JURNAL PENA PAUD

Stimulating Literacy Skills in 5-6 Year Old Children Using the Make A Match Model Assisted by Flash Cards

Erdianty Putri Ananda, Winda Sherly Utami, Akhmad Fikri Rosyadi — Tue, 30 Dec 2025 00:00:00 +0000

Literacy skills are a crucial foundation for early childhood, determining their readiness to enter further education. This study aims to evaluate the effectiveness of the Make A Match learning model, when supplemented with flashcards, in enhancing the literacy skills of children in Group B (aged 5-6 years) at Harokatil Islamiah Kindergarten. The method employed was a pre-experimental study with a One-Group Pretest-Posttest Design, involving 12 children as the sample. Data were collected through performance tests and analyzed using a paired-samples t-test. The results showed a significant increase. The average literacy score of the children increased from 12.16 (43.45% of the ideal score) on the pretest to 20.08 (71.72%) on the posttest. Further analysis revealed that this difference was statistically significant (p-value = 0.000, p < 0.05). These findings confirm that the Make A Match model, using flashcards, not only provides a fun and interactive learning experience but also positively affects the development of children's early literacy skills. This card-matching activity successfully trains phonological awareness, letter recognition, and other cognitive skills in a way that children enjoy. This study recommends this model as an innovative learning strategy alternative that educators and parents can adopt

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

Nur Hasanah, Wd. Syamzahrah Astarin, Dinar Salasatun Ashar — Wed, 19 Nov 2025 00:00:00 +0000

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

Putri Cika Aprilia, Febriyanti, Fahmi — Sun, 21 Dec 2025 00:00:00 +0000

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

Ulva, Debie Susanti, Irma Yuliantina — Sun, 21 Dec 2025 00:00:00 +0000

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

Ai Siti Aisah, Sri Watini, Imamah — Mon, 22 Dec 2025 00:00:00 +0000

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.

Development of Pop-Up Book ‘Ayo Siaga Bencana’ to Cultivate Disaster Mitigation Awareness in Early Childhood

Dyah Khoirunnisa, Lilis Suryani, Irma Yuliantina — Tue, 23 Dec 2025 00:00:00 +0000

This study aims to develop the Pop Up Book media "Ayo Siaga Bencana" (Let's Be Prepared for Disaster) to foster disaster mitigation awareness in early childhood. The development model used is ADDIE (Analysis, Design, Development, Implementation, Evaluation), but this study is limited to the limited scale implementation stage. The research approach uses mixed methods with children aged 5-6 years old group B at the Kembangan District PAUD institution. Needs analysis was conducted through observation, interviews, and teacher and parent questionnaires. The Pop Up Book product was validated by three experts (material, media, and practitioners) with very high feasibility percentage results, respectively 87.5% (material experts), 95% (media experts), and 87.5% (practitioner experts). The trial was carried out in stages (individual, small group, large group) in three PAUD institutions, then a limited scale implementation was carried out on 10 children in group B of Al-Ikhlas Joglo PAUD. The results showed a teacher response of 97.5% (very good category) and a child response of 95% (very good category). Thus, this Pop-Up Book is deemed suitable, engaging, and effective as a disaster mitigation learning medium for early childhood. This medium can increase children's attention, enthusiasm, and understanding of simple disaster management steps, making it an innovative alternative for preparedness education in early childhood education (PAUD).

The Implementation of Traditional Games on the Color Recognition Skills of Early Childhood

Yudit Nida Nura Lele, Erna Budiarti, Nita Priyanti — Wed, 24 Dec 2025 00:00:00 +0000

In this study, the use of traditional games as a learning medium to improve colour recognition skills among 5- to 6-year-old children was examined. The case study was conducted over three months at Taman Kanak Kanak (TK) Negeri Pembina Kanatang in East Sumba, involving 24 purposively selected research participants. The results of this case study confirmed that colour recognition skills in 5- to 6-year-old children can be effectively developed through the implementation of traditional classroom games, such as ‘Porch Stone’, ‘Colored Congklak’, and ‘Colored Jump Rope’. The findings of this case study confirmed that the color recognition skills of the selected children had progressed from the ‘developing’ stage to the ‘well-developed’ stage, and this was evidenced from the feedback of the teachers and mothers of the selected children, who stated that the selected children participated fully and enjoyed the process of playing the traditional games for improved color recognition

Developing a Fun Cooking Guidebook to Build Reading and Writing Literacy in Children Aged 5–6 Years

Sri Daryani, Debie Susanti, Sri Watini — Thu, 25 Dec 2025 00:00:00 +0000

The absence of organized teaching aids for cooking activities prevents teachers from fully promoting comprehensive development in young children at the preschool level. Enriches children s mind, moral values, and cognitive growth, interest in learning, and social life. Attractive cookware playsets to inspire kids' imagination. The present study aims to design and evaluate the applicability of a fun cooking manual kit as an educational approach for a kindergarten course. The study employed a Research and Development (R&D) design using the 4D model: Define, Design, Develop, and Disseminate. The Define stage comprised a needs analysis of teachers and classroom activities. In contrast, the Design and Develop stages involved the design, development, and expert validation of the guidebook, with Disseminate comprising small implementation trials. Data were collected through questionnaires, expert validation sheets, and observation checklists used to assess teachers' personalities at the Child Asmaul Husna Kindergarten in Tangerang. The average feasibility score across four experts (nutrition, culinary arts, media, and early childhood education) was 3.6 (89.5%), indicating high feasibility and satisfaction with pedagogical, nutritional, and practical requirements. Trial results indicated that children became better critical thinkers, more creative, and more independent. In summary, the fun cooking guidebook, in accordance with the center method , is practicable and effective in cultivating infants' comprehensive capacity.