Kiddo: Jurnal Pendidikan Islam Anak Usia Dini

The Effect of Animated Video Traditional Games Learning Media on Kindergarten Children’s Mathematical Abilities: An Experimental Study

Nabila Amini Nur — 2026-03-02

This study aims to analyze the influence of traditional game animation video learning media on the mathematical abilities of children aged 5–6 years at Oswald Siahaan Kindergarten. This study uses a quantitative approach with an experimental method. The experimental design used is quasi-experimental with a one-group pretest–posttest model. The population in this study consists of all children in Group B at Oswald Siahaan Kindergarten, totaling 20 children, with the sampling technique being a saturated sample. Data collection was carried out thru structured observation methods to measure children's mathematical abilities, including understanding number concepts, simple arithmetic operations, recognition of geometric shapes, and concepts of measurement. Data analysis was conducted by comparing pretest and posttest results using the paired sample t-test. The research results using the paired sample t-test obtained an Asympsig (2-tailed) value of 0.000 < 0.05. this means there is an improvement in children's mathematical abilities after using traditional game animation video media. These findings indicate that traditional game animation videos have a positive and effective impact on improving early childhood mathematical abilities.

Pengembangan Flash card Berbasis Budaya Lokal Bangka Belitung Sebagai Media Literasi Keuangan Anak Usia Dini

Zonalisa Fhatri — 2026-03-02

This study aimed to develop local culture–based flash cards from Bangka Belitung as a learning medium to support financial literacy among early childhood students. The study employed the ADDIE (Analysis, Design, Development, Implementation, Evaluation) development model using a Research and Development (R&D) design involving 40 children aged 5–6 years from two early childhood education institutions in the Bangka Belitung Islands Province. Data were collected through structured observations, expert validation questionnaires, and pretest–posttest assessments. The results indicated that the developed media achieved a very high level of feasibility, with material expert validation reaching 92% and media expert validation 89%. Limited trials demonstrated a significant improvement in children’s financial literacy scores, increasing from an average of 56.4 on the pretest to 84.7 on the posttest, reflecting a gain of 28.3 points (50.17%). Children’s engagement during the learning process reached 85% based on structured observational data. These findings indicate that the use of local cultural context within the learning media effectively enhances children’s understanding of key financial literacy concepts, including needs versus wants, the function of money, and saving habits. This study contributes a validated culture-based financial literacy learning model that is ready for broader implementation in early childhood education settings, with potential for further development in terms of interactivity and expanded effectiveness testing.

Internalisasi Karakter Tanggung Jawab Anak Usia Dini Melalui Pembiasaan Kegiatan Harian di TK Plus Usman Al- Farsy

Dewi Pusparini — 2026-02-28

The most effective way for schools to foster early childhood character development is through habituation activities, which represent the initial stage in shaping children’s character. Children’s perceptions and behaviors can develop and change through continuous stimulation. This study aims to examine how habituation activities support the internalization of children’s character. The research employed a descriptive qualitative method involving 25 group B students at TK Plus Usman Al-Farsy, along with one principal and one assistant teacher as supporting informants. The study was conducted during the first semester of 2025 and lasted for one month. Data were collected through documentation, interviews, and observations, and were analyzed using the Miles and Huberman interactive model. The findings indicate that character internalization was fostered through habitual practices such as cleaning up toys, storing personal belongings, and lining up before and after activities. Consistent implementation, parental support, and teacher role modeling were key contributing factors. This study provides a comprehensive understanding of the processes, stages, and components influencing the successful internalization of responsibility character in early childhood education institutions.

Peran Literasi Pangan Orang Tua dalam Mencengah Stunting Pada Anak Usia Dini: A Systematic Literature Review

Nikita Nikita — 2026-02-28

Stunting in early childhood is a major nutritional problem that impairs children’s physical growth and cognitive development. One of the main contributing factors is the low level of parental food literacy, particularly among mothers. This study systematically reviews existing literature on parental understanding of food literacy and its role in preventing stunting in early childhood. A Systematic Literature Review (SLR) was conducted using the PRISMA. Articles were retrieved from four academic databases—Scopus, Wiley Online Library, ScienceDirect, and Taylor & Francis—covering publications between 2013 and 2024. A total of twenty eligible articles were analyzed thematically. The results show that parental food literacy significantly influences children’s dietary quality, with variations determined by education, socioeconomic status, access to information, and family food culture. Moreover, everyday practices such as food selection, preparation, and serving reflect the application of food literacy, which is strongly associated with child growth outcomes. This review highlights the importance of strengthening parental food literacy through community-based education and government-supported intervention programs as strategic measures to reduce stunting prevalence.

Stimulasi Literasi Awal Anak Usia 5-6 Tahun: Efektivitas Aplikasi Membaca Berbasis Neurosains

Nurul Ismaya — 2026-03-04

This study examines the effectiveness of a neuroscience-based reading application in stimulating early literacy among children aged 5-6 years at RA Asy-Syuhada' Pamekasan. The research employed a quasi-experimental design using a one-group pretest-posttest approach, involving 20 children selected through a total sampling technique. Data were collected using a performance-based assessment instrument developed based on the Early Childhood Development Achievement Standards (STPPA). The instrument was validated through expert judgment by two experts one in early childhood education and one in educational technology and was further supported by a practitioner in early childhood education. The results showed a significant improvement in early literacy scores, with the mean score increasing from 11.40 (moderate category) to 22.15 (high category), supported by a t-value of 14.98 and p < 0.001 at a significance level of 0.05. These findings indicate that the neuroscience-based reading application is effective in stimulating early literacy development through the activation of multisensory neural pathways involving visual, auditory, and motor processing in early childhood.

Millennial Parents’ Skepticism Toward Modern Parenting Approaches in Early Childhood Education

Ansharul Fuqaha' — 2026-03-04

In the midst of shifting parenting paradigms, early childhood has become a critical arena where millennial parents must navigate between traditional expectations and modern approaches. This study aims to explore the skepticism of millennial parents toward modern parenting science and to examine the influencing factors, including personal experiences, traditional cultural norms, media exposure, and the psychological impacts that arise. Employing a qualitative approach with a case study method, data were collected through in-depth interviews, participatory observation, and documentation involving fifteen millennial parents living in a traditional community setting. The findings reveal that childhood experiences serve as a primary reference point in evaluating the effectiveness of modern parenting approaches. Local cultural values that emphasize collectivism, physical closeness, and family hierarchy reinforce resistance to new parenting paradigms. Meanwhile, exposure to digital media provides broad access to parenting information but also leads to confusion due to the overwhelming and often contradictory content. This skepticism results in inconsistent parenting practices, social pressure, and internal conflicts that contribute to emotional fatigue and psychological strain among parents. The study concludes that skepticism toward modern parenting science is not a form of outright rejection, but rather an adaptive response to the mismatch between theoretical ideals and the socio-cultural realities faced by parents. Therefore, the dissemination of modern parenting approaches must be contextualized, participatory, and sensitive to the lived experiences and cultural values of millennial parents.

Implementation Of The Reggio Emilia Approach In Developing Higher Order Thinking Skills (HOTS) Of Children Aged 5–6 Years At RA Nahdliyatul Islamiyah

Jakfarus Sodiq — 2026-03-04

This study was conducted to examine how the Reggio Emilia Approach contributes to the development of Higher Order Thinking Skills (HOTS) in children aged 5–6 years. HOTS, which involve the abilities to analyze, evaluate, and create, need to be fostered from an early age to support children’s critical and creative thinking development. This research applied a qualitative descriptive design and was carried out at RA Nahdliyatul Islamiyah. The research participants included a classroom teacher and children in the 5–6 age group. Data were obtained through direct observation of learning activities, in-depth interviews with the teacher, and documentation of children’s learning processes and products. The data were then analyzed using the stages of data reduction, data presentation, and conclusion drawing. The findings indicated that learning activities based on the Reggio Emilia Approach, such as project work, exploration, and group discussion, were able to encourage the development of children’s higher-level thinking. Children demonstrated analytical skills when identifying and exploring objects, evaluative skills when expressing opinions, and creative skills when producing their own work. In addition, the teacher’s role as a facilitator and the provision of a supportive learning environment strengthened this development. It can be concluded that the Reggio Emilia Approach is effective in supporting the enhancement of HOTS in early childhood learning.

Analysis of Factors Influencing Emotional Dependence of Early Childhood Children in the Gajahwong School Community, Yogyakarta

Sriyanti Nihi — 2026-03-06

This study aims to analyse the factors that influence emotional dependence in early childhood in the Gajahwong School Community in Yogyakarta. Using a qualitative case study design, it involved children aged 3-4 years as well as educators and parents as informants selected through purposive sampling. Data was obtained through thematic analysis techniques, namely identifying patterns and themes by simplifying them, then presenting the data in the form of narratives supported by previous findings and conclusions. The results showed that emotional dependence in early childhood is influenced by two main factors, namely family and socio-economic factors as well as the child's psychological factors. Family factors include insecure attachment patterns, emotionally unresponsive parenting, and parents' limited understanding of children's emotional regulation, which is reinforced by socioeconomic pressures. Children's psychological factors are characterised by excessive separation anxiety and the inability to regulate themselves independently. These findings also reveal that children's emotional dependence is not fixed but is formed through dynamic interactions between the family environment and the child's psychological condition. Therefore, interventions such as parenting education programmes that are sensitive to the child's condition, emotional regulation training for parents and educators, and adjustments to the school environment to better support the child's emotional transition process are recommended