflection stages. The subjects were students of TK Islam Al-Husna, with data collected through observation, interviews, and documentation. Analysis was carried out using a qualitative approach. The results demonstrated significant improvement across five moral indicators: religious awareness (from 71.25% to 93.7%), sharing and caring, respecting others, honesty, and responsibility. Habituation methods, such as collective prayers, role modeling by teachers, and positive corrections, were proven effective in consistently improving children’s morals. Habituation methods serve as an effective approach to enhancing the moral aspects of early childhood. The findings of this study offer practical contributions to the development of character education in schools.
Meningkatkan Pemahaman Warna dan Angka pada Anak ADHD melalui Metode Pembelajaran Interaktif di TK Keledang Samarinda
Children with Attention Deficit Hyperactivity Disorder (ADHD) often encounter difficulties in grasping basic concepts such as colors and numbers, which are crucial for their cognitive development. This study aims to enhance the understanding of colors and numbers in ADHD children through interactive learning methods at TK Keledang Samarinda. The research utilized a Classroom Action Research (CAR) design over two cycles, involving two ADHD children aged 6 and 7. Data were collected using observations, image-based tests, interviews, and documentation, followed by qualitative and quantitative analyses. The results revealed a substantial improvement in color and number comprehension, increasing from 41.6% in the pre-cycle to 87.5% in the second cycle. Interactive learning methods employing visual and manipulative media, such as colored number cards and color-matching games, effectively boosted the children’s focus, active participation, and learning motivation. However, challenges such as inconsistent reinforcement between home and school practices and limited variation in learning media were identified. This study demonstrates that hands-on, interactive learning approaches effectively support the cognitive development of ADHD children. The findings highlight the importance of engaging, experience-based methods tailored to individual needs. Recommendations for future research include developing more innovative learning media and fostering greater parental involvement to ensure consistency in learning practices across environments. Further studies involving larger samples are recommended to validate these findings and explore broader applications in early childhood education.
Meningkatkan Kemandirian dan Antusiasme Belajar Anak Usia Dini melalui Kegiatan Kolase di PAUD Wafa Humaira
This study is motivated by the low independence of children at PAUD Wafa Humaira, where only 5 out of 13 students show independent abilities. This study aims to improve children's independence and enthusiasm for learning through collage activities. The main objective of this study was to investigate and prove that collage art activities can increase independence and enthusiasm for learning in early childhood at PAUD Wafa Humaira Samarinda. This study used a classroom action research (PTK) method with two cycles. Data were collected through observation, interviews, and documentation. The results showed that collage activities are effective in increasing the independence and enthusiasm of learning in early childhood. There was a significant increase in the second cycle, which indicates that children can develop independence through gradually designed tasks. It can be concluded that collage art activities can increase independence and enthusiasm for learning in early childhood at PAUD Wafa Humaira Samarinda. Through collage activities, children can develop cognitive, social-emotional, and motor skills, and engage in fun and meaningful learning.
Meningkatkan Ekspresi Emosi dan Pengendalian Diri Anak Melalui Media Balok di TK Ukan Hasupa Samarinda
The development of emotions and self-regulation is a crucial aspect of early childhood growth. This study aims to examine the effectiveness of block play as a learning medium to enhance the social-emotional skills of children at Ukan Hasupa Kindergarten. Utilizing a Classroom Action Research (CAR) approach, the study involved 17 children aged 5-6 years. Pre-cycle results indicated that children's social-emotional skills were at a level of 12%, with difficulties in emotional expression and self-regulation. Following the implementation of block play, these skills significantly increased to 81% in the first cycle. This research emphasizes the importance of effective interventions to support children's social-emotional development, enabling them to adapt well in social and academic environments.
Penggunaan Media Pembelajaran Interaktif Berbasis Audio-Visual untuk Meningkatkan Kemampuan Hafalan Santri di TPA Al-Barokah Bukuan Samarinda
This research aims to analyze the effectiveness of using audio-visual based interactive learning media in improving the memorization abilities of students at TPA Al-Barokah Bukuan. The research method used is a qualitative method with a descriptive approach. Data was collected through observation, interviews and documentation. The research results show that audio-visual based learning media, such as animated videos of Al-Qur'an verses, audio murottals, and interactive applications, are able to increase learning motivation, simplify the memorization process, and speed up students' memory retention. This media also helps students understand the context and meaning of memorized verses, thereby improving the overall quality of memorization. However, there are several obstacles such as limited technological facilities and the need for teacher training to maximize the use of this media. This research concludes that audio-visual based learning media is an effective, innovative solution for improving students' memorization abilities, provided that there is a need for adequate support and training facilities.