Early Childhood Research and Practice

Evaluasi Pembelajaran di Era Digitalisasi

Dwi Nomi Pura, Melia Distri Yeni, Jesi Pitriya, Zuzanti Ulan Dari — Sun, 02 Aug 2026 23:34:17 +0700

The development of information and communication technology has brought significant changes in various areas of life, including in the field of education. One of the most visible changes is the use of digital technology in the learning process and learning evaluation. Learning evaluation is a very important process in educational activities because it functions to determine the level of success of the learning process and the achievement of student competencies. Along with technological developments, learning evaluation systems that were previously carried out conventionally are now starting to switch to digital-based systems. Digital-based learning evaluation utilizes various technological devices such as computers, the internet, learning applications, and other digital platforms. This research aims to analyze the application of digital-based learning evaluation in the educational process and identify the benefits and challenges faced in its implementation. The research method used is a qualitative method with a literature study approach and descriptive analysis. Research data is obtained from various sources such as books, scientific journals, research articles, and educational documents relevant to the research topic. The research results show that digital-based learning evaluation provides various benefits such as time efficiency, ease of data processing, increased objectivity of assessment, and provides faster feedback to students. Apart from that, digitizing learning evaluations also allows teachers to monitor student learning progress in a more systematic and structured manner. However, the implementation of digital-based learning evaluation also faces various challenges such as limited technological facilities and infrastructure, limited digital skills of teachers, and gaps in access to technology among students. Therefore, efforts are needed to increase teacher digital competence as well as support from adequate technological facilities so that digital-based learning evaluation can be implemented optimally in the world of education

Pemanfaatan Aplikasi Digital sebagai Instrumen Evaluasi Pembelajaran di Satuan PAUD: Efisiensi, Objektivitas, dan Tantangannya

Ade Irma, Kesya Syakirah Putri, Zakya Nesa Prastiti, Dwi Nomi Pura — Sun, 02 Aug 2026 23:41:18 +0700

Learning evaluation in Early Childhood Education (PAUD) is often hampered by the burden of manual administration that consumes educators' time. This article aims to analyze the use of digital applications to transform the assessment process from a conventional one to a more dynamic and integrated one. The method used is a literature review with a qualitative descriptive approach. The results of the discussion indicate that the use of digital platforms can increase the efficiency of documenting child development achievements in real time, strengthen data validity through multimedia evidence, and facilitate communication and reporting to parents. However, its implementation still faces challenges in the form of gaps in teacher digital literacy and limited infrastructure. The conclusion of this article emphasizes that digitalization of evaluation is not intended to replace the role of teachers, but rather as a tool to improve the quality of interactions and the objectivity of child development assessments.

Penerapan Evaluasi Pembelajaran Berbasis Digital Untuk Menilai Perkembangan Kognitif Anak Usia Dini

Dwi Nomi Pura, Zona Junita Sari, Despi Despi, Novita Sari — Sun, 02 Aug 2026 23:47:43 +0700

The development of digital technology has significantly influenced various aspects of life, including education. In the context of early childhood education, the use of digital technology can support a more effective and engaging learning evaluation process for children. Digital-based learning evaluation is an innovation in education that allows educators to conduct assessments in a more systematic, interactive, and efficient manner (Rahmawati & Handayani, 2023).Learning evaluation in early childhood education is essential to determine children's cognitive development, such as thinking skills, concept understanding, problem-solving abilities, and memory of learned information. Through appropriate evaluation, teachers can obtain information about children's cognitive development levels and design learning strategies that align with their developmental needs (Hidayat & Lestari, 2024). In this regard, the use of digital media such as learning applications, online assessment platforms, and other technological tools can assist teachers in assessing children's cognitive development more effectively and engagingly (Sari & Wibowo, 2023).This article aims to describe the implementation of digital-based learning evaluation in assessing early childhood cognitive development and to explain the benefits of using digital technology in the learning evaluation process. The research method used in this study is a literature review by examining various sources such as books and scientific journals relevant to the research topic (Nugraha & Damayanti, 2025). The findings indicate that the implementation of digital-based learning evaluation provides several benefits in assessing early childhood cognitive development. Digital evaluation improves the effectiveness of the assessment process, provides faster feedback, and helps teachers document children's learning progress more systematically (Putri & Kurniawan, 2024). Furthermore, the use of digital technology in learning evaluation can increase children's motivation and interest in learning because evaluation activities can be presented in more interactive and enjoyable forms (Marlina & Setiawan, 2023). Therefore, the implementation of digital-based learning evaluation can be an effective alternative to support the assessment of cognitive development in early childhood education.

Pendekatan Penilaian Autentik Berbasis Digital dalam Evaluasi Pembelajaran Anak Usia Dini

Sun, 02 Aug 2026 23:55:02 +0700

Evaluation in early childhood education plays an important role in understanding children's developmental progress comprehensively. One of the approaches that can be applied is authentic assessment, which evaluates children's abilities through real activities carried out during the learning process. Along with the rapid development of information technology, the implementation of authentic assessment has begun to integrate digital technology to support the evaluation process. This study aims to analyze the implementation and benefits of digital-based authentic assessment in evaluating early childhood learning. The research uses a qualitative descriptive approach with a literature study method. Data were obtained from various scientific sources, including academic books, national and international journal articles, and research reports related to authentic assessment and the use of digital technology in early childhood education. Data collection was carried out through documentation and literature review, while data analysis used content analysis techniques to identify concepts, patterns, and relationships among the reviewed literature. The results of the study indicate that digital-based authentic assessment provides several advantages in evaluating early childhood learning. The use of digital media such as photos, videos, audio recordings, and digital portfolios enables teachers to document children's learning activities more systematically and accurately. In addition, digital systems facilitate the storage, organization, and monitoring of children's developmental data continuously. Digital-based assessment also encourages greater parental involvement because parents can access information about children's learning progress more transparently. However, its implementation still faces several challenges, such as teachers' digital competence and the availability of technological infrastructure in early childhood education institutions. Therefore, support in the form of teacher training and adequate technological facilities is needed to optimize the implementation of digital-based authentic assessment.

Penilaian Kemampuan Literasi Dini melalui Metode Bercerita (Storytelling)

Dwi Nomi Pura, E. Jusmadi, R. Aulia Chadhavi, A. Fatma Gusmiarti, A. Nur Rahma — Mon, 03 Aug 2026 00:05:54 +0700

Early literacy is an important foundation in the language and cognitive development of early childhood. The development of early literacy skills needs to be carried out through meaningful and engaging learning activities that are appropriate to children's developmental characteristics. One of the learning methods that can support the development of early literacy is storytelling. This study aims to analyze the assessment of early literacy skills through storytelling activities in early childhood learning. The research used a qualitative approach with a descriptive method. The subjects of this study were children aged 5–6 years at an early childhood education institution in Bengkulu City. The selection of research subjects was conducted using purposive sampling based on children's involvement in storytelling activities. Data were collected through observation, documentation, and performance assessment during storytelling activities. The indicators used to assess early literacy skills included the ability to listen to stories, understand story content, recognize new vocabulary, answer questions related to the story, and retell stories using their own language. The data were analyzed using qualitative descriptive analysis through data reduction, data presentation, and conclusion drawing. The results of the study indicate that storytelling activities contribute positively to the development of early literacy skills in children. Most children showed good ability in listening to stories, understanding story content, and responding to questions given by the teacher. In addition, several children were able to retell the story in simple language and even develop the story with their own imagination. Therefore, storytelling can be used not only as a learning method but also as an authentic assessment tool to evaluate early literacy development in early childhood education.

Pola Asuh Orang Tua dalam Pendidikan Anak di Keluarga

Evryeni Jusmadi, Naini Niken Navita, Nadinda Cleo Vatra, Meyza Yolanda Putri — Mon, 03 Aug 2026 00:10:14 +0700

This article aims to examine parenting styles in children’s education within the family from a theoretical perspective while also describing field findings through an interview with a parent. The family is the first and primary educational environment that plays a crucial role in shaping a child’s character, personality, and social behavior. Authoritarian and permissive parenting styles tend to hinder a child’s social and emotional development. The results of the interview with the informant (Mrs. Yuni Indarsih, 42 years old, a homemaker) indicate that an authoritarian parenting style is consistently applied based on the belief that firmness fosters discipline and a child’s success. The primary challenges faced include the influence of peer groups and excessive gadget use. The conclusion of this article emphasizes that a warm, responsive, consistent, and role-model-based parenting style is the key to optimal character development in children.

Pendidikan Anak Dalam Keluarga

Mimpira Haryono, Rohayu Fadilla, Siti nurjana, Dela Puspita — Mon, 03 Aug 2026 00:26:28 +0700

Parental strategies in developing disciplined character in early childhood, Early Childhood Teacher Education Study Program, University of Bengkulu. This study aims to analyze parental strategies in instilling disciplined character in early childhood. This study uses a qualitative approach with observation, interview, and documentation methods to collect data. The subjects of the study were parents, who were selected as key informants. The results of the study showed that parents implemented various learning strategies to instill discipline, including direct and indirect learning strategies. Through the direct learning strategy, the result was that children could understand the rules and develop good disciplined behavior, and the indirect learning strategy resulted in children being able to model positive behavior from parents.

Ciri Khas Permainan Tradisional Lompat Kodok di Kota Bengkulu

Mon, 03 Aug 2026 00:32:37 +0700

This study aims to analyze the characteristics of the traditional game of engklek and its relevance in supporting early childhood development in Bengkulu City. Traditional games, as part of local wisdom, play an important role in stimulating children’s cognitive, social, emotional, and motor development. This study employs a qualitative approach with data collection techniques including observation, interviews, and documentation. The research subjects consisted of early childhood education teachers and children aged 5–6 years at several early childhood education institutions in Bengkulu City. Research findings indicate that the game of hopscotch is characterized by the use of simple materials, motor activities that involve physical balance, and a high degree of social interaction. In addition, the game also instills educational values such as discipline, honesty, and cooperation. Hopscotch has proven to be a relevant learning tool capable of supporting children’s holistic development.

Ciri Khas Permainan Bakiak Pada Anak Usia 5-6 tahun Bengkulu Selatan

Mon, 03 Aug 2026 00:37:47 +0700

The purpose of this study was to determine whether the traditional bakiak game can improve the social–emotional development of children aged 5–6 years at PAUD Sinar Mentari, South Bengkulu Regency. This study employed Classroom Action Research (CAR), which focuses on classroom situations and is commonly known as classroom action research, using a cyclical procedure. The main subjects of this study were 15 children aged 5–6 years. The study applied the John Elliot model, in which each cycle consists of four stages: planning, implementation, observation, and reflection. The research was conducted in two cycles. Data collection techniques included observation and documentation. Data analysis was carried out using descriptive qualitative and quantitative methods. The results showed that children’s cognitive development through the implementation of the Montessori method in Group B at PAUD Sinar Mentari, South Bengkulu Regency, reached 74.16% (BSH) in Cycle I and increased to 89% (BSB) in Cycle II. The conclusion is that the traditional bakiak game can enhance the social–emotional development of children aged 5–6 years at PAUD Gemilang, Kepahiang Regency. This was evidenced by a significant improvement in Cycle II, with a percentage result of 89% (BSB).

Metode Pendidikan Dalam Keluarga

Mon, 03 Aug 2026 00:45:35 +0700

Education within the family is the primary foundation for character building and early childhood development. Parents play a crucial role in instilling moral values, religion, discipline, and positive habits in children. This article discusses family education methods based on the results of an interview with a housewife who has two elementary school-aged children. The study was conducted using a semi-structured interview method. The results of the interview show that the educational methods used include setting an example, giving advice, enforcing discipline, and habituating positive activities. Parents also adapt their parenting style to the unique character of each child. The main obstacle in educating children at home is the excessive use of gadgets, which affects the children's learning focus. To overcome this issue, parents limit gadget use and redirect their children to more beneficial activities, such as playing with friends and reciting the Quran.

Analisis Perkembangan Peserta Didik dalam Aspek Kognitif, Sosial, dan Emosional pada Proses Pembelajaran

Dwi Nomi Pura, Rohayu Fadilla, Rara Sartika, Nuriana Nuriana, Susanti Susanti — Mon, 03 Aug 2026 00:50:50 +0700

Student development is a process of change encompassing cognitive, social, emotional, and physical aspects that occurs gradually according to age. Understanding this development is important for educators in adapting the learning process to student characteristics. This study aims to analyze student development based on a literature review. The method used is a literature study by examining various relevant scientific sources regarding student development. The results of the study indicate that student development includes cognitive development related to thinking skills, social development in interactions with the environment, and emotional development in controlling feelings. The conclusion of this study shows that understanding the stages of student development is very important as a basis for designing an effective learning process that is appropriate to student needs.

Peran Guru Dalam Membentuk Pembiasaan Berbagi Pada Anak Usia Dini

Rinda Suryani, Dwi Nomi Pura, Rika Partika Sari — Mon, 03 Aug 2026 00:00:00 +0700

Tujuan penelitian ini adalah mendiskripsikan peran guru dalam membentuk pembiasaan berbagi pada anak usia dini terutama berbagi alat permainan di PAUD Nur Fallah Kabupaten Bengkulu Tengah. Jenis Penelitian yang digunakan dalam penelitian ini adalah penelitian kualitatif deskriptif. Metode pengumpulan data yang digunakan yakni wawancara, observasi dan dokumentasi. Adapun sumber data yakni guru-guru di PAUD Nur Fallah Kabupaten Bengkulu Tengah dan dokumentasi berupa foto-foto saat wawancara dengan guru. Dari hasil wawancara yang di dapat, untuk membentuk pembiasaan berbagi pada anak usia dini, guru mengajarkan anak melalui tiga indikator pembiasaan yaitu pembiasaan rutin, pembiasaan spontan dan pembiasaan keteladanan. melalui pembiasaan rutin guru menyusun aturan alat permainan, mengatur jadwal permainan dan melaksanakan kegiatan secara teratur, berulang-ulang dan terus menerus untuk membentuk karakter, sikap dan prilaku positif anak secara bertahap mengikuti tahapan perkembangan berpikirnya. Melalui pembiasaan spontan guru mengajarkan tindakan dan prilaku positif yang dilakukan secara langsung, alami dan tanpa rencana khusus dalam interaksi sehari-hari, terutama untuk membentuk karakter anak usia dini. dan selanjutnya melalui pembiasaan keteladanan guru memberikan contoh prilaku yang baik kepada anak secara konsisten agar anak juga melakukan prilaku yang baik seperti yang dicontohkanya. Jadi dapat disimpulkan bahwa peran guru sangat penting dalam membentuk pembiasaan berbagi pada anak usia dini di PAUD Nur Fallah Kabupaten Bengkulu Tengah.

Upaya Guru Dalam Manajemen Pembelajaran Berbasis Kelompok Pada Anak Usia Dini Di Tk Aisyah Kab. Bengkulu Tengah

Sirna Yenti, Mimpira Haryono, Ela Pebriani — Mon, 03 Aug 2026 06:42:06 +0700

This study aims to determine the efforts of teachers in group-based learning management for early childhood at Aisyah Kindergarten, Central Bengkulu Regency, which includes planning, organizing, implementing, and evaluating learning. This study uses a qualitative research method with a descriptive approach. The research subjects consisted of the principal and teachers. Data collection techniques were carried out through observation, interviews, and documentation. Data analysis was carried out through data reduction, data presentation, and drawing conclusions. The results of the study indicate that group-based learning management at Aisyah Kindergarten, Central Bengkulu Regency has been implemented well. Teachers prepare learning materials, organize study groups, carry out active play-while-learning activities, and conduct evaluations through observation and documentation of children's development. Group-based learning helps children be more active, able to work together, communicate, and interact with their peers. Based on the results of the study, it can be concluded that group-based learning management has a positive influence on social development and children's involvement in the learning process, thereby creating an active, orderly, and enjoyable learning atmosphere for early childhood.

Meningkatkan Kemampuan Motorik Kasar Anak Melalui Kegiatan Lempar Bola Di Paud Tunas Bangsa Kabupaten Seluma

Ratnawati Ratnawati, Asnawati Asnawati, Ranny Fitria Imran — Mon, 03 Aug 2026 06:46:36 +0700

The purpose of this study was to determine the improvement of children's gross motor skills through ball throwing activities at Tunas Bangsa PAUD, Seluma Regency. This study is a Classroom Action Research (CAR) or also called Classroom action research with the procedure used in the form of a cycle. The subjects of this study were 15 children in group B at Tunas Bangsa PAUD. The study was conducted in two cycles of two meetings. Data analysis was carried out in qualitative and quantitative descriptions with the emphasis being used to determine the improvement of the process expressed in a predicate, while quantitative analysis was used to determine the improvement of results using percentages. The results of improving children's gross motor skills through ball throwing activities at Tunas Bangsa PAUD, Seluma Regency in the first cycle of the first meeting with a percentage of 39.16%, in the first cycle of the second meeting with a percentage of 48.43%, in the second cycle of the first meeting with a percentage of 64.84,31% and in the second cycle of the second meeting with a percentage of 87.91%. The conclusion of the study is that children's gross motor skills through ball throwing activities at Tunas Bangsa PAUD, Seluma Regency, were proven to have increased in cycle II, meeting II, with a percentage of achievement of 87.91% with the criteria of very good development (BSB).

Penggunaan Media Kartu Emosi Bergambar Untuk Memahami Jenis-Jenis Emosional Anak Usia Dini

Yodelara Yodelara, Dwi Nomi Pura, Rika partikasari — Mon, 03 Aug 2026 06:56:33 +0700

The ability to understand emotions is a crucial aspect of early childhood socio-emotional development that requires appropriate stimulation during the "golden age" period. Preliminary observations at PAUD Aulia Tusyifa (Lubuk Sini Village, Taba Penanjung District, Central Bengkulu Regency) revealed that most children in Group B (aged 5–6 years) struggled to recognize and distinguish between various emotions—particularly complex ones such as shame, confusion, annoyance, disgust, mockery, and fatigue. Furthermore, the teaching methods employed were conventional and lacked support from concrete visual aids. This study aimed to describe the use of illustrated emotion cards in instruction, assess children's understanding of different emotions after using these cards, and identify the supporting and inhibiting factors involved. A descriptive study with a qualitative approach was conducted, involving a school principal, three Group B teachers, and five boys (aged 5–6 years) as research subjects. Data were collected through observation, interviews, and documentation, and subsequently analyzed using the Miles, Huberman, and Saldaña model. The results demonstrated that the systematic use of illustrated emotion cards—incorporating card recognition, question-and-answer sessions, storytelling, and reflection—was effective in helping children recognize the eleven introduced emotions, verbally express their feelings, and foster empathy toward their peers. Four of the five children met all performance indicators, while one child had not yet achieved the indicator for speaking confidently in front of the class. These findings highlight the need for the sustained use of concrete visual learning aids within the early childhood education curriculum to optimize children's socio-emotional development.

Implementasi Metote Story Telling Berbasis Canva Untuk Meningkatkan Daya Ingat Anak Usia Dini

Lisa Aneka Oktapia, Lydia Margaretha, Rika Partika Sari, Evryeni Jusmadi — Mon, 03 Aug 2026 07:04:52 +0700

This study examined the implementation of Canva-based storytelling methods to enhance early childhood memory at TK Amanah, Kaur Regency. Employing a Classroom Action Research (CAR) framework, the investigation followed a cyclical procedure designed to optimize classroom pedagogical interventions. The research participants comprised 15 children enrolled in Group B at TK Amanah, Kaur Regency. The action research was executed across two complete cycles, with each cycle consisting of two sequential sessions. Data analysis combined qualitative descriptive techniques; used to evaluate process improvements represented by criteria predicates and quantitative descriptive analysis to determine performance gains through percentage improvements. The implementation of the Canva-based storytelling method yielded progressive advancements in children's memory retention. Specifically, baseline metrics rose from 33% in Cycle I (Session 1) to 48% in Cycle I (Session 2), expanded to 64% in Cycle II (Session 1), and culminated at 83% in Cycle II (Session 2). In conclusion, the systematic integration of Canva-based storytelling successfully improves early childhood memory capacity, as evidenced by the final benchmark in Cycle II (Session 2) reaching an 83% success rate, which satisfied the "Highly Developed" (Berkembang Sangat Baik/BSB) competency criterion.

Penerapan Teknik Ecoprint Untuk Meningkatkan Motorik Halus Anak Usia Dini

Mutiara Ramadhanni, Asnawati Asnawati, Rika Partika Sari — Mon, 03 Aug 2026 07:10:01 +0700

This study was initiated by the low level of fine motor skills among early childhood students at Lembayung Indah Kindergarten in Bengkulu City, which stemmed from a lack of variation in learning methods and insufficient stimulation through engaging activities. Drawing upon Hurlock’s theory of fine motor development and the constructivist approach, hands-on experiential activities such as ecoprinting are believed to enhance children's hand-eye coordination. This study aims to examine the implementation of the ecoprint technique in improving the fine motor skills of children aged 5–6 years. The method employed was Classroom Action Research (CAR) following the Kemmis and McTaggart model, conducted across two cycles, each consisting of planning, acting, observing, and reflecting. Data collection techniques included observation, documentation, and performance assessment, with data analyzed using percentage analysis. The results demonstrated a significant improvement in each cycle: increasing from 36% in Cycle I Session I to 51%, then rising to 73% in Cycle II Session I, and ultimately reaching 91% in Cycle II Session II, falling into the "Highly Well-Developed" category. Consequently, it can be concluded that the application of the ecoprint technique is effective in improving fine motor skills in early childhood.

Peningkatan Kognitif Anak Melalui Kegiatan Bermain Warna Menggunakan Kertas Origami Pada Anak Usia Dini

Affrita Destri Murni, Asnawati Asnawati, Dwi Nomi Pura — Mon, 03 Aug 2026 07:20:17 +0700

The ability to recognize colors is a crucial component of early childhood cognitive development. At this stage, color recognition is part of a learning process that fosters cognitive thinking and memory, thereby supporting overall cognitive growth. Early childhood color recognition encompasses three specific aspects: correctly naming, pointing to, and categorizing colors. The researcher addressed these skills through Classroom Action Research aimed at enhancing color recognition in children aged 3–4 years via color-based play activities using origami paper at PAUD Cita Ananda in Central Bengkulu. This study is intended to serve as a reference for educational institutions, teachers, and early childhood educators in selecting appropriate teaching methods and media to stimulate cognitive development in alignment with children's developmental stages. The study employed a Classroom Action Research (CAR) methodology with a quantitative descriptive approach, conducted over two cycles. Each cycle comprised stages of planning, action implementation, observation, and reflection, and spanned two face-to-face sessions. A cycle was repeated if learning outcomes failed to meet the established mastery indicators. The results demonstrated a significant improvement in color recognition abilities among children aged 3–4 years. The achievement rate was 60% in Cycle I and rose to 92% in Cycle II, representing a 32% increase. These findings indicate that color-based play activities utilizing origami are effective in optimally enhancing color recognition skills in accordance with early childhood developmental stages.

Peran Guru Dalam Bermain Permainan Tradisional Egrang Boloak Untuk Meningkatkan Perkembangan Motorik Kasar Pada Anak Usia Dini

Lestri Anggraini, Dwi Nomi Pura, Syisva Nurwita — Mon, 03 Aug 2026 07:29:07 +0700

Gross motor development is a crucial aspect requiring optimal stimulation in early childhood; it encompasses body balance, movement coordination, muscle strength, and self-confidence during physical activities. Preliminary observations at PAUD Aulia Tusyifa (Lubuk Sini Village, Taba Penanjung District, Central Bengkulu Regency) revealed that most children aged 5–6 years exhibited suboptimal gross motor skills, and teachers had not fully utilized traditional games as learning media. This study aimed to describe the teacher's role as a facilitator and motivator during *egrang boloak* (traditional stilts) play activities and to identify the factors supporting or hindering their implementation. A qualitative method with a descriptive approach was employed, involving two teachers and ten children from Group B as research subjects. Data were collected through observation, interviews, and documentation, and subsequently analyzed using the Miles and Huberman model. The results indicated that the teachers performed their roles as facilitators and motivators reasonably well, although there were limitations regarding equipment readiness and motivational approaches that were not yet fully individualized. The *egrang boloak* game proved to have a positive impact on the children's gross motor development: four children showed excellent development, three developed as expected, two were beginning to develop, and one had not yet developed. These findings highlight the need to enhance teacher competence in integrating traditional games as effective educational media within early childhood education institutions.

Peningkatan Kemampuan Kognitif (Konsep Bilangan) Anak Melalui Media Kartu Angka Matching

Elza Novrianti, Ela Pebriani, Lydia Margaretha — Mon, 03 Aug 2026 07:40:28 +0700

This study aims to enhance children's cognitive abilities—specifically regarding number concepts—through the use of matching number cards in early childhood education (PAUD). The study employs the Classroom Action Research (CAR) method, conducted over two cycles; each cycle comprises the stages of planning, action implementation, observation, and reflection. The research subjects consisted of 12 children from Group B (aged 5–6 years). Data collection was carried out through observation and documentation, while data analysis utilized quantitative descriptive analysis with percentages. The results indicate that the use of matching number cards can improve children's cognitive abilities in recognizing number concepts. This improvement is evident in the percentage results across each cycle. In Cycle I, Meeting 1, the children's cognitive ability score was 41.66% (categorized as "Starting to Develop" or MB), rising to 56.25% in Cycle I, Meeting 2 (categorized as "Developing as Expected" or BSH). Subsequently, the score increased to 70.83% in Cycle II, Meeting 1, and reached 83.33% in Cycle II, Meeting 2 (categorized as "Developing Very Well" or BSB). The improvement in cognitive ability was demonstrated by the children's proficiency in recognizing number symbols, counting objects, matching numbers to images, and correctly sequencing numbers. The use of matching number cards created an engaging, active, and enjoyable learning atmosphere, making it easier for children to grasp number concepts through "play-while-learning" activities. Thus, matching number cards have proven effective in enhancing the cognitive abilities of early childhood learners regarding number concepts.

Penggunaan Permainan Lompat Karet Sebagai Media Pembelajaran Motorik Anak Usia 5–6 Tahun

Mon, 03 Aug 2026 08:54:39 +0700

This study aims to determine the use of the Lompat Karet game as a learning medium to improve the motor skills of children aged 5–6 years. This modern traditional game, typical of Central Bengkulu, has elements of movement that involve body coordination, balance, agility, and cooperation between children, making it a fun learning activity for early childhood. The research method used was descriptive qualitative, with children aged 5–6 years as subjects. Data collection techniques were conducted through observation, interviews, and documentation during the game activities. The results showed that the Lompat Karet game can improve children's gross motor skills, such as running, jumping maintaining balance, and coordinating body movements. Furthermore, this game also helps increase children's self-confidence, social interaction, and enthusiasm for learning. The use of traditional games as a learning medium provides a more active and enjoyable learning experience, making it easier for children to understand the activities presented by the teacher. Therefore, the lompat karet game can be used as an alternative learning medium for motor skills for early childhood and as an effort to preserve the traditional games of Central Bengkulu.

Implementasi Media Tanaman Pisang Untuk Peningkatan Perkembangan Motorik Halus Anak Usia Dini

Ani Malisa, Dwi Nomi Pura, Syisva Nurwita — Mon, 03 Aug 2026 09:08:05 +0700

This study aims to determine whether the implementation of banana plant-based media—such as banana fruit, stems, and leaves—in the learning process can enhance the fine motor skill development of early childhood children aged 4–5 years. This study employed classroom action research. The subjects were 15 children from Group A at PAUD Cita Ananda, Kelindang Village. The results showed that: (1) teacher activity improved from a score of 50 (73.5%, categorized as "Good") in Cycle 1 to a score of 61 (89.7%, categorized as "Good") in Cycle 2; and (2) children's fine motor skill development improved, with the number of children in the "Developing Very Well" (BSB) category rising from 3 (20%) in Cycle 1 to 12 (80%) in Cycle 2, thereby meeting the success criterion of having 75%–100% of children in the BSB category. Implementing banana plant-based media in the teaching-learning process can enhance the fine motor skill development of children in Group A at PAUD Cita Ananda, Kelindang Village. Such media can be utilized in the teaching-learning process for children aged 4–5 years to improve their fine motor skills.

Meningkatkan Motorik Halus Anak Melalui Kegiatan Menjiplak Dengan Media Alam Di Paud Bintang Cemerlang

Nelis Hayati, Asnawati Asnawati, Ranny Fitria Imran — Mon, 03 Aug 2026 09:23:21 +0700

This study aims to enhance the fine motor skills of children at PAUD Bintang Cemerlang through tracing activities using natural materials. The study employed the Classroom Action Research (CAR) method, conducted over two cycles; each cycle consisted of planning, action implementation, observation, and reflection stages. The research subjects comprised 12 children. Data collection was carried out through observation and documentation. Data analysis was performed using descriptive quantitative methods, utilizing percentages to track the development of the children's fine motor skills. The results indicate that tracing activities using natural materials can improve the fine motor skills of early childhood learners. This improvement was evident across each learning cycle. In Cycle I, Meeting 1, the children's fine motor skills achieved a score of 40.41% (categorized as "Beginning to Develop" or MB), rising to 50% in Cycle I, Meeting 2. Subsequently, in Cycle II, Meeting 1, the score increased to 62.5% (categorized as "Developing as Expected" or BSH), and in Cycle II, Meeting 2, it reached 81.25% (categorized as "Developing Very Well" or BSB). Improvements in fine motor skills were observed in the children's ability to hold writing instruments, follow tracing patterns, control hand movements, and produce work that was neater and more controlled. The use of natural materials—such as leaves, flowers, and twigs—fostered greater interest and enthusiasm among the children during learning activities. Thus, tracing activities using natural materials proved effective in enhancing the fine motor skills of early childhood learners at PAUD Bintang Cemerlang.

Peningkatan Pemahaman Nilai Agama Anak Melalui Pembelajaran Berbasis Miniatur Ibadah Pada Anak Usia 4-5 Tahun

Tanti Ratna Ratna Dewi, Rika Partika Sari, Lydia Margaretha — Mon, 03 Aug 2026 09:34:51 +0700

This study was motivated by the low level of understanding regarding religious values among children aged 4–5 years at PAUD Kasih. The children still struggled to recognize items used for worship, imitate simple acts of worship, and recite short prayers. The study aimed to enhance the children's understanding of religious values through instruction utilizing worship miniatures. A Classroom Action Research (CAR) design was employed, conducted over two cycles; each cycle comprised the stages of planning, implementation, observation, and reflection. The research subjects consisted of 12 children aged 4–5 years at PAUD Kasih. Data were collected through observation and documentation and analyzed using both quantitative and qualitative descriptive methods. The results indicate that the use of worship miniatures as a learning medium improved the children's understanding of religious values. In Cycle I, Meeting 1, the achievement rate was 40.10%, falling into the "Beginning to Develop" (MB) category. In Cycle I, Meeting 2, this increased to 53.64%, placing it in the "Developing as Expected" (BSH) category. Subsequently, in Cycle II, Meeting 1, the rate rose to 62.5% (BSH category), and in Cycle II, Meeting 2, it reached 81.25%, falling into the "Developing Very Well" (BSB) category. These results demonstrate that the study's success indicators were achieved. Thus, instruction based on worship miniatures proved effective in enhancing the understanding of religious values among children aged 4–5 years at PAUD Kasih.

Meningkatkan Minat Belajar Anak Melalui Media Augmented Reality di TK Arjuna Kabupaten Bengkulu Utara

Nurul Marta Havizah, Asnawati Asnawati, Syisva Nurwita — Mon, 03 Aug 2026 09:40:47 +0700

This study examines efforts to enhance children's learning interest through the utilization of augmented reality (AR) media at Arjuna Kindergarten (TK), North Bengkulu Regency. The research was prompted by the children's low learning interest, as evidenced by a lack of attention, enthusiasm, and engagement during the learning process, thereby highlighting the need for engaging and innovative instructional media. The study sought to evaluate the improvement of children's learning interest through the integration of AR media. The methodology employed was Classroom Action Research (CAR), conducted across two cycles, with each cycle consisting of two sessions comprising planning, action, observation, and reflection stages. The research subjects involved 15 children aged 5–6 years. Data were gathered using observation and documentation techniques, while data analysis combined qualitative descriptive and quantitative approaches. The findings demonstrated that the children's learning interest steadily improved in each session. In Cycle I, Session I, the children achieved a percentage score of 29%, falling under the "Beginning to Develop" category, which subsequently rose to 37% (retaining the same category) in Cycle I, Session II. This upward trajectory continued in Cycle II, with scores rising to 51% in Session I, meeting the "Developing as Expected" criteria, and ultimately reaching a significant peak of 87% in Session II, classified as "Highly Well-Developed." In conclusion, the utilization of augmented reality media is highly effective in enhancing children's learning interest at TK Arjuna, North Bengkulu Regency.

The Effectiveness of Wordwall-Based Interactive Digital Media in Stimulating Language Development in 4- to 5-Year-Old Children

Levi Oga Rostita, Rika Partika Sari, Ranny Fitria Imran — Mon, 03 Aug 2026 09:51:56 +0700

This study aims to examine and analyze the effectiveness of Wordwall-based interactive digital media in stimulating the language development of children aged 4–5 years. The study used a quantitative approach using a quasi-experimental design involving two groups: an experimental group and a control group. The population consisted of 30 children enrolled in Classes A1 and A2 at PAUD Mekar Melati, with 15 children assigned to the control group (A1) and 15 children assigned to the experimental group (A2). The control group received conventional learning instruction using picture cards, while the experimental group was taught using Wordwall-based interactive digital media. Data were collected through pre-test and post-test assessments to measure children's language development before and after the implementation of the treatment. The collected data were analyzed using an Independent Samples t-test following prerequisite tests of normality and homogeneity. The findings revealed a statistically significant difference in language development between children in the experimental group and those in the control group. This result was evidenced by a significance value (Sig. 2-tailed) of 0.028 (< 0.05), indicating that the null hypothesis (H₀) was rejected and the alternative hypothesis (H₁) was accepted. Furthermore, the post-test results demonstrated that the mean score of the experimental group was higher than that of the control group. Therefore, it can be concluded that the use of Wordwall-based interactive digital learning media is effective in enhancing the language development of children aged 4–5 years.

Peningkatan Kemampuan Keaksaraan Awal Menggunakan Media Roda Pintar Di Paud Kasih Ibu

Eli Daryati, Mimpira Haryono, Rohayu Fadilla — Mon, 03 Aug 2026 10:04:35 +0700

This study was motivated by the low early literacy skills of children at PAUD Kasih Ibu, particularly regarding recognizing letter symbols, articulating letter sounds, and matching letters with images. The study aimed to enhance children's early literacy skills through the use of the "Smart Wheel" (*roda pintar*) learning aid. A Classroom Action Research (CAR) design was employed, conducted over two cycles; each cycle comprised the stages of planning, action implementation, observation, and reflection. The research subjects consisted of 12 children. The results indicate that the use of the Smart Wheel effectively improved the children's early literacy skills. In Cycle I, Meeting 1, the achievement rate was 36.45%, falling into the "Beginning to Develop" (MB) category. In Cycle I, Meeting 2, this increased to 48.43% (MB category). Subsequently, in Cycle II, Meeting 1, the rate rose to 63.02%, meeting the "Developing as Expected" (BSH) criterion, and in Cycle II, Meeting 2, it reached 80.72%, achieving the "Developing Very Well" (BSB) category. This improvement demonstrates that the Smart Wheel creates an engaging, enjoyable, and interactive learning atmosphere, thereby fostering greater active participation and enthusiasm among the children. Based on these findings, it can be concluded that the Smart Wheel is an effective tool for enhancing the early literacy skills of young children at PAUD Kasih Ibu.

Improving Children’s Speaking Skills Through the “Can Phone” Game Using Family Photos at Bunga Bangsa Early Childhood Education Center

Purniati Purniati, Ranny Fitria Imran, Asnawati Asnawati — Mon, 03 Aug 2026 10:12:10 +0700

This study was motivated by the low speaking ability of children at PAUD Bunga Bangsa, as indicated by their lack of confidence in speaking, limited fluency in conveying messages, and difficulty expressing simple ideas. The study aimed to improve children’s speaking ability through the implementation of a tin-can telephone game supported by family photo media. This study employed classroom action research conducted in two cycles, with each cycle consisting of two meetings. The research subjects were young children enrolled at PAUD Bunga Bangsa. Data were collected through observation, documentation, and field notes. An observation sheet was used as the research instrument to assess the development of the children’s speaking ability. The data were analyzed using qualitative and quantitative descriptive methods. The findings showed a consistent improvement in the children’s speaking ability across each cycle. In Cycle I, the first meeting achieved a percentage of 42.21%, categorized as Beginning to Develop, which increased to 55.55% in the second meeting within the same category. In Cycle II, the percentage increased to 67.79% in the first meeting, categorized as Developing as Expected, and rose significantly to 81.10% in the second meeting, categorized as Developing Very Well. Based on these findings, it can be concluded that the implementation of the tin-can telephone game supported by family photo media was effective in improving the speaking ability of young children. Enjoyable and interactive learning activities enhanced the children’s confidence, fluency, and ability to express simple ideas.

Pelaksanaan Metode Bermain Peran Dalam Meningkatkan Kemampuan Sosial Pada Anak Usia Dini

Endang Kurnia, Asnawati Asnawati, Ranny Fitria Imran — Mon, 03 Aug 2026 10:24:50 +0700

This study aims to describe the implementation of the role-playing method in enhancing the social skills of early childhood children. The social skills in question include social interaction, cooperation, adherence to rules, empathy and caring, and social independence. The study was conducted at PAUD Kembang Ayun in Central Bengkulu Regency using a qualitative approach. Data collection involved observation and interviews with teachers and the school principal as key informants. The results indicate that the implementation of the role-playing method positively impacts the development of children's social skills. Through role-playing activities, children become more active in interacting with peers, capable of cooperating in groups, and better at understanding the rules governing shared activities. Furthermore, children begin to demonstrate empathy and caring—such as helping friends, sharing, and responding to others' feelings. This method also helps boost children's self-confidence and independence in expressing opinions and assuming roles during activities. However, the implementation of the role-playing method still requires guidance and support from teachers, particularly for children who lack confidence or are not yet actively participating. Therefore, careful planning, the selection of appropriate themes, and consistent practice are essential for the role-playing method to be optimally applied in enhancing the social skills of early childhood children.

Meningkatkan Kreatifitas Anak Menggunakan Media Kolase Biji-Bijian Di Paud Kasih Ibu

Neni Marlinda — Mon, 03 Aug 2026 10:32:15 +0700

The aim of this study was to determine the improvement in children's creativity through the use of seed-based collage media at PAUD Kasih Ibu in Kepahiang Regency. This study employed Classroom Action Research (CAR) methodology, utilizing a cyclical procedural approach. The subjects were 12 children from Group B at PAUD Kasih Ibu. The research was conducted over two cycles, with two meetings per cycle. Data analysis involved both qualitative and quantitative methods; qualitative analysis focused on process improvements expressed through descriptive ratings, while quantitative analysis measured outcome improvements using percentages. The results regarding the improvement of children's creativity using seed-based collage media showed the following achievement percentages: Cycle I, Meeting I (41.14%); Cycle I, Meeting II (53.64%); Cycle II, Meeting I (70.31%); and Cycle II, Meeting II (89.06%). The study concludes that children's creativity improved through the use of seed-based collage media at PAUD Kasih Ibu, Kepahiang Regency; by Cycle II, Meeting II, the achievement reached 89.06%, placing it in the "Developing Very Well" (BSB) category.