The Use of TikTok Media in Improving the Emotional Abilities of Children Aged 5-6 Years at TK Nurul 'Ilmi

Winy Wiranti, Khadijah Khadijah

Abstract


Emotional development is essential in early childhood education because it supports children’s ability to understand, express, and regulate emotions and build meaningful social relationships. This study aimed to improve the emotional literacy of children aged 5–6 years through instructional TikTok videos at Nurul Ilmi IT Kindergarten. The study employed Classroom Action Research conducted in two cycles, consisting of planning, implementation, observation, and reflection. Fifteen children participated in the study. Instructional TikTok videos were selected according to learning objectives and developmental appropriateness and were followed by teacher-guided discussions, emotion-recognition practices, habituation, and positive reinforcement. Data were collected through observation based on Daniel Goleman’s emotional intelligence indicators and analyzed descriptively. The results showed an increase in emotional literacy scores from 252 in the pre-cycle to 375 in Cycle I and 521 in Cycle II. In Cycle II, 13 children reached the Very Well Developed (BSB) category. These findings indicate that appropriately selected instructional TikTok content, combined with teacher guidance, can support children’s emotional literacy development.

Keywords


educational TikTok, digital learning media, emotional abilities, early childhood, early childhood education.

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References


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DOI: http://dx.doi.org/10.30829/raudhah.v14i2.5851

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This work is licensed under a Creative Commons Attribution 4.0 International License.