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The purpose of this study was to identify whether there is an increase in social-emotional and language aspects’ enhancement through the combination of imaginative teaching methods and multimedia learning that the teacher carried out. This study is based on the impact of the viral pandemic, limiting learning activities and social relationships between children and peers, which can further impact children's socio-emotional and language aspects. However, teachers can overcome impact by providing appropriate stimulation to children through learning strategies, i.e., by combining imaginative methods and multimedia learning. The is a quantitative study that applies the pre-experimental design method. The model applied through this research was in the form of a pretest-posttest group which was carried out by comparing the emotional abilities of children before and after being given treatment in the form of a combination of imaginative processing methods and multimedia learning. The sampling technique used purposive sampling where the research subjects were in their early childhood, aged 5-6 years. The reliability testing results obtained a value of 0.893 for social-emotional development and 0.821 for language development, which means high reliability. The normality test is carried out using the Kolmogorov Smirnov test showing a value of 0.347 for social-emotional development and 0.527 for language development; this indicates that the data have a normal distribution because they have a value above 0.05. The t-test results show that all t count> t-table and all sig values ​​are 0.000 <0.05. Therefore, the combination of imaginative learning methods and multimedia learning improves language social-emotional aspects effectively. The results of this study contribute to understanding for teachers and school institutions to better utilize information and communication technology in optimizing child development.

Learning media for young children is a tool used to introduce the theme as teaching materials or what is often called the curriculum for early childhood. The more sense tools are involved in the learning process, the more likely the child understands the information presented by the teacher. Recently, learning media still uses face to face methods or books. Meanwhile, early childhood is easily bored and more interested in new things. This research aims to develop a Learning media that used to introduce animals using Augmented Reality (AR) so that children can know the environment and food needed by the introduced animal. 83% of teachers and 91% of students enjoy using the application in animal recognition. KEYWORDS    Learning Media, Animal Recognition, Augmented Reality, Mobile Phone

Penelitian ini dilakukan untuk menganalisa pengaruh TV Sekolah terhadap pemahaman tema selama pembelajaran jarak jauh di masa pandemi. Penelitian ini dilakukan di PAUD Tunas Muda IKKT Jatimakmur dengan menggunakan metode kuatitatif. Data dikumpulkan dengan menggunakan instrumen atau quisioner yang dibagikan kepada 35 orang tua murid di PAUD Tunas Muda IKKT Jatimakmur yang dijadikan sebagai sampel penelitian.Teknik analisis data yang digunakan untuk menguji hipotesis dalam penelitian ini adalah analisis regresi linier sederhana. Berdasarkan hasil perhitungan analisis,   diperoleh dari hasil nilai t hitung sebesar 8,276 sedangkan t tabel senilai 1,692 maka thitung > ttabel. Dengan demikian H0 ditolak dan H1 diterima, yang berarti bahwa terdapat pengaruh antara variabel TV Sekolah (X) terhadap variabel Pemahaman Tema (Y), dengan nilai koefisien sebesar 0,675. Sehingga Hasil analisis hipotesis memberikan temuan bahwa peningkatan video pembelajaran berpengaruh secara langsung terhadap peningkatan pemahaman tema.