The Implementation of Interactive Learning through the Hypnoteaching Method in Fostering Children's Emotional Intelligence at PAUD Nurul Furqon
DOI:
https://doi.org/10.31000/ceria.v15i2.15826Keywords:
Hypnoteaching, Interactive Learning, Emotional Intelligence, Early Childhood EducationAbstract
This study aims to describe the implementation of interactive learning through the hypnoteaching method in fostering emotional intelligence among early childhood learners at PAUD Nurul Furqon. Emotional intelligence is a crucial aspect of early childhood development, as it influences children’s ability to recognize and manage emotions, develop empathy, and engage in positive social interactions. This research employed a qualitative descriptive approach involving 15 children and 2 teachers at PAUD Nurul Furqon. Data were collected through classroom observations, interviews with teachers, and documentation of learning activities. The findings show that the implementation of the hypnoteaching method was characterized by the use of positive suggestions, empathetic communication, and warm interactions that created a conducive and emotionally supportive learning environment. Observation and interview data revealed that children were more actively involved in learning activities, demonstrated emotional awareness, expressed empathy toward peers, and engaged in positive social interactions during the learning process. The study concludes that the implementation of interactive learning through the hypnoteaching method reflects learning practices that support the development of children’s emotional awareness, empathy, self-regulation, and social interaction skills within the context of early childhood education.
Downloads
References
Alghadari, F., Sudirman, S., & Kurniasi, E. R. (2022). Keterlibatan berpikir siswa: Status “ada” dalam pembelajaran. Eureka Journal of Educational Research, 1(1), 29–40.
Amar, M. F. (2024). Peran kemampuan komunikasi interpersonal pendidik dalam menumbuhkan self-efficacy. Aafiyah: Jurnal Multidisiplin Ilmu, 2(1), 1–13.
Anggela, S. V., Zulfa, Z., & Nazmi, R. (2023). Pelaksanaan metode hypnoteaching berbantuan media gambar pada mata pelajaran sejarah kelas X IPS SMA Negeri 1 Sitiung. Heuristik: Jurnal Pendidikan Sejarah, 3(1), 41–47.
Anggraeni, S. N., & Listiana, A. (2023). Kajian pendekatan Reggio Emilia dalam membangun kompetensi sosial-emosional anak usia dini. CERIA (Cerdas Energik Responsif Inovatif Adaptif), 6(3), 297–306. https://doi.org/10.22460/ceria.v6i3.17710
Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). Sage.
Dewi, A. A., & Azizah, R. N. (2026). Pemanfaatan hypnoteaching dalam mengajarkan keterampilan kewirausahaan dan ekonomi di SDN Kadumekar, 5, 149–175.
Goleman, D. (1995). Emotional intelligence. Bantam Books.
Hardiana, M., Risnawati, R., & Sa’adah, I. (2024). Developing an Android-based interactive multimedia tool for improving news writing skills. Kembara: Journal of Scientific Language, Literature and Teaching, 10(2), 534–546.
Hanifah, S., & Kurniati, E. (2024). Peran guru pendidikan anak usia dini dalam mengelola emosi anak usia dini. CERIA (Cerdas Energik Responsif Inovatif Adaptif), 7(1). https://doi.org/10.22460/ceria.v7i1.21676
Hidayat, M. S., & Puspita, Y. (2024). Pengaruh metode hypnoteaching terhadap kecerdasan emosional anak usia dini. Jurnal Edusiana: Jurnal Ilmu Pendidikan, 2(1), 16–28. https://doi.org/10.70437/edusiana.v2i1.409
Humaidah, H., & Nisa’, L. K. (2022). Problematika non-linguistik pembelajaran bahasa Arab Kurikulum 2013 pascapandemi COVID-19 di MI Darul Ulum Ngaliyan Semarang. Alsina: Journal of Arabic Studies, 4(2), 189–214.
Jumanti, O., & Bahri, H. (2022). Model pembelajaran edutainment dalam meningkatkan prestasi belajar anak usia dini. Al-Khair Journal of Management, Education and Law, 2(1), 22.
Karsela, K., & Sit, M. (2025). Peningkatan kemampuan mengelola emosi melalui penilaian diri berbasis gambar. Aulad: Journal on Early Childhood, 8(2), 952–958.
Kurnia, S. (2024). Penerapan metode hypnoteaching untuk meningkatkan motivasi belajar siswa pada mata pelajaran Pendidikan Agama Islam dan Budi Pekerti di kelas VIII SMPN 3 Hulu Kuantan, 4, 353–359.
Maslahah, N. (2022). Model pembelajaran aktif, kreatif, efektif, dan menyenangkan (PAKEM) dengan media interaktif: Dampak terhadap pemahaman konsep matematis. Jurnal Silogisme, 7(1), 29–37.
Maulana, M. I., Nurhaswinda, N., Amalia, R., Pebriana, P. H., & Fadhilaturrahmi, F. (2023). Penerapan strategi predict, organize, rehearse, practice and evaluate (PORPE) untuk meningkatkan keterampilan membaca pemahaman siswa sekolah dasar. Jurnal Dedikasi Pendidikan, 7(2), 403–414.
Merriam, S. B., & Tisdell, E. J. (2016). Qualitative research: A guide to design and implementation (4th ed.). Jossey-Bass.
Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). Sage.
Muhazaroh, I. (2023). Pemanfaatan media digital dalam pembelajaran biologi di era globalisasi. Jurnal Penelitian Multidisiplin, 2(1), 153–157.
Munif, S. A. (2024). Integrasi nilai karakter melalui metode hypnoteaching dalam pembelajaran di madrasah ibtidaiyah. 13(2), 279–288.
Nindiasari, H., & Syamsuri, S. (2023). Peningkatan pengetahuan penyusunan modul ajar Kurikulum Merdeka untuk kemampuan berpikir kritis dan reflektif matematis guru matematika. Jurnal Pengabdian pada Masyarakat, 9(1), 182–197.
Niyanti, P. E., Setyaningrum, F. P., Rachman, G. W., & Wandita, F. (2022). Implementasi pembelajaran fisika topik usaha dan energi berdasarkan publikasi ilmiah. Mitra Pilar: Jurnal Pendidikan Inovasi dan Terapan Teknologi, 1(2), 99–118.
Nurhasana, A., Muazzomi, N., & Utami, W. S. (2025). Pengaruh metode hypnoteaching terhadap kecerdasan emosional anak kelompok B di TK Negeri Pembina Muaro Jambi, 8(C), 315–322.
Nurjanah, L., & Sumitra, A. (2021). Penerapan metode hypnoteaching untuk mengembangkan karakter kemandirian anak usia dini. CERIA (Cerdas Energik Responsif Inovatif Adaptif), 4(4). https://doi.org/10.22460/ceria.v4i4
Pratiwi, I. R. (2022). Efektivitas blended learning melalui LMS Moodle untuk meningkatkan kemandirian belajar mahasiswa pada mata kuliah matematika. Journal of Holistic Mathematics Education, 6(1), 29.
Putri, H. M., Arum, A. P., & Ambarwati, N. S. S. (2022). Use of Google Classroom in facial skin care courses with technology. Radiant, 2(3), 207–219.
Rahmawati, E., Fitriani, D., Mukti, I. L., & Nurrohman, W. (2022). Teachers’ efforts in increasing eighth-grade students’ learning motivation in Arabic class. Edukatif: Jurnal Ilmu Pendidikan, 4(5), 6513–6521.
Rahmawati, S. (2025). Peran metode hypnoteaching terhadap minat belajar pada mata pelajaran PKn di SDN 13 Kwandang, Gorontalo, 2(3), 1388–1399.
Ridwan, M., Razali, M., & Zahari, C. L. (2023). Perbedaan model pembelajaran think talk write dan think pair share pada kemampuan komunikasi matematis siswa. Jurnal Cendekia: Jurnal Pendidikan Matematika, 7(1), 991–1002.
Rohmah, M., & Indrianto, N. (2022). Media pembelajaran reading and listening berbasis platform blogging dalam pembelajaran tematik di SD/MI. Ar-Riayah: Jurnal Pendidikan Dasar, 6(2), 125.
Romadhon, A. A., & Julianingsih, D. (2022). Penerapan hypnoteaching dalam pembelajaran matematika materi limit aljabar untuk meningkatkan hasil belajar siswa kelas XI IPA 6 SMA Negeri 12 Surabaya. JAGOMIPA: Jurnal Pendidikan Matematika dan IPA, 2(2), 60–67.
Saputra, P. (2024). Implementasi full day school sebagai pembentukan karakter siswa di SMA Negeri 2 Bulukumba, 10, 1440–1454.
Sari, I. N., Haidar, K., & Ellyawati, N. (2023). Penerapan model pembelajaran kooperatif tipe make a match untuk meningkatkan hasil belajar mata pelajaran ekonomi siswa kelas X SMA Negeri 1 Muara Bengkal. Jurnal Prospek Pendidikan Ilmu Sosial dan Ekonomi, 5(1), 21–34.
Sulfaidah, S., Hindi, A. N. A. M., Amaliah, N. W., Pratomo, R. H. S., & Aswad, S. H. (2023). Pelatihan pembuatan media pembelajaran berbasis teknologi. Patikala: Jurnal Pengabdian kepada Masyarakat, 3(1), 814–819.
Widyartono, D., Basuki, I., & Ivana, L. (2025). Implementation of hypnoteaching principles in learning Indonesian text writing Merdeka Curriculum: Literature review. Kembara: Journal of Scientific Language, Literature and Teaching, 11(1), 247–262.
Wulandari, K. N., Syamsuri, S., Fathurrohman, M., & Novaliyosi, N. (2023). Pengembangan lembar kerja siswa berbasis learning circle 5E menggunakan GeoGebra untuk melatih kemampuan representasi matematis. JIPM (Jurnal Ilmiah Pendidikan Matematika), 12(1), 81.
Wulandari, R. I., & Nada, A. Q. (2023). The meningkatkan assessment for learning. Didaktik: Jurnal Ilmiah PGSD STKIP Subang, 9(2), 2690–2710.
Downloads
Published
Issue
Section
License
Authors who publish with Ceria: Jurnal Pendidikan Anak Usia Dini agree to the following terms: Authors retain copyright and grant the Ceria: Jurnal Pendidikan Anak Usia Dini right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share (copy and redistribute the material in any medium or format) and adapt (remix, transform, and build upon the material) the work for any purpose, even commercially with an acknowledgement of the work's authorship and initial publication in Ceria: Jurnal Pendidikan Anak Usia Dini. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's 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 Ceria: Jurnal Pendidikan Anak Usia Dini. 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).
