JURNAL PENA PAUD

The Meaning and Impact of Screen Time (ST) on Emotional Regulation in Children Aged 5-6 Years

2025-09-19T12:03:12+00:00

Increased screen time (ST) in children aged 5–6 years has various effects on their emotional development. Excessive ST can hinder children's ability to recognize and control their emotions. This study aims to explore the meaning and impact of screen time (ST) on children's emotional regulation. The study employed a descriptive qualitative approach, utilizing interviews and observation techniques with six parents who have young children. Informants were selected using purposive sampling with the following criteria: (1) parents with different educational backgrounds (high school and bachelor's degree) to see variations in perceptions of ST and children's emotional regulation; (2) parents whose children routinely used ST for 5–8 hours per day; and (3) communicative parents, namely mothers and fathers of children aged 5–6 years who were willing to participate in the study. The results showed that parents perceived ST as a means of entertainment, learning, and calming their children. These findings were obtained through a thematic analysis of interview transcripts and observations, which revealed three primary meanings. ST evoked ambivalent emotional reactions: children displayed positive responses, such as happiness, joy, calmness, and imitative behavior, when using ST; however, they also showed adverse reactions, including anger, tantrums, sadness, or bargaining, when ST was stopped. Excessive use without time limits can weaken children's ability to control their emotions. ST management strategies are implemented by setting time limits, determining goals, and considering the child's condition. These findings show that ST plays a dual role in children's emotional regulation.

The Effect of Plasticine Media on Alphabet Recognition in 4-5 Year Old Children in Kindergarten

2025-08-21T10:58:39+00:00

Alphabet recognition is an essential skill in students' development; therefore, it requires greater attention from parents and teachers. This study aims to determine the effect of plasticine media on letter recognition in early childhood at Baiturrahman Sako Islamic Kindergarten, Palembang. This study uses a quantitative approach with a one-group pretest-posttest design and involves 15 children as samples selected by the purposive sampling method. The instrument used is an observation sheet that has been tested for validity and reliability with valid and reliable results. The research procedure includes administering a pretest and providing treatment through plasticine-based learning. A posttest was administered to assess treatment outcomes; the data were analyzed using a t-test, which showed a significant increase in scores (p < 0.001). These results demonstrate that plasticine media affect letter recognition in children aged 4-5 years.

Development of Number Board Media for Early Childhood Pre-Mathematics Introduction

2025-09-19T17:41:40+00:00

Early numeracy skills are essential for supporting cognitive development in early childhood education. Observations at TK Yapis Ash Siddiq in Central Papua indicated that many children aged 5–6 years continued to have difficulty recognising and understanding numbers. Therefore, this study aimed to describe the conditions of numeracy learning among children at TK Yapis Ash Siddiq, develop a number board learning medium suited to early childhood characteristics, assess its feasibility, and test its effectiveness in improving numeracy skills. This research employed a Research and Development (R&D) approach using the ADDIE model, encompassing analysis, design, development, implementation, and evaluation. A purposive sampling technique was used to select 12 children aged 5-6 years. A one-group pretest-posttest design was used to measure media effectiveness. Validation results from material and media experts yielded feasibility scores of 90% and 95%, categorised as highly feasible. The average numeracy score increased from 1.6 (on a 4-point scale) to 3.1 (on a 4-point scale), with an N-Gain of 0.64 (medium–high category). Observations also showed that children were highly enthusiastic and actively participated during learning. These results indicate that the number board is both feasible and effective as a learning tool for enhancing early numeracy skills in early childhood education.

The Influence of Tauhid Education on the Value of Cleanliness Responsibility in Early Childhood through the Slogan Hold, Save, and Collect

2025-10-14T17:00:05+00:00

This research was inspired by the lack of awareness and responsibility regarding cleanliness among kindergarten children at Pos PAUD Sedap Malam 16, Cimahi City, as 24.39% of 41 children still littered and 19.51% did not return toys after use, indicating a need for a grip intervention. Most earlier studies have focused on habituation or environmental practices, and few have integrated a spirituality-based strategy; therefore, this study is novel in integrating monotheism (tauhid) education with the “Tahan, Simpan dan Pungut” (TSP) slogan, a combination not yet explicitly examined in prior theories. This research employed a quantitative approach using SEM-PLS, and all 41 children in group B were included in the sample. The results indicate that tauhid education influenced cleanliness responsibility (β = 0.942; p < 0.001) and the use of the TSP slogan (β = 0.914; p < 0.001). The presence of the TSP slogan also had a significant impact on cleanliness responsibility (β = 0.377; p = 0.013) and mediated the direct relationship between tauhid education and cleanliness responsibility (β = 0.345; p = 0.016), demonstrating that implementation of tauhid education, rather than the TSP slogan, effectively strengthens early childhood cleanliness responsibility.