Awladuna: Jurnal Pendidikan Islam Anak Usia Dini

The THE EFFECT OF OUTDOOR LEARNING ON THE EXPLORATORY ABILITY OF CHILDREN AGED 5–6 YEARS

Monica Dian; Nia Fatmawati; Nopiana — Fri, 01 May 2026 01:55:47 +0700

This study examines the effect of the outdoor learning method on the exploratory abilities of children aged 5–6 years at Harapan Bangsa Kindergarten, Jati Agung. The purpose of this study is to determine the influence of outdoor learning on early childhood exploratory abilities. This research is quantitative in nature, employing a pre-experimental design with a one-group pretest–posttest design. The data collection technique used was observation, while the data analysis technique employed was the Wilcoxon signed-rank test. Based on the research findings, there is a significant effect on the exploratory abilities of early childhood after the implementation of outdoor learning activities. The results of the Wilcoxon test analysis obtained a Z value of -3.417 with an Asymp. Sig. (2-tailed) value of 0.001, indicating that the probability is below 0.05 (p < 0.05). Thus, Ha is accepted, meaning that there is a significant effect on the exploratory abilities of children aged 5–6 years after the implementation of outdoor learning activities.

THE POWER OF PLAY: PLAY ACTIVITIES AS AN EFFECTIVE STRATEGY TO IMPROVE EARLY CHILDHOOD ENGLISH SKILLS

Reni Sawitri, Eka Danik Prahastiwi — Thu, 30 Apr 2026 00:00:00 +0700

This study explores the role of play-based activities in improving English language skills among early childhood learners in the digital era, where children are increasingly exposed to passive learning through screens. The objective of this research is to analyze how structured play activities can enhance vocabulary, speaking, and listening skills in early childhood education. This study employed a qualitative descriptive approach involving 12 preschool children in one class over a period of 1–2 months. Data were collected through observation, interviews, and documentation, and analyzed using data reduction, data display, and conclusion drawing techniques. The findings indicate that play-based learning activities such as singing, role play, and interactive games significantly improve children's English abilities, particularly in listening and vocabulary, while speaking skills show gradual development. The learning environment also became more engaging, increasing children’s participation, motivation, and confidence. The significance of this study lies in demonstrating that play-based learning provides a meaningful, enjoyable, and developmentally appropriate approach for language acquisition. In conclusion, integrating play into English learning effectively supports both linguistic and social development in early childhood

NAVIGATING EARLY CHILDHOOD PARENTING AFTER DIVORCE: A QUALITATIVE STUDY OF SINGLE PARENTS

Yusra Mutiara Yuza , Mia Rachmawaty — Thu, 30 Apr 2026 00:00:00 +0700

Parental divorce represents a significant family transition that reshapes caregiving experiences during early childhood. This study explores the lived parenting experiences of single parents raising young children after divorce within an early childhood education context. Using a qualitative phenomenological approach, the research was conducted at PAUD Matahari, South Jakarta. Participants included three single parents with children aged 5–6 years, supported by early childhood teachers as triangulating informants. Data were collected through in-depth interviews, participant observation, and documentation, and analyzed through iterative coding, thematic clustering, and synthesis of experiential meanings. The findings reveal that single parents experience parenting as an adaptive, intentional process centered on maintaining emotional closeness, open communication, and guided independence-building, despite time constraints and dual-role pressures. Parenting practices were enacted flexibly to support children’s emotional security and social adjustment. In addition, collaboration with early childhood education institutions emerged as an important source of continuity and support. These findings underscore that parenting quality and relational processes, supported by educational collaboration, are central to early childhood development regardless of family structure.

IMPROVEMENT OF COGNITIVE ABILITIES THROUGH ACTIVITIES COLOR MIXING AT PGRI SUKADANA KINDERGARTEN

Lia Ricka Pratama — Thu, 30 Apr 2026 00:00:00 +0700

Cognitive development is an important aspect of early childhood education because it is related to children’s ability to think, understand, and solve problems. Based on observations conducted at TK PGRI Sukadana, it was found that children’s cognitive development had not developed optimally, especially in recognizing colors and understanding the concept of color mixing. This problem was caused by the lack of learning activities that actively involved children and the use of less interesting learning methods. Therefore, this study aimed to determine whether color mixing activities could improve early childhood cognitive development and to describe the process of improving cognitive development through color mixing activities at TK PGRI Sukadana. This study used a Classroom Action Research (CAR) method conducted in two cycles. The research subjects consisted of 26 children in Group B at TK PGRI Sukadana, including 14 boys and 12 girls. Data collection techniques were carried out through observation, documentation, and child development assessment. Data were analyzed using descriptive quantitative and qualitative methods to determine the improvement of children’s cognitive development in each cycle. The results of the study showed that color mixing activities were able to improve early childhood cognitive development. This was indicated by the decrease in the percentage of children in the Undeveloped category from 50% in Cycle I to 0% in Cycle II. Children also showed improvement in recognizing colors, distinguishing colors, and understanding that mixing two colors can produce a new color. The process of improving cognitive development occurred because children were actively involved in learning activities through observation, experimentation, and direct exploration. Thus, color mixing activities proved to be effective in improving early childhood cognitive development at TK PGRI Sukadana.