From Play to Learning : Designing a Transition Model to Early Childhood School Readiness
DOI:
https://doi.org/10.31004/aulad.v8i3.1311Keywords:
Transitional learning, School readiness, Early childhood, Primary educationAbstract
This study aims to develop a contextual transition learning model to improve the readiness of early childhood schools in Jakarta. The method used is based on Borg & Gall's research and development process, which involves the stages of needs analysis, model design, limited testing, evaluation, and model refinement. A needs analysis of 150 children showed that 43% were ready, 38% were somewhat prepared, and 19% were not ready, with the main weaknesses identified in the social-emotional and independence aspects. The designed model consists of six phases: relaxation, orientation, exploration, collaborative planning, implementation, and expression, based on neuropedagogical principles. Limited testing results showed significant improvement, with the ready category increasing from 43% to 61%, while the not ready category decreased from 19% to 8%. Expert validation resulted in an average score of 3.78 (very good). These results suggest that the contextual transition model is effective in enhancing children's readiness and have implications for teacher practice, parental involvement, and systematic educational policy.
Downloads Statistics
References
Assyauqi, M. I. (2020). Model Pengembangan Borg and Gall. Researchgate, No. December.
Beneke, S., Ostrosky, M. M., & Katz, L. G. (2019). The Project Approach for All Learners: A Hands-On Guide for Inclusive Early Childhood Classrooms. ERIC.
Bodrova, E., & Leong, D. (2024). Tools of the mind: The Vygotskian approach to early childhood education. Taylor & Francis. https://doi.org/10.4324/9781003164920
Booth, A., O’Farrelly, C., Hennessy, E., & Doyle, O. (2019). ‘Be Good, Know the Rules’: Children’s Perspectives on Starting School and Self-Regulation. Childhood, 26(4), 509–524. https://doi.org/10.1177/0907568219840397
Borg, G., Gall, M. D., & Gall, J. (2014). Applying educational research: How to read, do, and use research to solve problems of practice. New York and London. Longman Publishing Inc.
Dangol, R., & Shrestha, M. (2020). Contribution of Gender on Learning Readiness Among School Students of Nepal. Journal Of Curriculum Studies Research. https://doi.org/10.46303/jcsr.2020.2
Davis, K., Christodoulou, J., Seider, S., & Gardner, H. E. (2011). The theory of multiple intelligences. Davis, K., Christodoulou, J., Seider, S., & Gardner, H.(2011). The Theory of Multiple Intelligences. In RJ Sternberg & SB Kaufman (Eds.), Cambridge Handbook of Intelligence, 485–503.
Diamond, A., & Lee, K. (2011). Interventions shown to aid executive function development in children 4 to 12 years old. Science, 333(6045), 959–964. https://doi.org/10.1126/science.1204529
Dick, W., Carey, L., & Carey, J. O. (2001). The systematic design of instruction (5th). New York: Longmann.
Dilla AT, S. H., Ashari, N., Muliana, S., & Tadzkirah, T. (2024). Pengembangan Permainan Congklak dalam Meningkatkan Kemampuan Numerasi pada Anak Usia 4-5 Tahun. Aulad: Journal on Early Childhood, 7(3), 860–872. https://doi.org/10.31004/aulad.v7i3.816
Dockett, S., & Perry, B. (2007). Transitions to school: Perceptions, expectations, experiences. UNSW press.
Dunlop, A.-W., & Fabian, H. (2007). Outcomes of good practice in transition processes for children entering primary school: working paper 42.
Durkin, K., Lipsey, M. W., Farran, D. C., & Wiesen, S. E. (2022). Effects of a Statewide Pre-Kindergarten Program on Children’s Achievement and Behavior Through Sixth Grade. Developmental Psychology, 58(3), 470–484. https://doi.org/10.1037/dev0001301
Emiliza, T. (2019). Konsep Psikososial Menurut Teori erik h. Erikson Terhadap Pendidikan Anak Usia Dini Dalam Tinjauan Pendidikan Islam Konsep Psikososial Menurut Teori Erik H. Erikson Terhadap Pendidikan Anak Usia Dini Dalam Tinjauan Pendidikan Islam. Iain Bengkulu.
Franco, G., Beja, M. J., Candeias, A., & Santos, N. N. (2017). Emotion Understanding, Social Competence and School Achievement in Children From Primary School in Portugal. Frontiers in Psychology, 8. https://doi.org/10.3389/fpsyg.2017.01376
Hapidin, H., Pujianti, Y., & Dhieni, N. (2024). Apa yang Dipikirkan Orang Tua: Perspektif Kesiapan Sekolah. PAUDIA: Jurnal Penelitian Dalam Bidang Pendidikan Anak Usia Dini, 334–350. https://doi.org/10.26877/paudia.v13i2.1083
Harrington, E. M., Trevino, S., Lopez, S., & Giuliani, N. R. (2020). Emotion Regulation in Early Childhood: Implications for Socioemotional and Academic Components of School Readiness. Emotion, 20(1), 48–53. https://doi.org/10.1037/emo0000667
Immordino-Yang, M. H., & Damasio, A. (2011). We feel, therefore we learn: The relevance of affective and social neuroscience to education. LEARNing Landscapes, 5(1), 115–131.
Ita, E., Fono, Y. M., & Malo, M. (2024). Tantangan perencanaan pembelajaran berbasis kurikulum merdeka pada pendidikan anak usia dini. Aulad: Journal on Early Childhood, 7(3), 685–691. https://doi.org/10.31004/aulad.v7i3.731
Joyce, B., Weil, M., Calhoun, E., & Pancasari, R. K. (2016). Models of teaching (Model= model pengajaran)/Edisi Kesembilan.
Kalinde, B., Mambwe, R., Sichula, N., & Kaluba, C. (2024). A Systematic Review of Early Childhood Education and Primary School Readiness for Transition Through Play-Based Pedagogies. Journal of Law and Social Sciences, 5(4), 63–88. https://doi.org/10.53974/unza.jlss.5.4.1165
Ladd, G. W., Birch, S. H., & Buhs, E. S. (1999). Children’s social and scholastic lives in kindergarten: Related spheres of influence? Child Development, 70(6), 1373–1400.
Loubser, A., Pienaar, A. E., Klopper, A., & Ellis, S. (2016). The Effect of a Learner-Support Intervention on Perceptual-Motor Skills of Kindergarten Learners From Deprived Environments. Australasian Journal of Early Childhood, 41(1), 54–63. https://doi.org/10.1177/183693911604100108
Nurhayati, W. (2019). Pengembangan Instrumen Kesiapan Bersekolah Dan Pemetaan Kesiapan Bersekolah Pada Anak Usia Dini Di Indonesia. Indonesian Journal of Educational Assesment, 1(1), 11. https://doi.org/10.26499/ijea.v1i1.4
Pan, Q., Trang, K. T., Love, H. R., & Templin, J. (2019). School Readiness Profiles and Growth in Academic Achievement. Frontiers in Education, 4. https://doi.org/10.3389/feduc.2019.00127
Passarelli, A. M., & Kolb, D. A. (2023). Experiential Learning Theory. Student Learning Abroad: What Our Students Are Learning. What They’re Not, and What We Can Do About It.
Pianta, R., & Kraft-Sayre, M. (2003). Successful kindergarten transition. Baltimore, MD: Paul H. Brookes.
Plomp, T. (2013). Educational design research: An introduction. Educational Design Research, 1, 11–50.
Pudyaningtyas, A. R., Dewi, N. K., Sholeha, V., Rahmawati, A., Palupi, W., & Syamsuddin, M. M. (2025). Kesiapan Orang Tua Mendampingi Anak Menjalani Masa Transisi Menuju Sekolah Dasar. Aulad: Journal on Early Childhood, 8(1), 251–261. https://doi.org/10.31004/aulad.v8i1.815
Pujianti, Y., Komara, E., Koswara, N., Nuryati, E., & Aminah, S. (2024). Peran Orang Tua Dalam Pengembangan Kemamp uan Sosial Emosional Anak Usia Dini: Tinjauan Psikologi dan Sosiologi. Jurnal SOLMA, 13(2), 1327–1337. https://doi.org/10.22236/solma.v13i3.13526
Rahmawati, G. M., Rudiyanto, R., & Kurniawati, L. (2024). Upaya Guru dan Kepala Sekolah Raudhatul Athfal dalam Mendukung Kebijakan Transisi PAUD ke SD. Aulad: Journal on Early Childhood, 7(3), 678–683. https://doi.org/10.31004/aulad.v7i3.752
Rimm-Kaufman, S. E., & Pianta, R. C. (2000). An ecological perspective on the transition to kindergarten: A theoretical framework to guide empirical research. Journal of Applied Developmental Psychology, 21(5), 491–511. https://doi.org/10.1016/S0193-3973(00)00051-4
Shrivastava, S., Patil, V., Shelke, M., Anvikar, M., Mathur, A., & Pathak, A. (2019). Assessment of School Readiness of Children and Factors Associated With Risk of Inadequate School Readiness in Ujjain, India: An Observational Study. BMJ Paediatrics Open, 3(1), e000509. https://doi.org/10.1136/bmjpo-2019-000509
Surandika, W., Suriansyah, A., & Wahdini, E. (2023). Learning Alignment of School Readiness in One-Year Early Childhood Education Student to First Grade of Elementary School. International Journal of Social Science and Human Research, 06(01). https://doi.org/10.47191/ijsshr/v6-i1-55
Venter, L. (2022). A Systems Perspective on Early Childhood Development Education in South Africa. International Journal of Child Care and Education Policy, 16(1). https://doi.org/10.1186/s40723-022-00100-5
Wijayanti, R. M., & Fauziah, P. Y. (2020). Perspektif Dan Peran Orangtua Dalam Program PJJ Masa Pandemi Covid-19 Di PAUD. Jurnal Obsesi Jurnal Pendidikan Anak Usia Dini, 5(2), 1304–1312. https://doi.org/10.31004/obsesi.v5i2.768
Williams, P. G., Lerner, M. A., Sells, J., Alderman, S. L., Hashikawa, A., Mendelsohn, A., McFadden, T., Navsaria, D., Peacock, G., & Scholer, S. (2019). School readiness. Pediatrics, 144(2).
Zhou, X. (2024). Sociocultural Theory in Early Childhood Education. Lecture Notes in Education Psychology and Public Media, 51(1), 190–196. https://doi.org/10.54254/2753-7048/51/20240981
Downloads
Published
Check Article Index
How to Cite
Issue
Section
License
Copyright (c) 2025 Hapidin Hapidin, Yuli Pujianti, Nurbiana Dhieni, Ade Dwi Utami
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the works authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journals published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- 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 The Effect of Open Access).
