Jurnal E-MAS (Edukasi dan Pembelajaran Anak Usia Dini)
Journal Identity Journal : Jurnal Edukasi & Pembelajaran Anak Usia Dini Initials : E-MAS Language : English Frequency : 4 issues per year Publisher : FKIP UNSULTRA E-ISSN : 3089-9869 SK ISSN E-MAS Journal (Education and Learning for Early Childhood Education) is a scientific journal that focuses on research, theoretical studies, and innovation in the field of Early Childhood Education (PAUD). This journal covers a variety of topics, including learning strategies, cognitive and socio-emotional development of children, character education, health and nutrition, and the use of technology in PAUD learning. With a broad scope, E-MAS Journal aims to be an academic forum for researchers, educators, and practitioners to share insights and research results that can contribute to improving the quality of early childhood education. As an Open Access journal, E-MAS Journal provides open access for academics and the general public to obtain quality scientific information without limitations. Every article published goes through a strict peer review process to ensure its authenticity and relevance in the development of early childhood education science. Published periodically, E-MAS Journal accepts manuscripts in both Indonesian and English, and encourages innovative and applicable research collaborations to support the development of early childhood education at the national and international levels.
Analysis Of Independence In Children Aged 5–6 Years At PAUD Kasih Agape Kupang City
Background: Independence is a fundamental developmental competence in early childhood because it supports children’s self-care, decision-making, responsibility, and confidence. Despite its importance, many children aged 5–6 years continue to rely heavily on teachers and parents during daily learning activities, indicating that independence has not yet developed optimally. Objective: This study aimed to analyze the profile of independence among children aged 5–6 years by examining four dimensions of independence: self-care, simple decision-making, responsibility toward oneself and the environment, and self-confidence at PAUD Kasih Agape in Kupang City. Method: This study employed a descriptive qualitative approach. Data were collected through structured classroom observations, semi-structured in-depth interviews with two classroom teachers, and documentation of learning activities and children’s developmental records. The participants consisted of two teachers and five children aged 5–6 years selected through purposive sampling. Data were analyzed using the Miles and Huberman interactive model through data reduction, data display, verification, and conclusion drawing. The credibility of the findings was ensured through source and technique triangulation. Results: The findings revealed that children’s independence had not yet developed uniformly across the four dimensions. The strongest achievement was observed in simple decision-making, followed by responsibility, while self-care and self-confidence remained at the developing stage for most participants. Daily habituation practices, opportunities for autonomous participation, and positive teacher reinforcement contributed to the gradual development of children’s independence, although several children still required continuous teacher guidance and emotional support. Novelty: This study demonstrates that children’s independence develops through the interaction of structured habituation, child-centered learning, teacher scaffolding, and supportive social environments. Conclusion: Children’s independence can be strengthened through systematic habituation, meaningful opportunities for autonomous participation, consistent teacher scaffolding, and collaborative support between schools and families.
Copyright (c) 2026 Mairda Yuventi Baksuni, Petrus Logo Radja, Retno J.K Lopo, Fredericksen Victoranto Amseke (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
Implementation Of Loose Parts-Based Manipulative Media In Learning Activities At TK Negeri Pembina Kupang
Background: Loose parts-based manipulative media offer flexible and creative learning resources that encourage children to explore, construct, and express ideas through hands-on experiences in early childhood education. Although these media have been widely introduced to stimulate children’s development, their implementation still faces challenges related to learning organization, children’s active involvement, and the ability of teachers to facilitate meaningful play experiences. Objective: This study aimed to examine the implementation of loose parts-based manipulative media in learning activities by identifying teachers’ preparation, learning processes, and children’s responses at TK Negeri Pembina Kupang. Method: This study used a qualitative descriptive research design. Data were obtained through observation of learning activities, semi-structured interviews with teachers, and analysis of learning documentation. The participants involved one early childhood education teacher and children aged 4–5 years. Data analysis followed the Miles and Huberman interactive model, including data condensation, data presentation, and conclusion formulation. Data validity was strengthened through triangulation of sources and methods. Results: The study showed that teachers implemented loose parts-based manipulative media by preparing various natural and recycled materials, designing exploration-based activities, and creating opportunities for children to engage in independent discovery. The use of loose parts encouraged children to participate actively, demonstrate creativity, communicate with peers, and develop problem-solving abilities during learning activities. However, several children still experienced difficulties in organizing materials, completing tasks independently, and maintaining focus without teacher assistance. Continuous guidance and structured learning instructions were needed to optimize children’s involvement. Novelty: This study emphasizes the role of learning design and teacher facilitation as determining factors in maximizing the educational value of loose parts-based manipulative media in kindergarten settings. Conclusion: Loose parts-based manipulative media provide valuable opportunities for active, creative, and contextual learning. Effective implementation requires well-prepared teachers, appropriate activity designs, and consistent support to strengthen children’s independence and developmental progress.
Copyright (c) 2026 Teti N. Natbais, Irony Damianus Saefatu , Yonatan Foeh, Fredericksen Victoranto Amseke (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
Peningkatan Kemampuan Motorik Halus Anak Kelompok A Melalui Kegiatan Finger Painting
This study employed a Classroom Action Research (CAR) design aimed at improving the fine motor skills of Group A children through finger painting activities at KB Al Haqiqi in 2025. The study was motivated by the importance of fine motor development as a foundation for children's learning skills and academic readiness in early childhood education. The participants consisted of 10 children from Group A. The research was conducted in two cycles, each involving four stages: planning, action, observation, and reflection. Data were collected through observation, interviews, and documentation. The findings revealed that finger painting activities effectively improved the children's fine motor skills. At the end of the second cycle, 80% of the children demonstrated better hand and finger coordination, 70% were able to complete art tasks such as creating patterns and filling picture areas more accurately, and 60% showed increased self-confidence in expressing their ideas through artistic activities. Therefore, it can be concluded that finger painting is an effective learning activity for enhancing the fine motor skills of Group A children at KB Al Haqiqi. Furthermore, finger painting can be implemented as an enjoyable, meaningful, and developmentally appropriate learning strategy in early childhood education settings.
Copyright (c) 2026 Vivi Irzalinda, Gian Fitria Anggraini, Nopiana Nopiana (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
Penerapan Model Deep Learning Terhadap Perkembangan Bahasa Pada Anak Usia Dini
Language development is a crucial aspect of early childhood growth, serving as the foundation for children to communicate, interact, and understand their surroundings. However, challenges hindering the optimization of children's language skills persist in early childhood education settings. This study aims to examine the implementation of the deep learning model regarding the language development of 21 children aged 5–6 years at PAUD Hosana Sungkaen. Language proficiency forms the basis for children to communicate, interact, and comprehend the world around them. The study employs a descriptive approach with quantitative methods, utilizing observation and educator interviews for data collection. The findings reveal that the deep learning model influences language development in children aged 5–6 years, with an R-squared value of 0.892; this indicates that the deep learning model accounts for 89.2% of the impact on language development, while the remaining 10.8% is attributed to factors not examined in this study. It is recommended that teachers implement the deep learning model to foster language development through engaging activities—such as storytelling, question-and-answer sessions, and play—thereby enabling children to communicate effectively and confidently.
Copyright (c) 2026 Alika Adina Ajaib Tabe, Yunita Tampani , Semsry Lakes , Juan Flegon Fernando Moni , Fredericksen Victoranto Amseke (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
Application Of Play-Based Learning Model In Front Of Early Childhood Language Development
Background: Language development is a fundamental aspect of early childhood education because it enables children to communicate, express ideas, and interact effectively with others. Play-Based Learning has been widely recognized as a developmentally appropriate approach that promotes meaningful learning through active participation and social interaction. Objective: This study aimed to examine the effect of the Play-Based Learning model on the language development of children aged 5–6 years at Cemara Liliba Kindergarten, Kupang City. Method: This quantitative study employed an ex-post facto research design involving 25 children selected through total sampling. Data were collected using validated psychological scales measuring the implementation of Play-Based Learning and children's language development. The data were analyzed using descriptive statistics and simple linear regression with SPSS version 25.0. Results: The findings revealed that Play-Based Learning had a positive and significant effect on children's language development (F = 11.498; p = 0.002 < 0.05). The coefficient of determination (R² = 0.324) indicated that the model explained 32.4% of the variance in children's language development, while 67.6% was influenced by other factors outside this study. Novelty: This study provides empirical evidence supporting the effectiveness of Play-Based Learning in enhancing language development within an authentic kindergarten context. Conclusion: Play-Based Learning significantly supports children's language development by encouraging meaningful interaction, communication, and active engagement. Teachers are encouraged to integrate storytelling, role-playing, educational games, and collaborative play into classroom activities to optimize children's language skills.
Copyright (c) 2026 Beti Fadila Tapen, Fany Sarci Herlinda Nome , Seriyana Karlau , Myriam Stifania Tamelab , Yumida Maria Ora , Amida Riapa Nadila Nenohai , Fredericksen Victoranto Amseke (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
Developing Creativity In Early Childhood Using Nature Based Media
Background: Creativity is a fundamental aspect of early childhood development because it supports children's ability to think creatively, solve problems, explore their environment, and express original ideas. Nature-based learning has been widely recommended as an experiential approach that provides meaningful opportunities for exploration and creativity. Objective: This study aimed to examine the effect of nature-based media on the creativity of children aged 4–6 years at TK Cemara Liliba. Method: This quantitative study employed an ex-post facto research design involving 16 children selected through purposive sampling. Data were collected using structured questionnaires and observation sheets measuring the implementation of nature-based media and children's creativity. Instrument validity and reliability were established prior to data collection. Data were analyzed using descriptive statistics and simple linear regression with SPSS version 25.0. Results: The findings showed that nature-based media contributed 12.3% of the variance in children's creativity (R² = 0.123). However, the relationship was not statistically significant (F = 1.966; p = 0.183 > 0.05), indicating that children's creativity was largely influenced by other factors beyond the scope of this study. Novelty: This study provides empirical evidence regarding the implementation of nature-based media in an authentic early childhood education setting while demonstrating its limited independent contribution to creativity development. Conclusion: Nature-based media can enrich children's learning experiences, but its effectiveness should be strengthened through inquiry-based activities, teacher guidance, and collaboration with families to optimize creativity development.
Copyright (c) 2026 Putri Novryanti Nesimnasi, Kevi Stevani Nokas , Maria Marsanda Mego , Delfi Natalia Baunsele , Fredericksen Victoranto Amseke (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
Application Of The Deep Learning Model On The Cultivation Of Tolerance Values In Children Aged 3–6 Years
Background: Tolerance is a fundamental character that should be cultivated during early childhood because it supports children's ability to respect diversity, cooperate with others, and build positive social relationships. Developing tolerance requires meaningful and child-centered learning experiences that actively engage children in the learning process. Objective: This study aimed to examine the effect of the deep learning model on the cultivation of tolerance values among children aged 3–6 years at PAUD Weldy Kuanhueum. Method: This quantitative study employed an ex-post facto research design involving 30 children selected through total sampling. Data were collected using structured questionnaires measuring the implementation of the deep learning model and children's tolerance values. The instruments were tested for validity and reliability prior to data collection. Data were analyzed using descriptive statistics and simple linear regression with SPSS version 25.0. Results: The findings revealed that the deep learning model had a positive and significant effect on children's tolerance values (p = 0.001 < 0.05). The coefficient of determination (R² = 0.361) indicated that the model explained 36.1% of the variance in tolerance values, while 63.9% was influenced by other factors beyond the scope of this study. Novelty: This study provides empirical evidence that integrating Mindful Learning, Meaningful Learning, and Joyful Learning effectively supports tolerance development in authentic early childhood education settings. Conclusion: The consistent implementation of the deep learning model can strengthen children's tolerance values and should be integrated into daily classroom activities through collaboration between teachers and parents.
Copyright (c) 2026 Selfina Atakari, Sebriana Yakob , Alfonia Tanaob , Emil Lassa (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
Implementing Empathy-Based Learning To Reduce Early Childhood Aggressive Behavior At KB Riyadussolihin
Background: Aggressive behavior in early childhood has become an increasing concern because it negatively affects children's social-emotional development and may be intensified by exposure to inappropriate emotional experiences in the digital era. Developing empathy through classroom learning is considered a promising strategy for preventing aggressive behavior. Objective: This study aimed to examine the effect of empathy-based learning on reducing aggressive behavior among early childhood children at KB Riyadussolihin, Cianjur Regency. Method: This study employed a quantitative quasi-experimental design using a one-group pretest-posttest approach. Fifteen children were selected through purposive sampling from a population of 21 children based on the highest aggressive behavior scores. Data were collected using structured observation sheets measuring physical, verbal, and relational aggression and were analyzed using descriptive statistics and a paired-samples t-test with SPSS. Results: The findings revealed a statistically significant difference between pretest and posttest scores (p < 0.001), indicating that empathy-based learning significantly influenced children's aggressive behavior. The intervention produced a very large effect size (Cohen's d = −1.512). Although the posttest mean score increased, this finding should be interpreted cautiously because the observation instrument demonstrated relatively low reliability. Novelty: This study provides empirical evidence supporting empathy-based learning as a structured classroom intervention for addressing aggressive behavior in early childhood. Conclusion: Empathy-based learning shows strong potential to promote positive behavioral change and should be integrated into early childhood education through interactive activities and collaboration between teachers and parents.
Copyright (c) 2026 Imas Masitoh, Evi Siti Sonia , Gina Raudatul Janah , Ai Ratika (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
The Implementation Of The Storytelling Method To Enhance Early Childhood Languange Development
Background: Language development is a fundamental aspect of early childhood growth that plays an essential role in supporting children's communication skills, vocabulary acquisition, and social interaction. However, in classroom practice, some children still show limited vocabulary, low speaking confidence, and difficulty expressing ideas. Objective: This study aimed to investigate the effect of the storytelling method on the language development of children aged 3–4 years at TK Cemara Liliba. Method: A quantitative research design was employed using a purposive sampling technique involving 20 children. Data were collected through structured observation sheets and questionnaires, and analyzed using simple linear regression with SPSS. Results: The findings revealed that the storytelling method had a positive and significant effect on children's language development, contributing 35.4% (R² = 0.354), while 64.6% was influenced by other external and internal factors. Novelty: This study provides empirical evidence from an authentic early childhood setting that storytelling enhances children's active participation, listening comprehension, vocabulary enrichment, and expressive speaking skills when delivered through interactive and engaging activities. Conclusion: Storytelling is an effective instructional strategy to support early childhood language development and should be implemented consistently with teacher creativity and supportive learning environments for optimal developmental outcomes in early childhood education contexts settings.
Copyright (c) 2026 Sindy Gambella Bessie, Noldiana Nompetus , Restimar Tanti Abanat , Feni Sefniarti Kase , Sheryl Nathasya Siktimu , Fredericksen Victoranto Amseke (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
Application Of The Discovery Learning Model In Improving Cognitive Abilities Of Early Childhood
Background: Emotional intelligence is a fundamental aspect of early childhood development because it influences children's ability to recognize and regulate emotions, demonstrate empathy, cooperate with peers, and establish positive social relationships. However, many preschool children continue to experience difficulties in emotional regulation and social interaction, indicating the need for appropriate learning strategies. Objective: This study aimed to examine the effect of the storytelling method on the emotional intelligence of children aged 4–5 years at PAUD Taruna Elim. Method: This study employed a quantitative ex-post facto research design involving 20 children selected through total sampling. Data were collected using structured observation instruments measuring the implementation of the storytelling method and children's emotional intelligence. The instruments were tested for validity and reliability prior to data collection. Data were analyzed using descriptive statistics and simple linear regression with SPSS version 25.0. Results: The findings indicated that the storytelling method was positively associated with children's emotional intelligence; however, the relationship was not statistically significant (p = 0.146 > 0.05). The coefficient of determination (R² = 0.114) showed that the storytelling method explained 11.4% of the variance in children's emotional intelligence, while 88.6% was influenced by other internal and external factors beyond the scope of this study. Novelty: This study provides empirical evidence regarding the implementation of storytelling in an authentic early childhood classroom while highlighting the limited contribution of classroom storytelling alone to children's emotional intelligence. Conclusion: Storytelling can support emotional learning experiences, but its effectiveness should be strengthened through interactive classroom activities and continuous collaboration between teachers and parents.
Copyright (c) 2026 Jerisky Terlin Bani, Godi Liva Fobia , Jeri Koebanu , Nusi Liventri Mafefa , Neti Yulianti Olla , Fredericksen Victoranto Amseke (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
Penerapan Model Deep Learning Terhadap Pendidikan Seks Anak Usia Dini
Sexual violence against young children in Indonesia remains a serious concern, highlighting the need to strengthen sex education as an early preventive measure. This study aimed to describe the level of sex education understanding among children aged 5–6 years at Cemara Liliba Kindergarten and to apply an Artificial Neural Network (ANN) based on a Multilayer Perceptron (MLP) as a deep learning approach to classify children's levels of understanding based on observational data. A quantitative descriptive design was employed involving 20 children selected through total sampling. Data were collected using an observation instrument consisting of 10 basic sex education indicators rated on a 1–4 scale. Data analysis was conducted using descriptive statistics and an ANN model validated through Leave-One-Out Cross Validation (LOOCV). The findings revealed a mean understanding score of 33.35 out of a maximum score of 40 (83.38%), with 14 children (70%) categorized as having a high level of understanding and 6 children (30%) categorized as having a low level. The ANN model accurately classified the research data, while the indicators related to protecting private body parts from strangers and identifying private body parts contributed the most to the classification results. The research instrument demonstrated excellent reliability (Cronbach's Alpha = 0.877). The novelty of this study lies in applying ANN as a data analysis method for early childhood sex education, offering a more objective and data-driven approach to evaluating children's understanding.
Copyright (c) 2026 Ade Marlin Kaat, Weli Magtelda Meor , Heppy Maumeling , Chantika Marsa Karisma Ndoen , Fredericksen Victoranto Amseke (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
Penerapan Metode Story Telling Dalam Meningkatkan Kemampuan Moral Agama Anak Usia Dini
Cognitive development is one of the important aspects in early childhood education as it relates to the ability to think, understand, remember, categorize information, and solve problems. Efforts to optimize children's cognitive development require learning that is not only oriented toward mastery of subject matter, but also capable of providing meaningful learning experiences. One approach that can be used is deep learning instruction, which emphasizes the principles of mindful learning, meaningful learning, and joyful learning. This study aims to describe the implementation of deep learning instruction and analyze the cognitive development of children aged 5–6 years at PAUD Sabalus Vani Naimata. This study uses a quantitative approach with a quasi-experimental method using a One Group Pretest-Posttest Design. The research sample consisted of all children in the 5–6 age group, determined using a total sampling technique. Data were collected through tests (pre-test and post-test), observation, and documentation, then analyzed using descriptive statistics and the Paired Sample t-Test with the assistance of IBM SPSS Statistics. The results showed that deep learning instruction had been implemented through activities that encourage active child engagement, connect material to real-life experiences, and create an enjoyable learning atmosphere. The implementation of this learning approach had a positive impact on children's cognitive development, as indicated by improvements in their ability to observe, categorize information, think logically, solve simple problems, and develop creativity.
Copyright (c) 2026 Josi Fernanda Tefa, Desmi Halena Jeke, Priska Modesty Kotta, Merfin Merlina Anin, Fredericksen Victoranto Amseke (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
Penerapan Model Deep Learning Terhadap Perkembangan Kognitif Anak Usia Dini
Copyright (c) 2026 Rini Missa, Lita Yumarsi Hano, Melida Kadja, Meriance Karmalei, Yumiati Snaen, Pia Adolpah Tari, Fredericksen Victoranto Amseke (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
Application Of Deep Learning Model Towards The Instillation Of Moral Values In Early Childhood
Background: Moral value development is a fundamental aspect of early childhood education because it shapes children's character, responsibility, honesty, respect, and positive social behaviour. The implementation of the Deep Learning model, which emphasizes meaningful, mindful, and joyful learning, is expected to support children's moral development through active and contextual learning experiences. Objective: This study aimed to examine the relationship between the implementation of the Deep Learning model and the moral value instillation of children aged 5–6 years at TK Cemarah Liliba. Method: This quantitative study employed an ex post facto correlational design involving 21 children selected through total sampling. Data were collected using a structured questionnaire measuring the implementation of the Deep Learning model and children's moral values and were analyzed using descriptive statistics, the Shapiro–Wilk normality test, Pearson Product Moment correlation, simple linear regression, the coefficient of determination, and SPSS version 25. Results: The findings revealed a positive and statistically significant relationship between the implementation of the Deep Learning model and children's moral value instillation (p < 0.05), indicating that more effective implementation of the model was associated with better moral development. Novelty: This study provides empirical evidence regarding the application of the Deep Learning model within an authentic early childhood education setting to strengthen children's moral values. Conclusion: Integrating meaningful, mindful, and joyful learning into classroom practice can support the development of children's moral values and promote more holistic early childhood education.
Copyright (c) 2026 Trisora Lauleti, Sindi Lestari Haumeni , Fici Katrina Kanni , Rianti Benu, Jhon Medion Maifani, Elsa Juwyta Nome , Fredericksen Victoranto Amseke (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
Stimulation Of Early Childhood Social-Emotional Development With The Tellyng Story Method
Background: Emotional intelligence is a fundamental aspect of early childhood development because it influences children's ability to recognize and regulate emotions, demonstrate empathy, cooperate with peers, and establish positive social relationships. However, many preschool children continue to experience difficulties in emotional regulation and social interaction, indicating the need for appropriate learning strategies. Objective: This study aimed to examine the effect of the storytelling method on the emotional intelligence of children aged 4–5 years at PAUD Taruna Elim. Method: A quantitative study employing a quasi-experimental one-group pretest–posttest design was conducted involving 20 children selected through total sampling. Data were collected using structured observation instruments and analyzed using descriptive statistics and simple linear regression with SPSS. Results: The findings indicated that the storytelling method was positively associated with children's emotional intelligence; however, the relationship was not statistically significant (p = 0.146 > 0.05). The coefficient of determination (R² = 0.114) showed that the storytelling method explained 11.4% of the variance in children's emotional intelligence, while 88.6% was influenced by other internal and external factors beyond the scope of this study. Novelty: This study provides empirical evidence regarding the implementation of storytelling in an authentic early childhood classroom while highlighting the limited contribution of classroom storytelling alone to children's emotional intelligence. Conclusion: Storytelling can support emotional learning experiences, but its effectiveness should be strengthened through interactive classroom activities and continuous collaboration between teachers and parents.
Copyright (c) 2026 Yubita Epifani Bobsuni, Demarti Eny , Inko Deslin Tiumate , Irma Sesfa'o , Jetri Alimia Kamlasi , Fredericksen Victoranto Amseke (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
Background: Social-emotional development is a fundamental aspect of early childhood education because it enables children to regulate emotions, cooperate with peers, communicate effectively, and establish positive social relationships. Storytelling is considered an appropriate child-centered learning method for fostering these competencies through meaningful and engaging learning experiences. Objective: This study aimed to examine the relationship between the implementation of the storytelling method and the social-emotional development of children aged 5–6 years at Cemara Liliba Kindergarten, Kupang City. Method: This quantitative study employed an ex post facto design involving 20 children selected through total sampling. Data were collected using structured observation and child development assessment instruments. Descriptive statistics and simple linear regression analyses were performed using SPSS version 25. Results: The findings revealed that the storytelling method had a positive and statistically significant relationship with children's social-emotional development (F = 6.155; p = 0.023 < 0.05; t = 2.481; p = 0.023). The coefficient of determination (R² = 0.255) indicated that storytelling explained 25.5% of the variance in children's social-emotional development, while 74.5% was influenced by other factors beyond this study. Novelty: This study provides empirical evidence regarding the contribution of storytelling to children's social-emotional development within an authentic kindergarten classroom context. Conclusion: Storytelling is an effective child-centered learning approach for promoting children's social-emotional development through meaningful, interactive, and engaging learning experiences.
Copyright (c) 2026 Miranda Moni, Nofi Tefa , Idayanti Kargena , Itin Nenosaban, Angki Tolang , Fredericksen Victoranto Amseke (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
The Implementation of Cooperative Learning to enhance Religious and Moral Values In Early Childhood
Background: Religious and moral development is a fundamental aspect of early childhood education because it shapes children's character, values, and positive behaviour through meaningful learning experiences. Objective: This study aimed to examine the relationship between the implementation of the Cooperative Learning model and the religious and moral development of children aged 5–6 years at Cemara Liliba Kindergarten, Kupang City. Method: This quantitative study employed an ex post facto design involving 22 children selected through total sampling. Data were collected using structured observation instruments assessing Cooperative Learning implementation and children's religious and moral development. Descriptive statistics and simple linear regression were performed using SPSS version 25. Results: The descriptive findings indicated that most children demonstrated moderate to high levels of Cooperative Learning participation and religious and moral development. However, regression analysis revealed no statistically significant relationship between Cooperative Learning and children's religious and moral development (p = 0.353 > 0.05). The coefficient of determination (R² = 0.043) showed that Cooperative Learning explained 4.3% of the variance, while 95.7% was attributable to other factors beyond the scope of this study. Novelty: This study provides empirical evidence regarding the implementation of Cooperative Learning in an authentic early childhood classroom while highlighting the limited contribution of classroom learning alone to children's religious and moral development. Conclusion: Cooperative Learning creates meaningful, collaborative, and enjoyable learning experiences; however, strengthening children's religious and moral values requires continuous support through teacher modelling, parental involvement, and consistent moral habituation.
Copyright (c) 2026 Nenci Tefi, Yunita Raikou, Eunike laa , Yandi Failed , Yulinda Yulinda, Fredericksen Victoranto Amseke (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
Application Of Model-Based Learning To The Social And Emotional Development Of Early Childhood
Background: Social-emotional development is a fundamental aspect of early childhood education because it influences children's ability to regulate emotions, cooperate with peers, communicate effectively, and adapt to their learning environment. Objective: This study aimed to examine the effect of the Problem-Based Learning (PBL) model on the social-emotional development of children aged 5–6 years at TK GMIT Sion Camplong. Method: A quantitative study employing an ex post facto design was conducted involving 20 children selected through total sampling. Data were collected using structured observation instruments measuring children's social-emotional development and were analyzed using descriptive statistics and simple linear regression with SPSS version 25. Results: The findings demonstrated that the implementation of the Problem-Based Learning model had a positive and statistically significant effect on children's social-emotional development (p < 0.05). The coefficient of determination (R² = 0.119) indicated that the PBL model explained 11.9% of the variance in children's social-emotional development, while the remaining 88.1% was influenced by other factors beyond the scope of this study. Improvements were observed in children's cooperation, emotional regulation, self-confidence, empathy, and social interaction during classroom activities. Novelty: This study provides empirical evidence regarding the implementation of Problem-Based Learning within an authentic early childhood classroom context to strengthen social-emotional competencies. Conclusion: Problem-Based Learning is an effective child-centered instructional approach for promoting the social-emotional development of children aged 5–6 years.
Copyright (c) 2026 Delta Ullu, Metri Ameliana Taneo , Resty Taneo, Maria Yoaknia Taneo , Sintya Binti Fola Besi , Fredericksen Victoranto Amseke (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
3R Based Learning Method (Reuse, Reduce, Recycle) In Enhancing Early Childhood Creativity
Background: Creativity is a fundamental aspect of early childhood development because it enables children to generate original ideas, solve problems, and express themselves through meaningful learning experiences. The 3R-Based learning method (Reuse, Reduce, Recycle) has emerged as an innovative and environmentally friendly instructional approach that encourages children to explore, reuse, and recycle materials while fostering creativity and environmental awareness. However, empirical evidence regarding its implementation in authentic early childhood education settings remains limited. Objective: This study aimed to analyze the effect of the 3R-Based learning method on the creativity of children aged 4–5 years at PAUD Cahaya Pasar Tani Kolhua. Method: This quantitative study employed an ex post facto research design involving 25 children selected through total sampling. Data were collected using questionnaires measuring the implementation of the 3R-Based learning method and children's creativity and were analyzed using descriptive statistics and simple linear regression. Results: The findings revealed that the 3R-Based learning method had a positive and statistically significant effect on children's creativity (p = 0.002; p < 0.05). The coefficient of determination (R² = 0.342) indicated that the method explained 34.2% of the variance in children's creativity, while 65.8% was influenced by other factors. Novelty: This study provides empirical evidence of implementing the 3R-Based learning method through an ex post facto design in an authentic early childhood education setting by integrating environmental sustainability with creativity development. Conclusion: The 3R-Based learning method can effectively support early childhood creativity by providing meaningful, exploratory, and environmentally oriented learning experiences.
Copyright (c) 2026 Hawila Rassi, Taroci Neolaka , Ariyanti Tafuli , Merianus Maifani , Debora Kamuilut , Fredericksen Victoranto Amseke (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
The Applikation Of Deep Learning Using Loose Part To Enhance Early Childhood Creativity Development
Background: Creativity is a fundamental aspect of early childhood development because it supports children's ability to generate original ideas, solve problems, and express themselves through meaningful learning experiences. The Deep Learning approach integrated with Loose Parts media has been introduced as an innovative child-centered learning strategy that promotes mindful, meaningful, and joyful learning. However, empirical evidence regarding its implementation in authentic early childhood classrooms remains limited. Objective: This study aimed to analyze the effect of the Deep Learning approach integrated with Loose Parts media on the creativity development of children aged 4–5 years at PAUD Joel, Kupang City. Method: This quantitative study employed an ex post facto research design involving 20 children selected through total sampling. Data were collected using observation, documentation, and creativity assessment instruments and analyzed using descriptive statistics and simple linear regression. Results: The findings revealed that the implementation of the Deep Learning approach with Loose Parts media had a positive and statistically significant effect on children's creativity development (p < 0.05). The coefficient of determination (R² = 0.131) indicated that the approach explained 13.1% of the variance in creativity development, while the remaining variance was influenced by other factors. Novelty: This study provides empirical evidence of integrating the Deep Learning approach with Loose Parts media through an ex post facto design in an authentic early childhood education setting. Conclusion: The Deep Learning approach with Loose Parts media can positively support children's creativity development by providing meaningful, exploratory, and child-centered learning experiences.
Copyright (c) 2026 Rinensi Alvionita Lodo, Becina Damira Ottu , Maretni Nopus , Dela Astriwanti Tunmuni , Karjo Donisius Djaha , Fredericksen Victoranto Amseke (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
Application Of Deep Learning Model In Improving Early Childhood Development
Background: Cognitive development is an essential aspect of early childhood education as it underpins children’s abilities in thinking, reasoning, problem-solving, and decision-making that support lifelong learning. The Deep Learning model, which integrates mindful, meaningful, and joyful learning principles, is an innovative approach designed to enhance children’s engagement and learning experiences. However, empirical evidence on its effectiveness in relation to cognitive development in real kindergarten settings remains limited. Objective: This study aimed to analyze the relationship between the implementation of the Deep Learning model and the cognitive development of children aged 4–6 years at Cemara Liliba Kindergarten, Kupang City. Method: This quantitative study used an ex post facto design involving 20 children selected through purposive sampling. Data were collected through observation, interviews, documentation, and cognitive development assessments, then analyzed using descriptive statistics and simple linear regression with SPSS. Results: The findings indicated that the Deep Learning model encouraged active participation, curiosity, and enjoyable learning experiences among children through mindful, meaningful, and joyful activities. However, the regression analysis showed that the relationship between the Deep Learning model and cognitive development was not statistically significant (p > 0.05). The coefficient of determination (R² = 0.088) revealed that only 8.8% of cognitive development variance was explained by the model, while 91.2% was influenced by other factors. Novelty: This study provides empirical evidence of Deep Learning implementation in early childhood classrooms using an ex post facto design. Conclusion: The Deep Learning model created positive learning experiences but did not significantly affect children’s cognitive development.
Copyright (c) 2026 Meyzia Susang, Yelsi Benu , Rosalia Blegur , Marina Anone , Sarita Natumnea , Selvi Wahi , Fredericksen Victoranto Amseke (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
Perkembangan Model Pembelajaran Berbasis Permainan Sirkuit Dalam Meningkatkan Motorik Halus Anak Usia 4-6 Tahun
Fine motor skills are an important aspect of early childhood development through active and enjoyable learning. This study aims to analyze the effect of a circuit-based learning model on the fine motor skills of children aged 4–6 years at Efrata Preschool. The study used a quantitative approach with an ex post facto design. The sample size was 20 children aged 4–6 years, selected using a total sampling technique. Data collection was conducted using a questionnaire consisting of a circuit-based learning model scale and a child's fine motor skills scale that met validity and reliability tests. The data were analyzed using simple linear regression analysis using SPSS version 25.0. The results showed that the circuit-based learning model had a positive and significant effect on the fine motor skills of children aged 4–6 years (p = 0.003 < 0.05). The coefficient of determination (R Square) of 0.381 indicates that the circuit-based learning model contributed 38.1% to children's fine motor development, while the remaining 61.9% was influenced by factors outside the study. Thus, implementing a circuit-based game-based learning model in a structured and consistent manner can be an alternative learning method to optimize fine motor development in early childhood education (PAUD) units.
Copyright (c) 2026 Putri Elisabeth Kolly, Elsa Mariana Pian , Oktifina Loni Sabila , Sifra Yulti Nisipeni , Desi Katarina Saepito , Fredericksen Victoranto Amseke (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
Penerapan Model Deep Learning Terhadap Pembentukan Karakter Tanggung Jawab Anak Usia Dini
Early childhood education plays a fundamental role in optimizing children's development during the golden age through holistic and integrated learning experiences. One of the current learning approaches that emphasizes meaningful, mindful, and joyful learning is the deep learning model. However, empirical evidence regarding its contribution to the development of responsibility character in early childhood remains limited. Therefore, this study aimed to examine the effect of the deep learning model on the development of responsibility character among children aged 5–6 years at PAUD Diaspora Danau Ina, Kupang City. This study employed a quantitative approach with an ex-post facto design. The respondents consisted of 26 children selected using purposive sampling. Data were collected using questionnaires measuring the implementation of the deep learning model and the development of responsibility character. The data were analyzed using descriptive statistics and simple linear regression with SPSS version 25.0. The results revealed that the implementation of the deep learning model was predominantly in the high category (46%), followed by the moderate (35%) and low (19%) categories. Likewise, the development of responsibility character was mostly in the high category (51%), followed by the moderate (25%) and low (24%) categories. The regression analysis demonstrated that the deep learning model had a positive and significant effect on the development of responsibility character (R = 0.444; R² = 0.197; F = 5.906; p = 0.023), indicating that the model contributed 19.7% to the formation of responsibility character, while the remaining 80.3% was influenced by other factors. These findings suggest that the deep learning model can serve as an effective learning approach to strengthen responsibility character in early childhood through active, meaningful, and enjoyable learning experiences, thereby contributing to character education practices in early childhood education institutions.
Copyright (c) 2026 Yeti Anggiani Baun, Sri Mariani Lomi Wadu , Apriani Yakoba Asamani , Novriana Yanti Manafe , Sara Lodia Selly , Dominikus Lau , Fredericksen Victoranto Amseke (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
The Effectiveness Of Interactive Storytelling Method In Enhancing Language Skills Of Early Childhood Children With Language Delays
Background: Language delay affects 12–14% of early childhood children, significantly hindering their academic readiness and social interactions within the learning environment. Objective: This study aims to evaluate the effectiveness of the interactive storytelling method in improving receptive and expressive language skills among young children experiencing language delays. Method: Utilizing a quantitative one-group pretest-posttest design, this research involved 20 children aged 5–6 years at RA Azami selected through purposive sampling. Data were collected via structured observations and oral performance tests based on established developmental indicators, and analyzed using paired t-tests and Wilcoxon signed-rank tests alongside Cohen’s dz effect size analysis. Results: The findings revealed a significant increase in language proficiency, with the group's mean score rising from 10.15 in the pre-test to 13.95 in the post-test, representing a 37.44% performance escalation supported by a very large effect size of 4.95. Novelty: This research provides an original physical-contextual classroom intervention tailored explicitly for a homogeneous language-delayed cohort, offering a direct dialogic alternative that bypasses the infrastructure demands and screen-time risks associated with digital storytelling. Conclusion: The interactive storytelling method is an exceptionally effective, non-clinical pedagogical strategy for mitigating early language barriers, offering vital practical and operational frameworks for inclusive early childhood educators.
Copyright (c) 2026 Samsu Nurfalah, Halwa Ratu Amani , Sri Widaningsih , Ira Faoza (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
Development Of Early Childhood Creativity With Physical Motor Skills Using Project-Based Learning At Cemara Liliba Kindergarten
Background: Creativity is a fundamental aspect of early childhood development because it supports children's ability to generate ideas, solve problems, and express themselves through meaningful learning experiences. However, empirical evidence regarding the implementation of Project-Based Learning using an ex post facto design in authentic early childhood classroom settings remains limited. Objective: This study aimed to examine the effect of Project-Based Learning on the creativity development of children aged 5–6 years at Cemara Liliba Kindergarten. Method: A quantitative approach with an ex post facto design was employed involving 20 children selected through purposive sampling. Data were collected using Project-Based Learning and creativity instruments based on relevant theoretical indicators and analyzed using descriptive statistics and simple linear regression. Results: The findings revealed that Project-Based Learning had a positive and significant effect on children's creativity development, with an R Square value of 0.304, indicating a contribution of 30.4%. The implementation of mindful, meaningful, and joyful learning activities also supported children's active engagement during project-based learning. Novelty: This study provides empirical evidence of the effectiveness of Project-Based Learning in enhancing early childhood creativity through an ex post facto design in an authentic classroom context. Conclusion: Consistent implementation of Project-Based Learning can effectively foster children's creativity and provide practical guidance for teachers in designing meaningful, child-centered learning experiences.
Copyright (c) 2026 Orvinanto Sabneno, Adriana Lape , Fenti Bani , Yuni Hano , Maria Fahik , Defrin Waang , Fredericksen Victoranto Amseke (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
Application Of Thematic Pop Up Book Media In Improving Language Ability Of Children Aged 4–5 Years
Background: Language ability is a fundamental aspect of early childhood development as it supports communication, comprehension, and expression skills. However, limited empirical evidence has examined the use of thematic Pop Up Book media in authentic classroom settings using an ex post facto design. Objective: This study aimed to examine the effect of thematic Pop Up Book media on the language ability of children aged 4–5 years at PAUD Nekafhonis. Method: A quantitative approach with an ex post facto design was employed involving 17 children selected through total sampling. Data were collected using thematic Pop Up Book media and language ability scales and analyzed using descriptive statistics and simple linear regression with SPSS 25.0. Results: The findings revealed that thematic Pop Up Book media had a positive and significant effect on children’s language ability, with an R Square value of 0.242, indicating a contribution of 24.2%. The significance value was 0.045 (p < 0.05), confirming the hypothesis. Novelty: This study provides empirical evidence of the effectiveness of thematic Pop Up Book media in improving early childhood language ability within a real classroom context using an ex post facto design. Conclusion: Consistent and structured implementation of thematic Pop Up Book media can significantly enhance children’s language development and support active learning in early childhood education.
Copyright (c) 2026 Feorintina Gloria Ester Atimeta, Puput Kartiqha Airtur , Yustina Indriyani Dhelo , Yufita Seubelan , Yesaya Binoni Bayang , Fredericksen Victoranto Amseke (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
The Application Of The Discovery Learning Model In Improving Early Childhood Cognitive Development
Background: Cognitive development is a fundamental aspect of early childhood education because it supports children's ability to think, understand concepts, and solve problems. Although many studies have reported the effectiveness of Discovery Learning, limited evidence has examined its implementation using an ex post facto design in authentic classroom settings. Objective: This study aimed to examine the effect of the Discovery Learning method on the cognitive development of children aged 5–6 years at TK Cemara Liliba, Kupang City. Method: A quantitative approach with an ex post facto design was employed involving 18 children selected through total sampling. Data were collected using Discovery Learning and cognitive development scales based on Bruner's learning theory and Piaget's cognitive development theory and analyzed using descriptive statistics and simple linear regression. Results: Discovery Learning had a positive and significant effect on children's cognitive development, with an R Square value of 0.286, indicating a contribution of 28.6%. The mindful, meaningful, and joyful dimensions also supported children's active engagement during learning. Novelty: This study provides empirical evidence of the effectiveness of Discovery Learning using an ex post facto design in an authentic classroom context. Conclusion: Consistent implementation of Discovery Learning can enhance children's cognitive development and provide practical guidance for teachers in designing exploration-based learning activities.
Copyright (c) 2026 Septinia Lae, Risna Bureni , Inka Nenometa , Elda Haekase , Riwanti Sio , Habel Lauren , Fredericksen Victoranto Amseke (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
Penerapan Model Pembelajaran Sentra Terhadap Perkembangan Kemampuan Sosial Emosional Anak Usia Dini
Early Childhood Education represents a critical period that significantly influences children's future development, particularly social-emotional development, which is essential for learning success and social interaction. This study aimed to measure the level of social-emotional development among children aged 4–6 years and to analyze the influence of the center-based learning model on their social-emotional development at PAUD Efrata Karisin, Kupang Regency, East Nusa Tenggara. The study employed a quantitative approach with an ex post facto design. The population and sample consisted of 20 children selected through total sampling. Data were collected using observation sheets, teacher interviews, and learning activity documentation. Data were analyzed using descriptive statistics and simple linear regression. The findings revealed that most children’s social-emotional development was in the low category (45%). Interview results further indicated that some children still experienced difficulties in taking turns, sharing, and resolving conflicts with peers. Hypothesis testing demonstrated a positive and significant effect of the center-based learning model on children’s social-emotional development, with a contribution of 6.4%. These findings suggest that the implementation of center-based learning, which aligns with the principles of meaningful, mindful, and joyful learning, contributes positively to children’s social-emotional development. However, greater consistency in implementing the learning model, along with active parental involvement, is needed to optimize developmental outcomes.
Copyright (c) 2026 Yeni Patriziana Regina Penuam, Rini Sansindi Taneo , Naomi Pitay , Nirlen Betti , Enderikanihu Fallo , Fredericksen Victoranto Amseke (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
The Impact Of Sharenting Practices In Whatsapp Story On The Formation Of Self-Identification Of Early Childhood In Sribit Village, Wonolelo
This study examines the impact of sharenting practices on WhatsApp Story on the formation of early childhood identity in Dusun Sribit, Wonolelo Village, Wonosobo. The increasing use of digital media in parenting has transformed family communication patterns, where parents frequently share children’s daily activities online without fully considering their psychological and digital privacy implications. The objective of this research is to explore the forms of sharenting practices, parental motivations, and their effects on children’s self-awareness, self-concept, and social identity development. This study uses a qualitative descriptive method with a field research approach. Data were collected through semi-structured interviews, observation, and documentation involving ten parents with early childhood children aged 3–6 years who actively use WhatsApp Story. The results show that sharenting practices include sharing children’s achievements, daily activities, independence development, and humorous moments, with an average frequency of 2–4 uploads per week. Parental motivation is dominated by the desire to share happiness, document children’s growth, train children’s confidence in front of the camera, and fill leisure time. The findings indicate that sharenting has both positive and negative impacts on children’s identity formation. Positively, it enhances self-confidence and social recognition. However, it also risks creating dependence on external validation, shaping self-image based on social feedback, and influencing emotional stability. In conclusion, sharenting practices on WhatsApp Story play a significant role in shaping early childhood identity in a dual manner, contributing to both psychological development and potential risks in digital identity formation.
Copyright (c) 2026 Mei Setianingsih, Ahmad Khoiri , Vava Imam Agus Vaisal (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
The Effect Of Excessive Screen Time On Early Childhood Emotion Regulation At Paud Al-Irsyadah
Excessive gadget use in early childhood has become a growing concern because it may reduce direct social interaction and limit children’s opportunities to practice emotional control in daily situations. This study aimed to determine the effect of excessive screen time on the emotional regulation development of early childhood students at PAUD Al-Irsyadah. The novelty of this study lies in examining the predictive effect of excessive screen time on emotion regulation using a quantitative regression approach in an early childhood education setting. This research used a quantitative approach with an associative design. The population and sample consisted of 30 children selected through total sampling. Data were collected using closed questionnaires measuring excessive screen time and emotional regulation. The instruments were tested through validity and reliability analysis, while the data were analyzed using descriptive statistics, correlation tests, and simple linear regression. The results showed that excessive screen time had a significant negative effect on children’s emotional regulation, with a significance value of 0.004. The regression model showed that excessive screen time explained 25.5% of the variance in emotional regulation (R² = 0.255). These findings indicate that higher screen exposure tends to be followed by lower emotional regulation skills. The findings contribute to understanding the role of digital media exposure in early childhood socio-emotional development and provide practical implications for parents and teachers in managing children's screen use through supervision, time limits, and meaningful social interactions.
Copyright (c) 2026 Alfa Rohmatin, Raihan Ahlush Shuffah, Nazwa Nurul Fatma, Sri Zulfa Laeliyah Bilqis Tadzkir Putri (Author) https://creativecommons.org/licenses/by-nc-sa/4.0