Gemilang Journal is an international open access journal that discusses the physical, motor, cognitive, social and emotional development of early childhood. All submitted manuscripts will be reviewed by the editors and then evaluated by at least two international reviewers through a double blind review process. This is to ensure the quality of manuscripts published in the journal. Journal title : Journal of Gemilang Initials : JOG Frequency : 3 (three) March, July, November DOI : 10.62872 ISSN Online : 3047-6259 Editor in Chief : Feby Arief Nugroho, M.Pd Managing Editor : Dr. Srie Faizah Lisnasari, M.Si Assistant Editor : Sisca Cletus Lamatokan S.Pd., M.Pd Publisher : PT. Anagata Sembagi Education Accreditation : Index Copernicus International
The Role of Play in Developing Children's Social and Emotional Skills
Children's social and emotional development forms a critical foundation for their readiness to face future life challenges, whether in academic settings, interpersonal relationships, or adaptation to a dynamic social environment. Play encompassing both traditional and modern forms has proven to be one of the most effective strategies for supporting this development. Beyond serving as a source of entertainment, play carries an educational dimension that stimulates children to share, cooperate, empathize, regulate their emotions, and understand social rules. This study aims to explore in depth the role of play in shaping children's social and emotional skills through an SIR (Study, Interpretation, and Reflection) approach. The findings show that play contributes significantly to building interaction and communication skills, emotional regulation, and conflict-resolution ability. This article is expected to offer a scholarly contribution for educators, parents, and other stakeholders in designing learning strategies that are more inclusive and enjoyable, enabling children to develop holistically through play
Copyright (c) 2026 Kandi kandi (Author) https://creativecommons.org/licenses/by-sa/4.0
Multiliteracy-Based Learning in Early Childhood Education in the Era of Society 5.0
The transformation of early childhood education in the era of Society 5.0 requires the integration of multiliteracy to support children’s holistic development. Multiliteracy encompasses not only basic literacy but also digital, multilingual, ecological, and moral-religious competencies, which are essential in responding to rapid technological advancements while maintaining humanistic values. This study aims to analyze and develop a multiliteracy-based learning framework in early childhood education that is adaptive to the demands of Society 5.0. This research employs a qualitative approach with a descriptive-analytical design, combining library research and field study. Data were collected through in-depth interviews, observations, and documentation, and analyzed using data reduction, data display, and conclusion verification with triangulation techniques to ensure validity. The findings reveal that multiliteracy-based learning has been partially implemented through digital media, project-based learning, STEAM approaches, and integration of cultural and religious values. However, challenges persist, including limited infrastructure, low teacher digital competence, uneven implementation, and weak institutional management. The discussion highlights the need for a balanced integration of technology and character education within a structured multiliteracy framework. In conclusion, multiliteracy-based learning in early childhood education must be developed through a holistic, adaptive, and human-centered approach that integrates technology, pedagogy, and cultural values to prepare children for the complexities of Society 5.0
Creative Learning Ecosystems in Early Childhood Education: Integrating Arts, Technology, and Nature Exploration
Creative learning ecosystems in early childhood education have gained increasing attention as an approach to support children’s holistic development through diverse and meaningful learning experiences. Integrating arts, technology, and nature exploration in early childhood learning environments can stimulate creativity, critical thinking, and socio-emotional development. However, many early childhood education institutions still implement these elements separately, which limits their potential impact on children’s development. Therefore, this study aims to analyze how the integration of arts, technology, and nature exploration contributes to the development of creative learning ecosystems in early childhood education and to formulate an integrative conceptual framework that manages these elements as a unified learning ecosystem. This study employs a qualitative approach using a systematic literature review method. Data were collected from peer-reviewed journal articles published between 2021 and 2025 related to creative learning environments, STEAM education, arts-based learning, and nature-based learning in early childhood education contexts. The data were analyzed through thematic and conceptual synthesis to identify patterns, relationships, and conceptual models related to creative learning ecosystems. The findings indicate that play-based learning, artistic expression, technological exploration, and nature-based learning collectively support children’s cognitive, social, emotional, and physical development. The study concludes that an integrative framework combining arts, technology, and nature exploration within holistic learning environments is essential for developing sustainable creative learning ecosystems in early childhood education
Copyright (c) 2026 Muna Meilani, Nur Arifah Hanafiah (Author) https://creativecommons.org/licenses/by-sa/4.0
Neuroeducation in Early Childhood Education: A Neuroscience Approach to Optimizing Cognitive Development in Young Children
Early childhood represents a critical period of brain development characterized by high neuroplasticity, during which neural connections rapidly form and are highly responsive to environmental stimulation. Neuroscience research emphasizes that appropriate learning experiences during this “golden period” can significantly influence children’s cognitive, emotional, and social development. However, many early childhood education practices still lag behind advances in neuroscience, creating a gap between scientific knowledge about how the brain learns and classroom practices. This study aims to analyze how neuroeducation, as an interdisciplinary approach integrating neuroscience and education, can optimize cognitive development in early childhood education. The research employs a qualitative approach using a systematic literature review of accredited scientific journal articles related to neuroscience, neuroeducation, and early childhood learning. Data were collected from relevant academic publications and analyzed using qualitative content analysis and conceptual synthesis techniques. The findings indicate that neuroeducation-based learning strategies such as play-based learning, music activities, socio-emotional learning, and early numeracy stimulation contribute significantly to strengthening neural connectivity and improving children’s executive functions and cognitive abilities. However, the implementation of neuroscience-informed practices remains limited due to insufficient teacher training and the persistence of traditional pedagogical approaches. The study concludes that integrating neuroeducation principles into teacher preparation and curriculum design is essential to effectively utilize the sensitive period of early brain development and support optimal cognitive development in young children.
Copyright (c) 2026 Mu'tasim Fikri, Ratna Indriawati (Author) https://creativecommons.org/licenses/by-sa/4.0
Integrating the STEAM Approach in Early Childhood Education to Develop Critical and Creative Thinking Skills
The development of critical and creative thinking skills has become an important priority in early childhood education as part of preparing children to face the challenges of the twenty-first century. Early childhood learning environments should therefore encourage exploration, problem-solving, and creativity through meaningful and interactive activities. One innovative approach that supports these objectives is the STEAM approach, which integrates Science, Technology, Engineering, Arts, and Mathematics into interdisciplinary learning experiences. This study aims to analyze how the integration of the STEAM approach in early childhood education contributes to the development of children’s critical and creative thinking skills. This research employs a mixed-method approach involving qualitative and quantitative analysis. Data were collected through classroom observations, teacher interviews, and documentation of STEAM-based learning activities conducted with children aged 4–6 years in early childhood education settings. The collected data were analyzed using thematic analysis for qualitative findings and descriptive statistics to examine improvements in children’s thinking skill indicators. The findings indicate that STEAM-based learning significantly improves children’s ability to observe, ask questions, experiment, generate original ideas, and collaborate in problem-solving activities. These learning experiences also enhance children’s engagement, creativity, and early scientific literacy through hands-on exploration and interdisciplinary activities. In conclusion, the integration of the STEAM approach in early childhood education effectively supports the development of critical and creative thinking skills while creating meaningful and engaging learning environments for young learners
Copyright (c) 2026 Nurtina Irsad Rusdiani (Author) https://creativecommons.org/licenses/by-sa/4.0
The Role of Cooperative Play in Developing Social and Emotional Skills among Preschool Children
This study aims to analyze the role of cooperative play in developing social and emotional skills among preschool children using a quantitative approach based on Structural Equation Modeling–Partial Least Squares (SEM–PLS). The sample consisted of 150 preschool children participating in play-based learning activities. The results indicate that cooperative play has a significant positive effect on social skills and directly enhances children’s emotional skills. Furthermore, social skills significantly influence emotional skills and mediate the relationship between cooperative play and emotional development. The model shows an R-square value of 0.532 for social skills and 0.614 for emotional skills. These findings highlight cooperative play as an effective pedagogical strategy for strengthening children’s social-emotional development. This study offers practical implications for educators in designing play activities that emphasize positive interaction and collaboration.
Copyright (c) 2025 Firayani Firayani, Kandi Kandi, Praditya Mer Hananto (Author) https://creativecommons.org/licenses/by-sa/4.0
Inclusive Early Childhood Education for Children with Special Needs: Challenges and Strategies
This study examines the challenges and strategies of implementing inclusive early childhood education for children with special needs through a systematic literature review of 31 academic sources. The synthesis shows that inclusion in early childhood settings remains hindered by insufficient teacher preparedness, rigid standardized curricula, limited multidisciplinary support, poor peer acceptance, parental misalignment, cultural stigma, and inadequate classroom infrastructure. However, the findings also highlight that successful inclusion emerges when learning environments apply differentiated instruction, teacher professional development, collaborative intervention planning, structured social inclusion design, and strong leadership commitment supported by family and community partnerships. Sustainable inclusion requires an educational ecosystem in which pedagogy, institutional support, parental involvement, community values, and resource management function cohesively to ensure equitable participation and positive developmental outcomes. This review provides a holistic strategic foundation to guide early childhood institutions in creating resilient and inclusive learning environments for children with special needs
Copyright (c) 2025 Said Ashlan (Author) https://creativecommons.org/licenses/by-sa/4.0
Enhancing Emotional Intelligence through Role-Play Activities in Early Childhood Education
This study examines how role-play activities enhance emotional intelligence in early childhood education through a systematic literature review of 33 empirical and conceptual publications. Findings demonstrate that role-play develops emotional awareness, empathy, emotional regulation, social collaboration, and executive functioning through experiential and imaginative interactions. Children learn to understand and manage emotions by embodying diverse social characters, negotiating group dynamics, and engaging in emotionally rich scenarios supported by teacher facilitation. Sustainability of role-play requires structural support including teacher professional development, leadership commitment, parental involvement, resource management, and cultural contextualization to ensure consistent emotional learning rather than occasional dramatic play. This review contributes by synthesizing mechanisms and pedagogical components that make role-play a holistic and sustainable approach to enhancing emotional intelligence in early childhood education.
Copyright (c) 2025 Citra Dewi (Author) https://creativecommons.org/licenses/by-sa/4.0
Sensory Play in Early Childhood Education: The Key to Stimulating the Brain and Creativity of Young Children
Sensory play has become a foundational component in early childhood education because it stimulates neural development, creativity, emotional regulation, and fine motor control through direct multisensory engagement. This study employs a systematic literature review of 34 peer-reviewed publications to synthesize evidence on how sensory play promotes brain activation and creative capacities in young children. The findings demonstrate that tactile experiences, movement-based sensory activities, symbolic and dramatic play, and structured multisensory learning tools consistently strengthen cognitive functioning, emotional stability, imagination, and motor coordination. Sustainability requires alignment among teachers, school leadership, parents, and communities to institutionalize sensory play as a long-term pedagogical priority rather than a supplementary activity. This study contributes by mapping the mechanisms, learning components, and sustainability requirements that enable sensory play to function as a holistic developmental framework in early childhood education
Copyright (c) 2025 Arjulayana Arjulayana (Author) https://creativecommons.org/licenses/by-sa/4.0
STEM Learning in Early Childhood Education: Preparing a Smart Generation from an Early Age
STEM learning has become an essential foundation in early childhood education due to its capacity to strengthen scientific reasoning, computational thinking, collaboration, communication, and creativity from the earliest years of development. This study employs a systematic literature review of 38 empirical and conceptual publications within the last decade to examine how STEM learning prepares a smart generation from an early age. The results reveal that hands-on scientific inquiry, digital and robotics-enhanced learning, STEAM creativity integration, and culturally contextual STEM programs consistently promote analytical reasoning, motivation, resilience, and innovative thinking. Sustainability, however, requires teacher readiness, strong school leadership, active parental involvement, resource continuity, and time allocation that protects inquiry-based play. This study contributes by synthesizing a conceptual map of the pedagogical and institutional components necessary for STEM to successfully support future-ready development in early childhood
Copyright (c) 2025 Taufikin Taufikin (Author) https://creativecommons.org/licenses/by-sa/4.0
Holistic Learning Strategies in Early Childhood Education: Developing Children's Emotional Intelligence and Creativity
Holistic learning has gained increasing prominence in early childhood education due to its capacity to integrate emotional, social, sensory, and cognitive experiences into meaningful developmental pathways. This study investigates how holistic learning strategies foster emotional intelligence and creativity in young children through a systematic literature review of 35 peer reviewed studies published in the last decade. The findings indicate that arts-based learning, nature-based experiential learning, digital and interactive mediation, and social-cooperative learning consistently strengthen emotional awareness, empathy, self-regulation, curiosity, imagination, and divergent thinking. Sustainability, however, requires strong curriculum policy alignment, teacher readiness, parental collaboration, cultural value support, and leadership commitment to holistic pedagogy. This study contributes by synthesizing a conceptual framework that identifies the core components and institutional supports necessary for holistic programs to effectively develop emotional intelligence and creativity in early childhood
Copyright (c) 2025 Laila Nursafitri (Author) https://creativecommons.org/licenses/by-sa/4.0
Project-Based Learning Trends in Early Childhood Education: Building Children's Creativity and Independence
This study aims to describe the implementation of Project-Based Learning (PjBL) in Early Childhood Education (PAUD) and analyze its influence on the development of children's creativity and independence. The method used is descriptive qualitative with data collection techniques in the form of observation, in-depth interviews, and documentation of teachers, students, and parents in several PAUD institutions. The results of the study indicate that the implementation of PjBL can stimulate children's creativity through exploratory activities and the creation of real works relevant to their world. In addition, children show increased independence in completing tasks, making decisions, and being responsible for project results. The role of teachers as facilitators and parental involvement greatly influence the success of PjBL implementation. Despite facing several challenges, such as limited resources and teacher understanding, project-based learning has proven to be an effective and enjoyable approach in building character in early childhood.
Early Childhood Education: Early Character Education: Cultivating Empathy and Discipline in Early Childhood Education Children
Early Childhood Education (PAUD) plays a strategic role in shaping the foundation of a child's complete personality, including character values such as empathy and discipline. This study aims to describe the process of instilling these values through a contextual, natural, and participatory learning approach. Using descriptive qualitative methods, this study involved teachers, principals, and parents from several PAUD institutions in Indonesia. Data collection techniques were carried out through participatory observation, in-depth interviews, and documentation studies. The results showed that the value of empathy was instilled through storytelling, role-playing, and social interactions that build children's emotional awareness, while discipline was developed through habituation, classroom rules, and a reflective approach. Furthermore, collaboration between teachers, principals, and parents proved crucial in creating a consistent character education ecosystem. This study also identified challenges in implementing character education, such as differences in children's backgrounds, limited learning media, low parental participation, and teacher readiness. The success of instilling values is greatly influenced by an understanding of social dynamics and the application of natural, developmentally appropriate learning. This study confirms that character education from an early age must be carried out holistically, adaptively, and sustainably, in order to form a generation that is empathetic, independent, and responsible.
Copyright (c) 2025 Dwi Suryahartati, Aceng Haetami, Masrum Masrum (Author) https://creativecommons.org/licenses/by-sa/4.0
Implementation of Center-Based Games to Improve Early Childhood Cognitive Abilities
This study aims to determine the effectiveness of implementing center-based games in improving the cognitive abilities of early childhood. This study used the Classroom Action Research (CAR) method with the Kemmis & McTaggart model which was implemented in two cycles. The subjects were 15 children in group B aged 5-6 years in one of the PAUD in Mamuju City. Data collection techniques were carried out through observation, interviews, documentation, and simple cognitive tests. The results showed that the implementation of center-based games, such as block centers, natural materials, art, and role-playing, was able to improve children's cognitive abilities. There was an increase in the average cognitive achievement of children from 65% in cycle I to 85% in cycle II. In addition, children demonstrated better logical thinking, problem-solving, and understanding of basic mathematical concepts. This study concluded that center-based games are effective in optimizing the cognitive development of early childhood.
Copyright (c) 2025 Gusnawati Honjong (Author) https://creativecommons.org/licenses/by-sa/4.0
Breakfast Habits of Early Childhood Education Students: A Community-Based Poll Among PAUD Practitioners on WhatsApp
Irregular breakfast habits in early childhood may adversely affect physical growth and cognitive development. This study aimed to describe breakfast patterns among early childhood education students (PAUD) based on direct observations by educators. A cross-sectional descriptive design was employed, involving 234 PAUD practitioners in West Java through a WhatsApp-based community. Data were collected using a single closed-ended question distributed to all community members and analyzed using descriptive quantitative methods. A total of 116 valid responses were obtained. Results showed that 68 participants (58.6%) reported that almost all children had breakfast every day, 45 (38.8%) stated that most children had breakfast but not daily, and 3 (2.6%) indicated that many children arrived without breakfast or had only a drink. None of the respondents reported uncertainty or a lack of observation. These findings suggest that although a majority of children maintain regular breakfast habits, a substantial proportion still demonstrate inconsistency. Community-based digital observation allowed for rapid and contextually relevant field data collection. The results may serve as a foundation for promotive and preventive interventions through nutrition literacy and healthy breakfast campaigns in PAUD settings.
Copyright (c) 2025 Ferdinan Sihombing, Djahra Warda Sopaliu, Linda Sari Barus, Betty Suprapti, Bani Sakti, Didik Agus Santoso (Author) https://creativecommons.org/licenses/by-sa/4.0
The Role of the Family in Forming Children's Religious Identity: A Case Study of Urban Muslim Families in Pamekasan
This study focuses on examining the role of urban Muslim families in shaping adolescents’ religious identity. The research specifically explores: (1) religious parenting patterns, (2) the family atmosphere in fostering religious identity, (3) the religious values taught, (4) the methods of delivering religious teachings, and (5) challenges within the family environment. Employing a qualitative approach, data were collected through direct and participant observation, in-depth interviews, and documentation. Data analysis was conducted in three stages: data reduction, data display, and conclusion drawing and verification. The findings reveal that parents act as primary guides, encouraging and facilitating their children's engagement in religious activities such as attending mosque lectures and participating in religious education. By actively practicing communal worship and leading by example, parents instill a sense of unity and spiritual identity in their children. A nurturing family environment characterized by emotional closeness, open communication, and mutual support significantly contributes to the formation of children's religious identity. In such settings, religion is not merely a ritualistic obligation but serves as a profound source of peace and harmony. Overall, parental involvement through modeling, dialogue, and the integration of Islamic values into daily life plays a crucial role in the spiritual development of children.
Copyright (c) 2025 Mohammad Muchlis Solichin, Nor Hasan, Mohammad Hasan (Author) https://creativecommons.org/licenses/by-sa/4.0
Parental Communication Patterns and Their Impact on Early Childhood Social Development
This study aims to analyze parental communication patterns and their impact on the social development of early childhood. The research approach used is descriptive qualitative, with data collection techniques through in-depth interviews, observation, and documentation. Research informants consisted of parents of early childhood children and teachers as data support. Data were analyzed using the Miles & Huberman model, which includes data reduction, data presentation, and conclusion drawing. The results show that parental communication patterns have a significant influence on children's social development. Democratic communication patterns have been shown to support children in becoming self-confident, sociable, cooperative, and empathetic. Conversely, authoritarian communication patterns make children tend to be obedient but passive, while permissive patterns result in children who lack discipline and have difficulty sharing. Mixed communication patterns indicate inconsistent social development. In addition, nonverbal forms of communication (such as hugs, facial expressions, eye contact) play an important role in building a child's sense of security. This study emphasizes the importance of quality communication within the family to support the social development of early childhood in the digital era.
Copyright (c) 2025 Ahmad Shofi Mubarok, Zulham, Nur Sholehah Dian Saputri, Kandi (Author) https://creativecommons.org/licenses/by-sa/4.0
Transformation of Early Childhood Education: Integrating Technology in Early Childhood Learning
This study aims to identify, analyze, and summarize the findings of various previous studies on the use of technology in early childhood education (ECE) through the Systematic Literature Review (SLR) method. This method was chosen because it provides a comprehensive understanding by reviewing various relevant articles, journals, and research reports. The SLR process begins with the identification of inclusion and exclusion criteria, which are used to select the studies analyzed. Data were collected from various sources such as academic journals, conference articles, and research reports in the last five years. The main focus of this study is to evaluate the effectiveness of technology in supporting early childhood learning, as well as the challenges and opportunities faced by educators in integrating technology into the ECE curriculum. The results of the study indicate that technology has great potential to transform ECE education, increasing children's engagement, creativity, and learning abilities. However, the success of technology integration is highly dependent on the readiness of educators to utilize technology effectively and adequate access to technological devices. Therefore, educator training and the provision of appropriate infrastructure are essential to maximize the benefits of technology. Further research is needed to explore the best strategies for integrating technology into the ECE curriculum and to identify policies that can support the widespread implementation of technology in the ECE sector.
Copyright (c) 2024 Pascalian Hadi Pradana, I Made Sutajaya, I Wayan Suja (Author) https://creativecommons.org/licenses/by-sa/4.0
The Importance of Holistic Education for Early Childhood: Integrating Cognitive, Emotional and Social Aspects
Early childhood education (ECE) plays a fundamental role in children's development, which is not only limited to cognitive aspects, but also includes emotional and social development. Holistic education at an early age integrates these three aspects simultaneously, giving children the opportunity to develop optimally in various dimensions. Thus, a holistic approach in early childhood education is considered crucial in creating a strong foundation for further development. This article aims to analyze the importance of holistic education, as well as how the integration of cognitive, emotional, and social aspects can affect children's overall development. Through a Systematic Literature Review (SLR) research approach, this article examines various previous studies on holistic education for early childhood, focusing on the relationship between education that emphasizes cognitive, emotional, and social development. This study shows that the integration of these three aspects not only enriches children's learning experiences but also plays a role in improving their psychological and social well-being. Therefore, holistic education is a very relevant model to be applied in early childhood education institutions to support optimal development in the future.
Copyright (c) 2024 Iis Rodiah, Gayuk Zulaika, Dedi Gunawan Saputra (Author) https://creativecommons.org/licenses/by-sa/4.0
Implementation of Religious Moderation Values in Early Childhood (Research at Joy Kids Kindergarten Tawang District Tasikmalaya City West Java)
This study aims to examine the implementation of religious moderation values ​​in early childhood at Joy Kids Kindergarten, Tawang District, Tasikmalaya City, West Java. The research method used is a qualitative approach with a case study, which allows for an in-depth understanding of the process, meaning, and context of implementing religious moderation in an early childhood education environment. The subjects of the study included teachers, principals, and parents of students who were selected purposively based on their direct involvement in the learning process and management of character values ​​in schools. Data collection techniques were carried out through participatory observation, documentation studies, and interviews to obtain a comprehensive picture of learning strategies, social interactions, and school culture that support the internalization of moderation values. The results of the study showed that the implementation of religious and socio-emotional moderation values ​​in early childhood was effective with a play approach that was in accordance with the child's developmental stage (developmentally appropriate). The golden period of social imitation was utilized optimally, where teachers and peers acted as role models in instilling attitudes of tolerance, empathy, and anti-violence. The role of teachers as active facilitators and examples of polite language are key factors in the success of moderation learning, although further training is still needed so that the application of moderation values ​​is not merely symbolic. In addition, the aspect of acceptance of religious traditions and rituals needs to be strengthened so that children can appreciate diversity more deeply. Thus, Joy Kids Kindergarten has succeeded in creating an inclusive and harmonious learning environment, but it still needs to develop a program to strengthen traditions and increase teacher capacity so that moderation values ​​can be embedded comprehensively in children's characters.
Copyright (c) 2024 Soni Samsu Rizal (Author) https://creativecommons.org/licenses/by-sa/4.0
Innovation PAUD curriculum for Increase Quality of Early Childhood Education
Childhood Education (PAUD) is very important in develop base cognitive , social , emotional , and physical child . Innovation PAUD curriculum , incl method teaching interactive and use technology , yes increase quality education with make learning more interesting and appropriate with need child . Study This use method qualitative , incl interviews , observations , and discussions group , for evaluate impact innovation curriculum . Findings show that method interactive and technological support engagement and development child in a way positive . Parental involvement and aspects​ inclusivity also contributes to success curriculum . Challenges faced​ including need training for teachers and providers source Power . Curriculum innovative potential increase quality PAUD education with create environment relevant and inclusive learning .​
Copyright (c) 2024 Hawa Saputri (Author) https://creativecommons.org/licenses/by-sa/4.0
Peran Interaksi Sosial dalam Pengembangan Keterampilan Sosial Anak Usia Dini: Studi Kasus di Taman Kanak-Kanak
Penelitian ini menggunakan metode kualitatif untuk mendeskripsikan bagaimana interaksi sosial perperan dalam pengembangan keterampilan sosial pada anak usia dini, subjek dalam penelitian ini adalah anak di taman kanak-kanak. Keterampilan sosial merujuk pada kemampuan individu untuk berinteraksi secara efektif dengan orang lain dalam berbagai situasi sosial, Interaksi sosial yang sering terjadi di sekolah antara anak dengan temannya saat anak belajar dikelas. Keterampilan sosial yang terlihat pada anak usia dini saat di sekolah seperti anak dapat menjalin komunikasi yang baik dengan orang lain contohnya saat dikelas anak bisa menjawab pertanyaan guru, dapat mengerti apa yang disampai oleh guru, berprilaku baik saat di sekolah, mudah berteman, dapat mengerjakan sesuatu bersama-sama temannya, anak mau berbagi dan membantu orang lain. Interaksi sosial memberikan kesempatan bagi anak-anak untuk belajar dan mempraktikkan keterampilan sosial, seperti berbagi, bekerja sama, mengambil giliran, dan menyelesaikan konflik. Melalui pengalaman interaksi sosial yang berulang, anak memperkuat dan mengembangkan keterampilan ini secara bertahap.
PEMBELAJARAN BERBASIS SENTRA IMTAQ DALAM PENGENALAN NILAI AGAMA DAN MORAL ANAK USIA DINI DI TAMAN KANAK-KANAK ISLAM TERPADU AL AZKA KOTA JAMBI
The purpose of this study aims to find out how the teacher's efforts in the application of Imtaq center-based learning, how the teacher's efforts in introducing religious and moral values of children as well as supporting and inhibiting factors in learning and religious values in Al Azka Integrated Islamic Kindergarten, Jambi City. Research methods use a qualitative approach. Data collection is carried out by observation, interviews and documentation. Data analysis using Miles and Huberman's model is data reduction, data presentation, data verification and conclusion drawing. The location of the study was conducted at Al Azka Integrated Islamic Kindergarten, Jambi City. The results of this study that Al Azka Kindergarten in Jambi city in the use of their Imtaq center is very good in increasing the recognition of religious and moral values of students, especially in memorizing prayers in daily life and also memorizing hadith. This can also be seen from the enthusiasm of the students in participating in learning. The conclusion of the findings of this study is that this research can be used as input in increasing the faith and piety of students through the use of the Imtaq center. In addition, the findings in this study are also expected to increase the knowledge and skills of teachers in applying a learning process that is much more effective, creative and more enjoyable for students in an effort to improve learning in early childhood education.
Analisis Penggunaan Media Loose Part pada Kegiatan Alam bagi Anak Usia Dini
Tujuan penelitian ini untuk mengetahui penerapan penggunaan media loose part pada kegiatan pengenalan alam di TK PGRI 6 dan TK Margi Rahayu Kecamatan Tirtoyudo, Kabupaten Malang. Jenis penelitian yang digunakan adalah penelitian lapangan yang bersifat deskriptif. Teknik pengumpulan data yang digunakan antara lain teknik observasi, wawancara, dan teknik dokumentasi. Sedangkan untuk menganalisis data yang diperoleh, penulis lakukan dengan cara mengumpulkan seluruh data, mereduksi data, menyajikan data dan verifikasi data. hasil penelitian yang telah dilaksanakan maka dapat ditarik kesimpulan bahwa penggunaan media loosepart dapat digunakan dalam kegiatan alam guna agar anak-anak dapat mengenal alam sekitar. Dari kedua lembaga tersebut kegiatan alam berbeda namun keduanya menggunakan media loose part yang ada disekitar dan bahan alam
Art has been an important part of human development for a long time, one type of art is fine art. Fine art is a field of art that involves the creation of visual works, both in two-dimensional and three-dimensional form. The aim of this research is to describe the fine arts activities of early childhood. The research method used is a literature study that utilizes existing library sources. Fine arts in PAUD cannot be separated, many learning activities carried out in PAUD utilize fine arts such as painting and coloring, playing with clay or sand, collage, finger painting, drawing with sand, using recycled materials, decorating or painting. plant's pot. Activities that provide benefits for children are not only in the artistic aspect but also in other developmental aspects.
Copyright (c) 2024 Journal of Gemilang https://creativecommons.org/licenses/by-sa/4.0
Langkah-Langkah Pengembangan Eksistensi Model Kurikulum Pendidikan Anak Usia Dini
The PAUD curriculum is a set of plans about early childhood learning objectives that range between the ages of 0 to 6 years that intend to optimally develop the potential of children. Lack of teacher attention and lack of facilities and infrastructure trigger the development of children's potential that is less than optimal. The objectives of this study are to: 1) describe the form of PAUD curriculum development model, and 2) describe the implementation of PAUD curriculum model. This research uses a literature study method that relies on bibliographic sources from books and articles in scientific journals related to the subject matter. The results of this study show that: 1) the ECD curriculum development model can be changed by adding, reducing and improving the curriculum periodically, and 2) the ECD curriculum models include: a) High/Scope curriculum, b) Creative curriculum, c) Vygotsky curriculum, and d) Waldorf curriculum.