This study aims to determine and describe whether there is an effect of animated video-based learning media on 21st century skills in early childhood. This study uses the Pre-Experimental Design research method in which this design uses a pretest-posttest control group design. The samples in this study were students in group B 1, totaling 26 students (control class) and B 2 with 26 students (experimental class). Data collection techniques were carried out using open-ended questions guided by the teacher. The tests are in the form of pretest and posttest. The initial stage is given a pretest in each class, then learning is carried out using animated videos in the experimental class, in the control class using ordinary learning. Then given a posttest to determine the final ability of students. Based on the results of the normality test, each experimental class and control class obtained a value of sig> 0.05, so that the data were normally distributed. The results of hypothesis testing with t test obtained a significant value of 0.000, sig value of 0.000

Jarimatika is often considered unable to be used in early childhood education because many teachers think that it is too early to be introduced. This article tries to analyze the implementation of Jarimatika in early childhood. The research method used is qualitative with a focus on a case study. Data were collected through observations at the Early Childhood Education Institute in Serang, Indonesia, who have used fingers as learning media in introducing initial arithmetic and conducting interviews with the principal, two class teachers, and four students' parents. After the data have been collected, they were analyzed using grounded theory which includes initial coding and focused coding. The post-developmentalist view is used as a theoretical framework. The results of the analysis of survey data and interviews revealed that two class teachers showed a positive impact on children's ability to count quickly. From the conclusions above, recommendations are given to early childhood institutions to better study the application of the Jarimatika method, as well as the readiness of the teacher in teaching Jarimatika to all children with their uniqueness. Thus, further research needs to conduct research on children who have special needs so that every individual is accommodated.

Pendekatan Science Technology EngineeringArts Mathematics (STEAM) pada anak usia dini hadir dikarenakan adanya tuntutakn era revolusi Industi 4.0, yang mampu menstimulus skills abad 21. Namun dalam pengintegrasian bidang-bidang ilmu STEAM dengan kegiatan bermain anak masih ditemukan kesenjangan gender. Penelitian ini bertujuan mengkaji implementasi STEAM dalam mengkonstruksi kesetaraan gender pada anak usia dini. Metode penelitian yang digunakan adalah kualitatif dengan pendekatan studi kasus. Subjek penelitian ini adalah anak berusia 5-6 tahun sebanyak 17 anak, 2 guru dan kepala sekolah. Teknik pengambilan sampel yang digunakan adalah teknik purposive sampling. Pengumpulan data dilakukan dengan wawancara, observasi dan studi dokumentasi. Teknik analisis menggunakan tematik analisis dan memvalidasi ulangkan dengan teknik triangulasi. Hasil penelitian menunjukkan bahwa (1) implementasi STEAM di PAUD; serta (2) kegiatan STEAM dan proses konstruksi kesetaraan gender. Penelitian ini menyimpulkan bahwa implementasi STEAM merupakan praktik baik untuk mengkonstruksi kesetaraan gender pada anak usia dini.

Busy work makes fathers have to take advantage of the time to maximize the father's role in caring for early childhood. This study aims to look at fathers' perceptions of the father's role in early childhood care in families with working fathers and housewives. This research is qualitative research using the case study method. In-depth interviews are a technique for collecting data. There are three working fathers with wives who work as housewives involved in this study. The results show that fathers view parenting as something important. Fathers maximize time by filling in fun activities with children to build closeness and instill positive values. The motivation for father involvement in parenting, personal experience, and environmental influences are integrated into how fathers interpret parenting and the father's role in the care of early childhood as a whole. More positive the father's perception of the father's role in parenting, the higher the father's involvement in parenting.

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