Jurnal Ilmiah Potensia
https://ejournal.unib.ac.id/potensia
<p><a href="https://ejournal.unib.ac.id/index.php/potensia" target="_blank" rel="noopener">Jurnal Ilmiah Potensia</a> publishes reports field studies, research articles, and the best practices and policies of early childhood learning on the national and international stage.<br />Jurnal Ilmiah Potensia publishes original manuscripts, reviews, and information about association activities. Its purpose is to provide a forum for the consideration of issues and for the exchange of information and ideas about research and practice in early childhood teacher education. Published by UNIB Press. Its been indexed by Google Scholar, Garuda, Onesearch, Crossref, Road, Moraref. <br /><strong><a title="ISSN Print Jurnal Ilmiah Potensia" href="https://issn.brin.go.id/terbit/detail/1465878022" target="_blank" rel="noopener">P-ISSN 2527-9270</a><br /><a title="ISSN online Jurnal Ilmiah Potensia" href="https://issn.brin.go.id/terbit/detail/1523939579">E-ISSN 2621-2382</a></strong><br />DOI articles have been activated since January 2019. <br /><a href="https://ejournal.unib.ac.id/index.php/potensia" target="_blank" rel="noopener">Jurnal Ilmiah Potensia</a> is a professional publication of original peer-reviewed articles that reflect exemplary practices in the field of contemporary early childhood education. Articles cover the social, physical, emotional, and intellectual development of children age birth through 8, analyzing issues, trends, and practices from an educational perspective. The journal publishes feature-length articles that skillfully blend 1) theory, research, and practice, 2) descriptions of outstanding early childhood programs worldwide, and 3) quantitative, qualitative, and mixed-methods research. <em>Early Childhood Education Journal</em> is of interest not only to classroom teachers, child care providers, college and university faculty, and administrators, but also to other professionals in psychology, health care, family relations, and social services dedicated to the care of young children.<br /><br /></p>UNIB Pressen-USJurnal Ilmiah Potensia2527-9270<p>Authors who publish with this journal agree to the following terms:</p><ol type="a"><li>Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a <a href="https://creativecommons.org/licenses/by/3.0/" target="_new">Creative Commons Attribution License</a> that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.</li><li>Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.</li><li>Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See <a href="http://opcit.eprints.org/oacitation-biblio.html" target="_new">The Effect of Open Access</a>).</li><li>This work is licensed under a <a href="http://creativecommons.org/licenses/by-sa/4.0/" rel="license">Creative Commons Attribution-ShareAlike 4.0 International License</a>.</li></ol>Pengaruh Kegiatan Kolase Berbahan Bekas Terhadap Kemampuan Motorik Halus Anak
https://ejournal.unib.ac.id/potensia/article/view/43123
<p><em>This study aims to examine the effect of collage activities using recycled materials on fine motor skills development in children from group B1 at TK Bungamputi Palu. The research subjects consisted of 15 early childhood students. A descriptive quantitative method was employed with data collection techniques including observation, interviews, and documentation. Data were analyzed using percentage formulas and paired sample t-tests. The results demonstrate significant improvement in fine motor skills following the implementation of collage activities using recycled materials. The calculated t-value of -8.404 appeared negative because the pre-treatment mean was lower than the post-treatment mean. When interpreted positively, the t-calculated value of 8.404 exceeded the t-table value of 1.761, leading to the rejection of H0 and acceptance of H1. This indicates a significant effect of collage activities using recycled materials on children's fine motor skills development in group B1 at TK Bungamputi Palu. Based on the comparison table, the significance value of 0.000 < 0.05 meets the decision criteria for paired sample t-tests, confirming that collage activities using recycled materials have a significant positive effect on fine motor skills development in children from group B1 at TK Bungamputi Palu.</em></p>Yusmerni NdolanShofiyanti Nur ZuamaMohamad AkbarAndi Agusniatih
Copyright (c) 2025 Yusmerni Ndolan, Shofiyanti Nur Zuama, Mohamad Akbar, Andi Agusniatih
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2025-07-312025-07-3110226217110.33369/jip.10.2.262-171Pengembangan Permainan Domino Card Sebagai Upaya Pengenalan Huruf Anak Usia 5 – 6 Tahun
https://ejournal.unib.ac.id/potensia/article/view/40572
<p><em>Letter recognition in children aged 5-6 years plays a crucial role in child development, particularly in language development, as it serves as the foundation for reading instruction. During this process, children learn to identify letter shapes, names, and sounds. A needs analysis conducted in four kindergartens in Jambi Luar Kota District revealed that children experience difficulties recognizing alphabet letters, and schools require innovative educational games to support letter recognition instruction. This research aims to: (1) develop a domino card game, (2) assess its feasibility, and (3) examine teachers' responses to the game. The study employed the ADDIE development model, which includes analysis, design, development, implementation, and evaluation phases. Data were collected through validation questionnaires completed by subject matter and media experts, and response questionnaires from six teachers at TK Negeri 15 Mendalo Darat and TK Labora Islam Mulia. Both quantitative and qualitative data analysis methods were used. Expert validation results showed high suitability scores: 98% from subject matter experts and 96% from media experts, indicating the domino card game requires no revision. Practicality testing by teachers yielded a score of 87%, demonstrating that the domino card game is practical and suitable as an educational tool for letter recognition among children aged 5-6 years in Jambi Luar Kota District. The development of innovative educational games is essential for providing varied learning experiences. However, this research is limited to field testing and has not yet conducted effectiveness testing.</em></p>Andhani MeviayantiAsih Nur IsmiatunUswatul Hasni
Copyright (c) 2025 Andhani Meviayanti, Asih Nur Ismiatun, Uswatul Hasni
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2025-07-312025-07-3110218919710.33369/jip.10.2.189-197Pembelajaran Mitigasi Bancana Di PAUD
https://ejournal.unib.ac.id/potensia/article/view/42486
<p><em>Disaster mitigation education is critically important to introduce from an early age, as young children are among the most vulnerable populations during disasters. This study aims to examine the implementation of disaster mitigation education in early childhood education (ECE) settings and identify teachers' needs in delivering disaster-related content to young learners. A survey method was employed involving 67 ECE teachers in Badung Regency. Data were collected through a Google Forms questionnaire distributed via WhatsApp and analyzed using descriptive quantitative analysis. The findings revealed that only 11.9% of teachers frequently conduct disaster response simulations with children, while 19.4% rarely conduct them, 62.7% occasionally, and 6% never. Regarding content coverage, 89.4% of teachers include both pre-disaster and during-disaster phases in their instruction, while 10.6% focus solely on the during-disaster phase. The disaster simulation types implemented include earthquakes (77.6%), fires (9%), floods (7.5%), and volcanic eruptions (4.5%), while 1.4% of teachers do not include any disaster simulations.</em></p> <p><em>Additionally, 98.5% of teachers expressed the need for technology-based and interactive disaster mitigation learning media, while only 1.5% considered traditional simulations adequate. The study concludes that introducing disaster mitigation education at an early age can equip children with essential knowledge and skills for effective disaster response. Therefore, engaging and contextually relevant learning media and activities are crucial for enhancing disaster preparedness education in early childhood settings.</em></p>Ni Gusti Ayu Made Yeni LestariMarsonoI Wayan SuyantaPutu Ayu Septiari DewiI Dewa Ayu Agung Hari Raditya Cahyani
Copyright (c) 2025 Ni Gusti Ayu Made Yeni Lestari, Marsono, I Wayan Suyanta, Putu Ayu Septiari Dewi, I Dewa Ayu Agung Hari Raditya Cahyani
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2025-07-312025-07-3110222823610.33369/jip.10.2.228-236Analysis of Parenting Patterns on the Development of Expressive Language in Children Aged 5-6 Years
https://ejournal.unib.ac.id/potensia/article/view/42247
<p><em>Expressive language is a crucial aspect of children's communication and socio-emotional development, reflecting their ability to convey ideas, feelings, and needs verbally. This study aims to examine the influence of parenting styles on expressive language development in children. A descriptive qualitative method was employed, with data collected through observation, interviews, and documentation. Participants included eight children aged 5-6 years, eight parents, and three teachers. Data validity was ensured through source triangulation and methodological triangulation. The findings demonstrate that democratic parenting significantly supports expressive language development, as evidenced by enhanced vocabulary acquisition, improved sentence construction abilities, and increased confidence in verbal expression. Conversely, authoritarian parenting restricts children's expressive abilities, while permissive parenting provides freedom without adequate guidance for language development. Additional factors influencing expressive language development include parental education level, frequency of verbal communication, and parental involvement in children's daily activities. These findings underscore the critical importance of adopting balanced and communicative parenting approaches to foster optimal expressive language development from early childhood.</em></p>Jihan NadiaRusmayadi RusmayadiHajerah Hajerah
Copyright (c) 2025 Jihan Nadia, Rusmayadi Rusmayadi, Hajerah Hajerah
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2025-07-312025-07-3110223725010.33369/jip.10.2.237-250Efektivitas Read Aloud dalam Pengembangan Bahasa Anak Usia Dini
https://ejournal.unib.ac.id/potensia/article/view/41167
<p><em>Language development is crucial in early childhood growth, requiring appropriate stimulation to optimize brain potential during the golden period. The decline in reading interest due to technological advancement has negatively impacted reading comprehension abilities, as demonstrated by the 2016 OECD PISA study ranking Indonesian students' reading abilities at 64th position globally. This study analyzes the effectiveness of the read-aloud method in early childhood language development through comprehensive literature review. This study employed qualitative methodology reviewing 20 scientific articles published between 2020-2025, obtained through Google Scholar. Data analysis utilized content analysis techniques with systematic collection, synthesis, and examination to maintain research validity. Results demonstrate that read-aloud consistently provides positive impacts on various language abilities, including vocabulary enrichment, receptive and expressive language improvement, reading interest cultivation, and oral communication skills development. Effective implementation involves active child-reader interaction, engaging picture books utilization, question-and-answer strategies, and word repetition. Among analyzed articles, majority employed qualitative approaches (10 articles), followed by quantitative methods (6 articles), with highest publication frequency in 2023-2024. Despite demonstrating high effectiveness, research gaps remain regarding method variations for different cultural contexts, insufficient longitudinal studies on long-term impacts, and limited parent-teacher collaboration research. This study concludes that read-aloud is a highly valuable strategy in early childhood education for building strong literacy foundations.</em></p>Rifatul AliyahRuqoyyah FitriMiftakhul JannahAndi KristantoKartika Rinakit Adhe
Copyright (c) 2025 Rifatul Aliyah, Ruqoyyah Fitri, Miftakhul Jannah, Andi Kristanto, Kartika Rinakit Adhe
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2025-07-312025-07-3110220621510.33369/jip.10.2.206-215From Screen to Move: Parental Narratives of Engaging Children in Physical Activity to Limit Screen Exposure
https://ejournal.unib.ac.id/potensia/article/view/42999
<p><em>In the digital age, increased screen time among children has become a major concern affecting their overall development. Excessive screen exposure negatively impacts physical activity levels, reduces social interactions with the environment, and poses various health and psychological risks. This study explores parental strategies for redirecting children's attention from screens to physical activities. Using a qualitative approach, data were collected from 10 parent-child pairs (children aged 4-6 years) through interviews, observational studies, and documentation. The findings identified several effective parental strategies: direct engagement through shared play activities, creating supportive home environments with appropriate facilities, and facilitating peer social interactions that successfully reduce children's dependence on digital devices. While online gaming presents significant challenges, the results demonstrate that children's interest in physical activities can be maintained over screen-based entertainment through consistent parental intervention. This research provides valuable insights into parental strategies focusing on direct interaction and home-based play environments to minimize screen exposure in early childhood.</em></p>Dea AmeldaCahniyo Wijaya Kuswanto
Copyright (c) 2025 Dea Amelda, Cahniyo Wijaya Kuswanto
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2025-07-312025-07-3110225126110.33369/jip.10.2.251-261Pengenalan Bahasa Jawa Pada Anak Usia Dini Melalui Pembiasaan Circle Time
https://ejournal.unib.ac.id/potensia/article/view/39565
<p><em>Javanese is one of Indonesia's regional languages facing near extinction. Therefore, introducing Javanese from an early age is crucial for preserving noble cultural values. PAUD Sabila Ponorogo implements early Javanese language introduction through Circle Time activities. This research aims to describe the implementation and identify challenges in introducing Javanese to early childhood through Circle Time activities. A qualitative research approach was employed for this study. Data were collected through observation, interviews, and documentation. The findings indicate that Javanese language introduction at PAUD Sabila Ponorogo focuses on three main areas: Javanese vocabulary, traditional children's songs (tembang dolanan), and etiquette or manners (unggah-ungguh) in daily interactions. The learning process is well-structured through systematically designed teaching modules aligned with learning themes. Each session targets the introduction of at least 10 new vocabulary words consistently presented to children in every meeting. However, the implementation faces both technical and non-technical challenges for teachers and the school. Despite these obstacles, teachers and the school have successfully addressed emerging problems by adapting teaching strategies and conducting continuous evaluations to enhance the effectiveness of Javanese language learning at PAUD Sabila Ponorogo.</em></p>Linda SetyowatiIda Yeni RahmawatiWahyudi Wahyudi
Copyright (c) 2025 Linda Setyowati, Ida Yeni Rahmawati, Wahyudi Wahyudi
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2025-07-312025-07-3110217418810.33369/jip.10.2.174-188Designing A Children's Storybook at the A1 Level That Integrates Local Cultural Values Into Early Childhood Education
https://ejournal.unib.ac.id/potensia/article/view/42344
<p><em>The limited availability of reading materials that align with early childhood literacy development and are culturally contextual presents a significant challenge in educational processes rooted in local values. Most A1-level books currently in circulation do not adequately represent children's cultural experiences in their daily lives, thereby risking a disconnect between the world of reading and the child's reality. This study aims to design an initial prototype of an A1-level children's storybook that integrates local cultural values as an initial effort to provide educational, contextual, and culturally grounded literacy materials. A qualitative research approach was employed using the design-based research (DBR) method in its preliminary stage. It involved a needs assessment through curriculum document analysis, interviews with educators, and a review of local cultural literature as the basis for developing story scripts, selecting diction, and supporting illustrations. This phase resulted in a prototype design of a children's storybook featuring simple language structures, contextual illustrations, and narratives that highlight characters, traditions, and the child's surrounding cultural environment. The novelty of this research lies in the development of a literacy medium prototype that not only aims to enhance early childhood literacy skills but also intentionally integrates character-building values that are socio-culturally contextualized. This distinguishes the study from prior works, which predominantly focused on cognitive aspects of literacy without explicitly addressing the incorporation of character education and local cultural relevance. Thus, this research offers an innovative contribution by proposing a holistic and context-sensitive literacy learning medium, which can serve as a model for fostering literacy education that is attuned to the developmental needs of young children within the framework of local cultural values.</em></p>Ari PutraRetno Dwi LestariMohd Afifi Bin Bahurudin SetambahGumpanat Boriboon
Copyright (c) 2025 Ari Putra, Retno Dwi Lestari, Mohd Afifi Bin Bahurudin Setambah, Gumpanat Boriboon
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2025-07-312025-07-3110221622710.33369/jip.10.2.216-227Sensory Circle Time (Sencleti): Media Pembelajaran untuk Stimulasi Kemampuan Motorik Halus Anak Usia Dini
https://ejournal.unib.ac.id/potensia/article/view/41828
<p><em>This study aims to examine the effect of Sencleti (Sensory Circle Time) media on fine motor skills development in children aged 4-5 years at TK Izzatul Islam Muaro Jambi. A pre-experimental design with one-group pretest-posttest was employed, involving 13 children selected through non-probability sampling techniques. Data were collected using a fine motor skills assessment rubric and analyzed using the Wilcoxon Matched Pairs Test. </em><em>The results revealed a t-calculated value of 16.503, which exceeded the t-table value, indicating a significant difference between pretest and posttest scores. The findings demonstrate that Sencleti media has a significantly positive impact on fine motor skills development in children aged 4-5 years. The novelty of this research lies in the utilization of Sencleti media as an innovative learning approach that systematically combines sensory stimulation with fine motor skill development to enhance hand-eye coordination, concentration, and manipulative skills in early childhood. Future research should replicate this study with larger sample sizes and include control groups to strengthen the validity of the findings.</em></p>Ikrima Pebi FauziahSri Indriani HarianjaWinda Sherly Utami
Copyright (c) 2025 Ikrima Pebi Fauziah, Sri Indriani Harianja, Winda Sherly Utami
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2025-07-312025-07-3110219820510.33369/jip.10.2.198-205