Jurnal Kajian Anak (J-Sanak)

Menata Bahasa, Merawat Keberagaman: Kajian Dokumen Rpph/Modul Ajar Paud Berbasis Bahasa Inklusif

2026-06-27T17:20:15+07:00

This study examines three PAUD (Early Childhood Education) Daily Lesson Plan/Teaching Module (RPPH/Modul Ajar) documents using an inclusive language lens to assess how curricular discourse promotes learning equity for young children. Qualitative document analysis with a thematic approach was employed, focusing on four analytical dimensions: gender representation and anti‑stereotyping practices; instructional tone and the degree of autonomy‑supportive language; the developmental appropriateness of scientific terminology for early language development; and differentiation strategies, including the application of Universal Design for Learning (UDL). The results show that several lesson plans continue to reproduce gender dichotomies, rely heavily on directive instructional formulations, and introduce abstract concepts without consistent multimodal scaffolding. In addition, UDL principles are not articulated explicitly, and accommodations for children requiring additional learning support or for multilingual learners remain limited. These findings align with previous studies on early childhood gender socialization, autonomy‑supportive pedagogy, Developmentally Appropriate Practice, and the contribution of UDL to inclusive learning. The study recommends revising curricular language to be more affirmative, developmentally responsive, and sensitive to children’s diversity, and systematically integrating UDL. As a practical contribution, this study provides concrete guidance for teachers and curriculum developers in Indonesia to design RPPH that are more inclusive, sensitive to diversity, and supportive of equitable learning from an early age.

Peningkatan Pengenalan Budaya Daerah Melalui Permainan Tradisional Pada Anak Usia Dini

2026-06-27T17:18:01+07:00

Introducing regional culture in early childhood is important for developing children’s character and cultural identity. However, the rapid growth of digital technology has caused children to become more familiar with popular culture than local culture. This study aimed to improve early childhood children’s ability to recognize regional culture through traditional games. The study employed Classroom Action Research (CAR) using the Kemmis and McTaggart model conducted in two cycles consisting of planning, implementation, observation, and reflection stages. The participants were 10 children of Group B at KB Ceria Sendangdawung Village. Data were collected through observation, interviews, and documentation. Data analysis used qualitative and quantitative descriptive approaches. The results showed a significant improvement in children’s ability to recognize regional culture. In the pre-cycle stage, 80% of children were categorized as “Not Yet Developed.” In Cycle I, 40% of children reached the “Developing as Expected” category and 10% reached the “Very Well Developed” category. The most significant improvement occurred in Cycle II, where 80% of children achieved the “Very Well Developed” category. Traditional games proved effective in improving children’s understanding of regional culture, local language use, and participation in learning activities.

Pengembangan Pop Up Book Interaktif Sebagai Media Pembelajaran Tata Cara Berwudhu Bagi Anak Usia 4-5 Tahun

2026-06-28T16:52:47+07:00

This study aims to develop an interactive pop-up book as a learning tool on the proper ay to perform wudhu for early childhood students aged 4–5 years and to evaluate the feasibility of the developed tool. This study employs a Research and Development (R&D) method using the Borg and Gall development model, hich consists of ten stages: Research and Data Collection, Planning, Development, Preliminary Product Design, Preliminary Field Testing, Major Product Revision, Major Field Testing, Operational Phase, Operational Product Revision, Final Product Revision, Dissemination, and Implementation. The interactive pop-up book as developed to feature 3D images, attractive colors, and content regarding the wudhu procedure tailored to the characteristics of early childhood. Validation as conducted by subject matter experts, media experts, and language experts to assess the media’s suitability for learning. The validation results sho ed that the media received a “highly suitable” rating, ith 97% approval from subject matter experts, 90% from media experts, and 80% from language experts. A pilot test as conducted ith 27 children in kingdergarten A ages 4-5 and sho ed that the media as able to increase the children’s interest, engagement, and understanding of the sequence of wudhu procedures. Children found it easier to understand the steps of wudhu through play and practice. Thus, the media is effective for teaching wudhu to young children.

Implementasi Kegiatan Outing Class Dalam Menstimulasi Kemampuan Bahasa Ekspresif Anak Usia 5-6 Tahun

2026-06-28T17:27:59+07:00

Learning activities that are often carried out in the classroom and are centered on teachers sometimes limit children's opportunities to interact and express themselves. Therefore, outing class activities are considered to be able to provide good stimulation to children's expressive language skills. The purpose of this study was to determine and understand the implementation of outing class activities in stimulating expressive language skills in children aged 5-6 years. This study uses a qualitative approach with a descriptive type. The sources in this study were the Principal and 1 Group B Teacher and 26 children aged 5-6 years who became the subjects of observation of expressive language skills. The location of the study was carried out at Thoriqul Jannah Islamic Kindergarten. Data collection was carried out through structured in-depth interviews with the principal and 1 group B teacher, documentation, and relevant archival materials. Children were observed directly using observation sheet guidelines. The data analysis process includes data reduction, data presentation, and formulation of conclusions. The research findings show that the implementation of outing class activities at Thoriqul Jannah Islamic Kindergarten, Sinjai Regency, has been carried out effectively and systematically, covering three stages: (1) Planning, which includes aligning the vision and mission of the nature school, preparing a Learning Implementation Plan (RPP) in accordance with STPPA, selecting topics/subtopics, identifying nature school-based locations, and arranging activity schedules; (2) Implementation, which is realized through various nature exploration activities such as visits to the school garden (cleaning flower pots), rice field areas (observing buffaloes), the area behind the school (collecting soil), and the hut in the school yard (planting cacti); and (3) Evaluation, which is carried out through daily assessments based on observations of children's learning outcomes and semester evaluations in the form of progress reports (report cards). Outing class activities provide good stimulation to the expressive language skills of children aged 5-6 years. The majority of children reach the Very Well Developed (BSB) category in three main indicators: the ability to express ideas or opinions, vocabulary, and the ability to retell experiences gained.

Optimalisasi Perkembangan Anak Usia Dini Melalui Strategi Stimulasi Neurologis: Literature Review

2026-06-29T11:22:41+07:00

The golden age period is a critical phase in early childhood neurological development that significantly determines cognitive, language, motor, and socio-emotional development in later life. However, many parents and early childhood educators still have limited understanding of appropriate neurological stimulation strategies, particularly in regions with limited access to educational information such as Pamekasan. This study aims to review various neurological stimulation strategies to optimize early childhood development. The method used is a literature review by analyzing 12 national and international scientific articles published between 2020-2026 from Google Scholar, DOAJ, and Scopus databases. The findings reveal that social stimulation is the most effective strategy, followed by Brain Gym, multisensory play, read-aloud activities, and papercraft. These results indicate that strategies based on direct interaction and active learning experiences are more effective in supporting children's neurological development compared to individual-based approaches. In addition, multisensory stimulation and creative activities contribute to enhancing neuroplasticity and optimizing brain function. The novelty of this study lies in the comprehensive synthesis of evidence-based neurological stimulation strategies and their relevance in early childhood education and parenting contexts in local communities. This review is expected to serve as a practical reference for early childhood educators and parents in optimizing child development during the golden age period holistically.

Permainan Tradisional Congklak Sebagai Media Pengembangan Kemampuan Matematis Anak Usia Dini

2026-06-29T11:59:00+07:00

Early childhood mathematical abilities need to be developed through engaging learning activities that are appropriate to their learning characteristics. Initial observations at the Darul Ulum Blumbungan Larangan Kindergarten in Pamekasan indicate that some children still experience difficulties in recognizing number symbols and counting because the learning process is still conventional. One effort that can be done is through the traditional game of congklak. This study aims to describe the use of congklak games in improving children's mathematical abilities at the Darul Ulum Kindergarten. This study uses a qualitative descriptive approach. Data collection techniques were carried out through interviews, observation, and documentation. Data analysis used the Miles and Huberman model which includes data reduction, data presentation, and drawing conclusions. The results show that congklak games can stimulate children's mathematical abilities, especially in recognizing number symbols, counting number sequences, matching the number of objects with number symbols, and counting the number of objects accurately. The use of congklak as a concrete medium helps children understand the concept of numbers through a fun learning experience and increases children's engagement during the learning process. Thus, the traditional game of congklak can be used as a learning medium that supports the development of early childhood mathematical abilities.

Peningkatan Perkembangan Seni Melalui Media Kertas Kokoru Pada Anak Usia 5-6 Tahun

2026-06-30T10:25:45+07:00

This research aims to evaluate the effectiveness of Kokoru paper media in developing the artistic abilities of children aged 5-6 years at PGRI Soreang Kindergarten, Parepare City. The method applied is Classroom Action Research (PTK) using Kemmis and McTaggart techniques, which is carried out in two cycles. Each cycle includes four stages, namely planning, implementation, observation and reflection. This research consisted of 18 children from group B. Data accumulation was applied through observation, interviews and documentation techniques. The findings of this research indicate a significant increase in children's artistic abilities after the application of Kokoru paper media. In Cycle I, the activity of making pencil decorations allows children to explore the color and texture of paper. However, the majority of children are still in the Not Yet Developing (39%) and Starting to Develop (33%) categories. In Cycle II with the theme animal faces, children showed an increase in activity, imagination and confidence in expressing ideas independently. This is indicated by an increase in the proportion of children in the categories Developing Very Well (44%) and Developing According to Expectations (39%). Based on the results of the Paired Sample T-Test, a significance value of 0.000 < 0.05 was obtained, which can prove that Kokoru paper media has proven to be effective in developing creativity, fine motor skills and artistic expression in early childhood

Upaya Meningkatkan Sikap Saling Menghargai Pada Anak Usia 5-6 Tahun Melalui Metode Bermain Peran

2026-06-30T11:02:32+07:00

This research aims to increase mutual respect among children at Raudhatul Athfal (RA) AZRINA aged 5 to 6 years through role-playing techniques. The background of this research is children's weak social-emotional skills, which are indicated by their inability to collaborate, respect peers, use polite language, and regulate their emotions in social situations. This research uses the Kemmis and McTaggart model of Classroom Action Research (PTK), which consists of two cycles of planning, action implementation, observation and reflection. A total of 20 children in group B, 8 boys and 12 girls, were research subjects. The observation sheet about mutual respect functions as the main tool. Obtaining research data is achieved through the application of several techniques, namely observation, interviews and searching for documents relevant to the research focus. Role-playing exercises, which give children the opportunity to connect, cooperate, communicate and understand the emotions of others in scenarios similar to real life, are used to carry out the action. The average percentage of achievement increased from 39% in pre-cycle to 58% in Cycle I and 91.2% in Cycle II, indicating increased mutual respect, according to research findings. These results indicate that children at RA AZRINA aged 5 to 6 years benefit from a role-playing approach in developing mutual respect.

Pengaruh Media Balok Kata Terhadap Kemampuan Literasi Baca Tulis Pada Anak Usia 5-6 Tahun

2026-06-30T12:11:02+07:00

Early literacy skills are an essential aspect of language development that should be stimulated during early childhood. However, preliminary observations at Bahrul Ulum Kindergarten, Surabaya, revealed that some children aged 5–6 years still experienced difficulties in recognizing letters, pronouncing syllables, and arranging letters into simple words. Although various studies have examined literacy learning media, the use of word blocks as a concrete manipulative medium to improve early literacy skills remains limited. Therefore, this study aimed to determine the effect of word block media on the literacy skills of children aged 5–6 years at Bahrul Ulum Kindergarten, Surabaya. This study employed a quantitative approach using a pre-experimental method with a one-group pretest-posttest design. The participants consisted of 18 children aged 5–6 years. Data were collected through an observation sheet designed to assess literacy skills, including letter recognition, syllable pronunciation, and word formation abilities. The data were analyzed using a paired-sample t-test with the assistance of SPSS version 20. The results showed a significance value (Sig. 2-tailed) of 0.000, which is lower than 0.05, indicating that word block media had a significant effect on improving children's literacy skills. These findings demonstrate that word block media is effective in enhancing early literacy development by engaging children in concrete, interactive, and play-based learning activities. The implications of this study suggest that word block media can serve as an alternative instructional medium for early childhood educators to foster literacy development in a more enjoyable, meaningful, and developmentally appropriate manner

Strategi Guru Dalam Menanamkan Nilai-Nilai Karakter Anak Usia Dini Di Lembaga Paud Inklusif

2026-06-30T16:15:07+07:00

Character value development from an early age is an important foundation for shaping children's personality and social attitudes in the future. In the context of inclusive education, this effort becomes more complex due to the diversity of children's backgrounds and abilities. This study aims to identify the importance of character education in inclusive Early Childhood Education (ECE), the strategic role of teachers, the strategies employed, and the challenges encountered in its implementation. The focus of this research is on teachers' strategies in fostering character education within inclusive ECE settings. The study employed a descriptive qualitative approach. Data were collected through observations, interviews with four informants from each school, and documentation involving inclusive ECE teachers. The findings reveal that teachers implement various strategies, including role modeling, habituation through daily routines, positive reinforcement, the use of children's stories, role-playing activities, and collaboration with parents. However, the implementation of these strategies faces several challenges, such as differences in children's developmental levels, limited instructional time, and parents' lack of understanding regarding the importance of character education. The main finding of this study highlights the significance of employing appropriate strategies in inclusive character education. Therefore, synergy among teachers, schools, and families is essential to create a consistent and inclusive educational environment. This study is expected to serve as a reference for teachers in implementing character education strategies in inclusive early childhood education settings.

Optimalisasi Metode Pembiasaan 5 Kata Ajaib Dalam Membentuk Karakter Santun Pada Anak Usia 4-6 Tahun

2026-07-01T10:35:41+07:00

This study was motivated by a lack of polite behavior among children aged 4–6 years, evidenced by infrequent use of polite language, inadequate social interaction skills, a lack of concern for peers, and insufficient responsibility in daily activities. The study aimed to enhance children's polite behavior through a method focusing on five key "magic words": please, sorry, thank you, may I, and go ahead. A Classroom Action Research (CAR) approach was employed, conducted over two cycles; each cycle comprised the stages of planning, action implementation, observation, and reflection. The research subjects consisted of 15 children aged 4–6 years at PAUD Al-Ikhsan. Data were collected through observation and documentation and subsequently analyzed using a descriptive quantitative method involving percentage calculations. The results indicate that the technique of habituating the use of the "five magic words" significantly improved the development of polite behavior in the children. This progress was reflected in the rise of the average percentage of polite character development: from 39.83% in the pre-cycle stage to 56.50% in Cycle I, and further to 83.83% in Cycle II. Furthermore, the children demonstrated more positive behavioral changes, such as habitually using polite expressions, apologizing for mistakes, expressing gratitude after receiving help, sharing with peers, and adhering to classroom rules regarding polite language. Thus, the "five magic words" habituation approach proved effective in instilling polite character traits during early childhood.