https://ejournal.upi.edu/index.php/cakrawaladini/issue/feedCakrawala Dini: Jurnal Pendidikan Anak Usia Dini2024-03-28T11:05:33+07:00Tim Editor Cakrawala Dinicakrawaladini@upi.eduOpen Journal Systems<p align="justify"><strong><em>Cakrawala Dini: Jurnal Pendidikan Anak Usia Dini|</em> <a href="https://portal.issn.org/resource/ISSN/2087-1317" target="_blank"><em>p</em>-ISSN 2087-1317</a> | <a href="https://portal.issn.org/resource/ISSN/2621-8321" target="_blank">e-ISSN <span>2621-8321</span></a></strong></p><p class="justify"><strong>Cakrawala Dini</strong> is a peer-reviewed scientific journal that publishes different kinds of scientific articles based on the research-article and ideas-article. All topics that we received only articles relating to early childhood education fields. For research category, articles can be written using quantitative and qualitative approaches, and can be made in a variety of research designs, such as action research, experiments, and case studies.</p><p class="justify"><strong>Cakrawala Dini</strong> was published since 2012 twice a year every May and November, and published by the Indonesia University of Education Cibiru Campus, Early Childhood Education Teacher Education study program, <a href="https://apgpaud.id/" target="_blank">APG PAUD Indonesia</a> (Memorandum of Understanding <a href="https://drive.google.com/file/d/1s0fE0z3VyOdJJfmgp0fKuoIW52Xn7dCj/view?usp=sharing" target="_blank">No. 093/UN40.K1/HK.07/2022</a>), and <a href="https://ppjpaud.org/" target="_blank">PPJ PAUD Indonesia</a> (Memorandum of Understanding <a href="https://drive.google.com/file/d/1K1YVazp6KrgiaRUj_LyN7k2hTLAhGlMx/view?usp=sharing" target="_blank">No. 009/PPJ-PAUD/I/2020</a>). </p><p><span id="ws1024" class="blackClass">All</span> <span id="ws1025" class="blackClass">the</span> <span id="ws1026" class="blackClass">articles</span> <span id="ws1027" class="blackClass context_menu">published</span> <span id="ws1028" class="blackClass context_menu">in</span> <span id="ws1029" class="blackClass context_menu">this</span> <span id="ws1030" class="blackClass context_menu">journal</span> <span id="ws1031" class="blackClass context_menu">have</span> <span id="ws1032" class="blackClass context_menu">a</span> <span id="ws1033" class="blackClass context_menu">unique</span> DOI <span id="ws1034" class="blackClass context_menu">number</span> <span id="ws1036" class="blackClass context_menu">with</span> <span id="ws1037" class="blackClass context_menu">a</span> <span id="ws1038" class="blackClass context_menu">prefix</span><span id="ws1039" class="blueClass"> 10.17509.</span></p>https://ejournal.upi.edu/index.php/cakrawaladini/article/view/66660The Role of Preschool Teachers in Enhancing Imaginative Free-Play Activities in Preschool2024-03-28T10:11:52+07:00Thivasenikumari Viswanathanthivasenikumari@gmail.comMohd Nazri Abdul Rahmanmohdnazri_ar@um.edu.myThe goal of this study is to investigate preschool teachers' roles in contributing towards the Imaginative Free-Play activities in the preschool curriculum learning activities, to explore and comprehend preschool teachers' roles in the concept of creative teaching, and to comprehend preschool teachers' roles in Imaginative Free-Play activities in order to improve preschool children's learning and development processes. This exploratory study adopted a qualitative method of inquiry to provide an in-depth understanding of the area being investigated. Interviews and observations of four preschool teachers, who were purposefully selected from a private preschool, were used to collect data. Findings revealed that all the preschool teachers in this study expressed their views that preschool teachers played multi-character roles in conducting Imaginative Free-Play activities, and it is regarded as fundamental to the child's learning and development to be creative. All the teachers also foster creative ideas to stimulate children’s ideas during the teaching and learning process. Therefore, preschool teachers play a few important roles in order for children to think and act creatively while also being problem solvers.2024-02-09T10:51:08+07:00Copyright (c) 2024 UPI Kampus Cibiruhttps://ejournal.upi.edu/index.php/cakrawaladini/article/view/65921Introduction to Gender in Early Childhood Assisted by Flash Card Media2024-03-28T10:12:46+07:00Dwi Wahyunia520221036@student.ums.ac.idAsih Jubaidaha520221039@student.ums.ac.idDhesy Anitasaria520221011@student.ums.ac.idJarwanti Jarwantia520221038@student.ums.ac.idGiyatmi Giyatmia520221040@student.ums.ac.idMartini Rahayua520221012@student.ums.ac.idSulistyaningsih Sulistyaningsiha520221037@student.ums.ac.idSri Katoningsihsk773@ums.ac.idOne of the knowledge that children must know and have is about gender. Gender is the difference in characteristics possessed by a man or a woman. One media that can be used to introduce gender to children is flash card media. The aim of this research is to determine the effectiveness and advantages of flash cards in introducing gender to young children. This research uses a descriptive method with a qualitative approach. The research was conducted at Aisyiyah 03 Jatipuro Kindergarten, with subjects of 10 group A children aged 4-5 years. The research results show that flash cards can be used as an effective medium to introduce gender to young children based on the biological function of sex, how to dress and physical characteristics according to each gender. The advantages of flash cards include that they are easy to make and cost-effective in making, practical to use and store, can be used anywhere, both at home and at school, and have an attractive appearance so that children are more enthusiastic about learning.2024-02-25T17:21:05+07:00Copyright (c) 2024 UPI Kampus Cibiruhttps://ejournal.upi.edu/index.php/cakrawaladini/article/view/66904Digital-Based Logma Educational Game on Early Childhood Logic-Mathematics Intelligence2024-03-28T10:12:48+07:00Dini Andestadiniandesta@radenfatah.ac.idMuhtarom Muhtarommuhtarom@radenfatah.ac.idIndah Dwi Sartikaindahdwisartika@radenfatah.ac.idDesvi Wahyunidesviwahyuni@radenfatah.ac.idFebrianti Febriantifebrianti@radenfatah.ac.idKurnia Dewikurniadewi@radenfatah.ac.id<p class="1ABSTRAK">This research aims to improve early childhood Logic-Mathematics Intelligence and create a valid and practical <em>Logma</em> Educational Game Media by using the ADDIE development research approach (analysis, design, development, implementation, and evaluation). The data collection procedures used documentation, interviews, questionnaires, and observations. Validity and practicality tests were used in the data analysis process. Data related to validity and practicality were obtained from questionnaire answers, which were then analyzed using a Likert scale. Based on the results of the study, the validity of material experts I is 82.2 very valid level, the material II 93.3 very valid category, and the media experts 96.6 very valid level. The practicality test of the <em>Logma</em> Educational Game based on the teacher response questionnaire 86.2 level is very practical, as well as a small-scale trial learner instrument questionnaire 96 declared very practical and a large-scale trial 93.1 declared very practical. The results of this study conclude that the digital-based Logma Educational Game to increase Logical-Mathematical Intelligence is declared valid, practical, and feasible to use in learning. The impact of the <em>Logma</em> Educational Game on technological progress is that it can be use as a means of learning mathematics that can help children understand the concept of logic-mathematics from an early age, so that when entering elementary school children no longer feel afraid to learn mathematics.</p>2024-03-09T06:31:12+07:00Copyright (c) 2024 UPI Kampus Cibiruhttps://ejournal.upi.edu/index.php/cakrawaladini/article/view/67621Analysis of the Clean and Healthy Lifestyle Program Implementation in the City of Mataram2024-03-28T11:05:33+07:00Nurhasanah Nurhasanahnurhasanahsuardin@gmail.co.idIka Rachmayaniika.rachma3@gmail.comI Nyoman Suartasuarta9@gmail.comYumna Arifamahirayumnaarifa@gmail.com<p>The Importance of Early Childhood Education (ECE) in shaping clean and healthy living behaviors. The health and cleanliness aspects of children are crucial elements in the formation of physical and spiritual development. Kindergartens (TK) are considered to have a central role in creating positive environments and habits related to cleanliness and health. However, evaluation results indicate that its implementation has not been optimal, especially after the COVID-19 pandemic period, precisely in the years 2023-2024. Understanding the urgency of this issue is paramount. Early childhood is a critical period for the establishment of lifelong habits, and the impact of health and cleanliness practices during this time resonates throughout one&#39;s life. This research aims to shape and implement the PHBS program in the Selaparang district. The research method used is a quantitative research survey method. Respondents in this study consist of school principals. Data collection techniques in this study are through questionnaires and interviews. Based on the research results, it can be known that the form of PHBS program implementation consists of two main categories, namely personal hygiene and environmental cleanliness. The average final scores for the implementation of personal hygiene category (92%) and environmental cleanliness (96%) thus the overall average implementation (93%) falls under the category of excellent. thus showing that the PHBS program as a whole has been successfully implemented well. This has the potential to have a positive impact on the health and well-being of children in the kindergarten.</p>2024-03-25T14:52:12+07:00Copyright (c) 2024 UPI Kampus Cibiruhttps://ejournal.upi.edu/index.php/cakrawaladini/article/view/57988Implementation of Long-Project Storytelling in Developing Children’s Creativity Through the Reggio Emilia Approach2024-03-28T10:12:48+07:00Yeni Rachmawatiyeni_rachmawati@upi.eduSherin Maudri Asyarimaudrisherin@upi.eduHeny Djoehaenihenydjoe@upi.eduOcih Setiasihsetiasih@upi.eduAan Listianaaanlistiana@upi.edu<span id="docs-internal-guid-f0aebd73-7fff-ce29-763e-aa38723913a8"><span>The development of creativity is an educational demand in the 21st century. This writing aims to discuss briefly the implementation of long-project storytelling in early childhood education and its implications for developing children’s creativity. The method used is Early Child Research and Practice (ECRP) with data collection techniques through observation, documentation and field notes on teachers and children. The research was conducted at the Bunda Balita Playgroup, Bandung City. The long-project storytelling was conducted in three meetings. The researchers explored the theme of learning about houses and the sub-theme of learning about various forms of houses (fairy houses). The learning innovation conducted in the long-project storytelling method is by implementing the Reggio Emilia learning approach. It shows learning activity by utilizing existing resources in the school environment. Through the long-project storytelling learning method, children experience an increased profile of language development. This can be seen when they can listen attentively to stories and answer the teacher’s questions enthusiastically. Researchers came up with creative ideas that emerged within children, including aspects of fluency, flexibility, originality, aspects of detail or elaboration, and aspects of working together in creativity (teamwork and creativity).</span></span>2024-03-17T11:20:07+07:00Copyright (c) 2024 UPI Kampus Cibiru