Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini
Original title : Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini English title : Golden Age: Scientific Journal of Early Childhood Development Short title : JGA Abbreviation : Golden Age SCI J ECD Frequency : 4 issues per year (March, June, September, and December) Acceptance Rate : 25% Accreditation Status : SINTA 2 DOI : 10.14421/jga PISSN : 2798-3234 EISSN : 2502-3519 EIC : Sigit Purnama Publisher : Program Studi Pendidikan Islam Anak Usia Dini, Fakultas Ilmu Tarbiyah dan Keguruan, UIN Sunan Kalijaga Yogyakarta. Citation Analysis : Scopus (25 Citations), Sinta, Google Scholar, Dimensions, Garuda Language : Indonesia and English Aims & Scope : Aims: Golden Age: Jurnal Tumbuh Kembang Anak Usia Dini aims to provide a forum for consideration of issues and for the exchange of information and ideas on research and practice in the field of early childhood education, especially in Muslim society. Scope: Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini features original research in early childhood education, especially in Muslim society. With this as its main focus, it should be emphasized that the definition of education contains parenting, childcare, and inclusive Islamic religious approaches. Topics of interest include, but are not limited to: Innovation and technology for children's education Early literacy and numeracy Inclusive education STEAM education Child growth and development Health, safety, and nutrition in early childhood Children's education in Islamic perspective Educational environment, curriculum, and assessment Pre-service teacher preparation and in-service professional development Leadership and management in early childhood education
Program Studi Pendidikan Islam Anak Usia Dini, Fakultas Ilmu Tarbiyah dan Keguruan, UIN Sunan Kalijaga, Yogyakarta
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Exploring Natural Phenomena with Pop-Up Books: A Tool for Early Science Literacy
Early childhood science learning often remains dominated by verbal explanation and minimally interactive materials, limiting children’s engagement with natural phenomena. This study developed a rain-themed pop-up book designed to operationalise early science literacy as a staged progression from contact and curiosity to concept formation and concept acquisition. Using a Research and Development approach adapted from Borg and Gall in six stages, the product was refined through expert validation of content, media design and durability, and language, followed by practitioner appraisal and a limited classroom trial with 15 children aged 5 to 6 years in Cirebon City, Indonesia. After revision, feasibility ratings reached 95% for content, 95.83% for media design and durability, and 87.5% for language, while practitioner appraisal showed high practicality (average 95.83%). Children’s rubric-based observation scores increased from 49.53% before implementation to 83.79% after implementation across all indicators. These findings suggest that interactive, phenomenon-based print media can provide a grounded pathway for strengthening early science literacy in resource-constrained classrooms. The study contributes globally by offering a transferable design model linking familiar natural phenomena, staged literacy indicators, and tactile visual pedagogy in early childhood settings. Its practical implication is that teachers can integrate science inquiry into classroom activities through low-cost, contextually adaptable media. However, the evidence remains limited by the small sample, single-site trial, and absence of a comparison group and inter-rater reliability reporting. Future studies should test this model across diverse contexts, use comparative or longitudinal designs, and examine how similar media support science concepts and sustained literacy development.
Copyright (c) 2025 Aip Saripudin, Runtah Eva Aulia, Asep Mulyana; Diani Magasida https://creativecommons.org/licenses/by-nc/4.0
Tanean Lanceng as an Indigenous Parenting System for Supporting Early Childhood Social Skill Development: A Qualitative Study
Indigenous parenting systems remain underexplored in early childhood social development research, particularly within non-Western cultural contexts. Addressing this gap, this study examines how Tanean Lanceng, a traditional Madurese communal living system, functions as an indigenous parenting framework that supports social skill development in early childhood. Using a qualitative descriptive design, data were collected through semi-structured interviews with four early childhood teachers selected via purposive sampling from two early childhood education institutions in Bangkalan Regency, Indonesia. The data were analyzed thematically following Braun and Clarke’s six-phase approach. The findings are organized into four interrelated themes: communal interaction, which provides children with continuous opportunities to practice communication, cooperation, and emotional regulation; solidarity and mutual assistance, fostering prosocial behaviors such as helping, sharing, and group participation; politeness as moral socialization, strengthening children’s understanding of social norms and respectful behavior; and social adaptability, enabling children to adjust effectively to diverse social environments. Together, these themes demonstrate that Tanean Lanceng embeds social learning naturally within daily family life. This study contributes academically by extending culturally grounded perspectives in early childhood education and highlighting indigenous knowledge as a valuable resource for social development frameworks. Globally, the findings offer insights for multicultural and context-responsive early childhood practices beyond Western-centric models. However, the study is limited by its small sample size and localized context, suggesting the need for further research involving diverse communities and mixed-method approaches.
Copyright (c) 2025 Muhammad Abdul Latif, Nadlifah Nadlifah, Sarah A Alahmari https://creativecommons.org/licenses/by-nc/4.0
Fostering Creative Expression in Early Childhood Learners: Ekraf Academy and the Development of Visual Arts Skills in Baubau, Southeast Sulawesi
Early childhood visual art learning is frequently reduced to routine, product-oriented activities, leaving limited scholarly attention to the micro-processes through which creativity is negotiated in practice. This instrumental case study examines how Ekraf Academy, a non-formal art program in Baubau, Southeast Sulawesi, Indonesia, structures conditions that support children’s creative visualization. Data were generated through an in-depth interview with the founder-instructor, participant observation across four naturally occurring sessions during a two-week field period in 2025, and analysis of children’s portfolios, artworks, and institutional documents. The dataset was analyzed using reflexive thematic analysis. The findings reveal that creative visualization develops through social-evaluative mediation, in which affective cues—such as peer attention and instructor reassurance—shape children’s formal decisions regarding color, line, and composition. The pedagogical design operates through structured flexibility characterized by several trade-offs: mentoring reduces fear of error while occasionally encouraging confirmation-seeking; an “Exploration Day” format expands artistic variety but increases initiation costs under conditions of high choice; and small-group proximity facilitates peer learning yet intensifies comparison pressures when participation levels differ. The study conceptualizes non-formal early childhood art learning as a context-sensitive ecology of creative decision-making, offering analytically transferable pedagogical principles for designing creativity-oriented art programs in early childhood education.
Copyright (c) 2025 Bintang Shafa Masnaini Z, Imam Machali, Tiara Permata Bening, Waode Asri Fahma Rishanda https://creativecommons.org/licenses/by-nc/4.0
Material Familiarity and Aesthetic Learning in Early Childhood: A Mixed-Methods Study of Clay Art in Jepara, Indonesia
Screen-based engagement has increasingly displaced young children’s opportunities for tactile, embodied, and materially grounded learning. Within this context, clay-based art offers a potentially meaningful medium through which children can translate lived experience into three-dimensional expression, yet limited research has examined how children’s prior knowledge of a physical material relates to their artistic performance and emerging aesthetic learning. This study investigated children’s prior knowledge of clay, examined its relationship with artistic performance, and explored the forms of expression that emerged through clay-based artmaking. A mixed-methods sequential explanatory design was employed in Jepara Regency, Indonesia. In the quantitative phase, data were collected from 150 early childhood students using proportional stratified random sampling and analysed through descriptive statistics and analysis of variance (ANOVA). In the qualitative phase, 12 children were selected purposively for in-depth exploration through observation, interviews, field notes, and thematic analysis. The findings showed that children’s prior knowledge of clay was at a sufficient level and was strongly associated with artistic performance. The qualitative analysis further indicated that children’s artworks were shaped by three main experiential domains: the domestic environment, the local and natural environment, and media and personal imagination. Rather than treating clay as merely a motor activity, the study shows that clay-based artmaking can function as a situated form of aesthetic learning in which material familiarity, environmental exposure, and prior experience intersect. The study contributes to early childhood art education by offering a more grounded account of aesthetic learning as culturally mediated and materially situated, while also suggesting the pedagogical value of place-based and materially responsive art practices.
Copyright (c) 2026 Endar Ismintarti, Nur Fajrie, Sri Utaminingsih, Hisbulloh Als Mustofa https://creativecommons.org/licenses/by-nc/4.0
Drawing with YouTube in Early Childhood: Cognitive Outcomes and Pedagogical Implications
This study explores the role of drawing with YouTube in enhancing cognitive development among early childhood learners. Using an instrumental qualitative case study in one public kindergarten (TK Negeri Pembina Semarang) comprising eight classes with 138 children aged 4–6 years and nine teachers, data were collected through classroom observations, teacher interviews, and analysis of children’s drawings. The findings indicate that guided drawing with YouTube tutorials improved children’s observational accuracy (e.g., identifying geometric forms), stimulated collaborative creativity (e.g., divergent colour use), and fostered problem-solving skills (e.g., adaptive material substitution). These results suggest that drawing with YouTube serves as an effective visual learning medium supporting early cognitive and creative growth through multimodal engagement. In the global discourse on digital childhoods, this study provides evidence that structured digital use can transform screen media from passive consumption into active cognitive engagement. It contributes to worldwide discussions on multimodal literacy and digital creativity as essential competencies for young learners. However, the study is limited by its single-site context and lack of longitudinal analysis. Future research should include broader samples, cross-cultural comparisons, and quantitative validation to deepen understanding of the cognitive impacts of digitally mediated drawing activities. Practically, the findings highlight the pedagogical value of integrating short, guided YouTube videos with open-ended questioning to enhance visual literacy, reflective thinking, and creative autonomy in early childhood classrooms.
Copyright (c) 2025 Samsul Alam; Rahmat Yusny https://creativecommons.org/licenses/by-nc/4.0
Augmented Reality-Based Learning for Tidal Flood Mitigation in Early Childhood Education: An ADDIE-Based Development Study
Flood disaster preparedness education for early childhood remains a global challenge, especially in coastal communities facing flood threats in North Jakarta. Although the literature acknowledges the need for crisis mitigation education in early childhood, there remains a significant gap in the development of child-friendly, technology-integrated learning media. This study addresses this gap by developing MITBAR (Mitigasi Bencana Banjir Rob), an Augmented reality-based learning medium designed to improve the cognitive abilities and general knowledge of children aged 5 to 6 years. The research employed a research and development approach using the ADDIE model, encompassing needs analysis, instructional design, prototype development, implementation, and evaluation. The developed media integrates an AR mobile application with print-based materials that present comprehensive content on definitions, causal factors, impacts, and stages of disaster mitigation. Expert validation demonstrated high effectiveness across material experts (N Gain = 1.0), technology experts (0.96), language experts (0.92), and educator practitioners (0.91 to 0.87). Field testing conducted in a kindergarten in North Jakarta, involving five children in a small-group trial and sixteen children in a larger implementation stage, showed substantial improvements in conceptual understanding, with N-Gain values exceeding 0.79 and categorized as highly effective. These findings indicate that Augmented Reality can effectively transform abstract disaster preparedness concepts into experiential learning appropriate for early childhood contexts. Beyond the local setting, this study contributes to broader debates on immersive technology in early childhood disaster education by offering a developmentally grounded, systematically validated AR-based instructional model applicable to flood-prone coastal regions globally. However, the study is limited by its small sample size and short-term evaluation period, and it focuses primarily on cognitive outcomes. Future research is recommended to employ longitudinal designs and examine affective, behavioral, and long-term preparedness outcomes.
Copyright (c) 2025 Oktarina Dwi Handayani, Annisa Tri Tamiyati https://creativecommons.org/licenses/by-nc/4.0
The Role of Family Communication and Peer Groups in Adolescent Sexual Attitudes: A Phenomenological Study on the Friends with Benefits (FWB) Phenomenon in Jakarta
This study examines how family communication patterns and peer group dynamics shape adolescents’ and emerging adults’ engagement in Friends with Benefits (FWB) relationships in an urban Indonesian context. Using a qualitative descriptive phenomenological design, in-depth, semi-structured interviews were conducted with seven informants aged 18–24 years, consisting of six female and one male participant from diverse family structures, including intact and broken-home backgrounds. Data were analyzed using Giorgi’s descriptive phenomenological method, informed by Family Communication Patterns Theory and Social Learning Theory. The findings indicate that limited open family communication and strong conformity-oriented expectations restrict discussions of sexuality within the family, positioning peer groups as primary sources of relational norms and sexual meaning-making. Peer interactions normalized FWB relationships through shared narratives and social validation, particularly when parental communication about sexuality was constrained. While some informants framed FWB involvement as autonomy-driven and linked to identity exploration, others engaged in such relationships in response to unmet emotional needs, especially within disrupted family contexts. Family-based sexual education was largely prevention-focused, emphasizing pregnancy avoidance while giving limited attention to emotional and relational dimensions of intimacy. The findings demonstrate that involvement in FWB relationships is shaped by interconnected communicative constraints, emotional vulnerabilities, and peer-based social learning processes rather than individual sexual choice alone. This study contributes to broader debates on family-based sexuality education by clarifying how early family communication patterns influence adolescents’ later sexual decision-making and is relevant beyond Indonesia for collectivist and religious societies with similar communicative constraints.
Copyright (c) 2025 Devina Dhea Pabundu https://creativecommons.org/licenses/by-nc/4.0
Enhancing Scientific Process Skills through Clay-Based Learning Media: An Early Childhood Science Learning Strategy on the Thematic Unit “The Universe”
This study examined the development and implementation of clay-based experimental media to support early childhood science learning on the theme of the universe. Although early science education has received increasing attention, young children often struggle to understand abstract astronomical concepts because they lack access to tangible, developmentally appropriate learning materials. This study addressed this issue through the integration of art-based, hands-on inquiry activities that emphasize sensory exploration as a basis for conceptual understanding. A descriptive qualitative design was conducted in an early childhood education setting in Makassar, Indonesia, involving seventeen informants consisting of two early childhood teachers, ten children aged five to six years, and five parents. Data were collected through classroom observations, semi-structured interviews, and document analysis. The research focused on the process of designing and applying clay-based models of the sun, Earth, moon, and stars to simulate day and night through guided experimentation in a play-based learning environment. The findings indicate that children engaged with concrete representations of astronomical phenomena, demonstrated sustained participation in learning activities, and expressed emerging explanations of light, darkness, and Earth’s rotation. The learning process was also characterized by increased teacher–child interaction during inquiry-oriented discussions. Supporting factors included teacher creativity, the accessibility of low-cost materials, and children’s interest in manipulative activities, while constraining factors involved limited instructional time and variation in teachers’ prior experience with arts-integrated science learning. This study contributes to broader debates on early childhood science education by illustrating how low-cost, tactile learning materials mediate children’s engagement with abstract scientific concepts across early learning contexts in resource-limited educational settings.
Copyright (c) 2025 Nirwana, Rudi Amir, Sadaruddin https://creativecommons.org/licenses/by-nc/4.0
Mindful Parenting and Emotion Regulation in Early Childhood: A Relational Process Perspective from a Systematic Review
Research on mindful parenting, caregiver emotion regulation, and children’s emotion regulation has expanded, yet the literature remains fragmented, especially in early childhood and across non-Western settings. Many studies treat these constructs as separate variables and therefore provide limited clarity on how they are linked within everyday caregiving relationships. This systematic literature review examined how mindful parenting, maternal emotion regulation, and children’s emotion regulation have been connected in recent scholarship on early childhood caregiving. Guided by PRISMA 2020, the review searched Scopus, ScienceDirect, Wiley Online Library, and Frontiers in Psychology for studies published between 2019 and 2024. Ten eligible studies were included and interpreted through narrative thematic synthesis. The findings suggest that mindful parenting is more convincingly understood as a relational orientation shaping the emotional climate of caregiving than as a discrete technique. Maternal emotion regulation emerges as an interactional mechanism operating through modeling, responsiveness, emotion socialization, and co-regulation, while children’s regulatory development appears within broader systems of attachment, executive functioning, and socio-emotional competence. The evidence, however, remains uneven. Variability in study design, modest effect sizes, reliance on cross-sectional and self-report data, and the continued dominance of Western samples indicate that these pathways are context-sensitive rather than universally causal. This review advances a relational process perspective that refines family-based models of emotion regulation and contributes to global debates on parenting and child development by showing why culturally responsive interpretations are necessary when translating evidence across diverse caregiving contexts.
Copyright (c) 2026 Robiah Al Adawiyah, Noviana Mustapa, Sri Tatminingsih, Ika Budi Maryatun, Musakkid Himphinit https://creativecommons.org/licenses/by-nc/4.0
Culturally Contextualized Implementation of Applied Behavior Analysis for Children with Autism Spectrum Disorder: Evidence from a Therapy Center in Banjarmasin
Applied Behavior Analysis (ABA) is widely recognized as an evidence-based intervention for children with autism spectrum disorder (ASD). However, limited research has examined how ABA practices are implemented and adapted within local cultural and educational contexts in developing countries. This study investigates the implementation of ABA-based educational treatment for children with ASD at a therapy center in Banjarmasin, Indonesia, with particular attention to its potential relevance for inclusive school practices. A qualitative descriptive design was employed. Data were collected through classroom observations, semi-structured interviews, and document analysis involving therapists, parents, and children with ASD. The analysis focused on identifying key therapeutic practices and examining how core ABA principles are operationalized within daily intervention routines. The findings indicate that therapists consistently apply several fundamental ABA principles, including structured instruction, behavioral shaping, repetition, reinforcement, and consistency. These practices contribute to improvements in children’s self-help abilities, emotional regulation, and social interaction skills. Furthermore, the therapeutic strategies demonstrate potential for adaptation in inclusive educational settings, where teachers can incorporate simplified ABA-based techniques to support behavioral and learning development among autistic students. This study contributes to the literature by providing empirical evidence on the culturally contextualized implementation of ABA in therapy services in Indonesia. The findings highlight the importance of therapist–parent collaboration and suggest that culturally adapted ABA practices can support the inclusion of children with ASD in mainstream educational environments.
Copyright (c) 2025 Uswatun Nisa; Firdha Hayati https://creativecommons.org/licenses/by-nc/4.0
Assessing Computational Thinking in Early Childhood: Evidence from Kindergarten Children Aged 5–6 Years in Surakarta, Indonesia
Teachers in kindergartens often lack knowledge on how to assess children's computational thinking abilities, as there is a lack of validated instruments to measure this ability in early childhood. This study aims to analyze children’s levels of computational thinking abilities in Kindergarten Surakarta City and identify aspects of computational thinking that are still low, to inform appropriate pedagogical interventions that provide suitable stimulation. The research method employs descriptive quantitative methods, presenting frequency distributions, means, modes, medians, minimums, maximums, ranges, and standard deviations. Data collection techniques through computational thinking tests using instruments that have been validated through expert judgment and pilot testing. The sampling technique used was cluster random sampling, which involved selecting kindergartens in Surakarta City, resulting in 60 respondents aged 5-6 years. Based on the four aspects of computational thinking ability, the algorithm is the most mastered aspect (80%) because teachers often stimulate children through natural daily routines. Pattern recognition (64, 58%) is the ability to identify repetitive patterns, such as those found in color sequences or shapes. Decomposition (54,58%) is challenging because it trains children to break down large problems into smaller parts to make them easier to solve. Debugging (40,41%) is the lowest level because it involves metacognitive aspects in complex problem-solving. This research provides an overview for teachers to be able to implement innovative learning that can stimulate computational thinking. Teachers can actively integrate play-based learning that engages children and collaboration between classmates. In addition, integrating digital technology media can make the learning process more interesting. Given the small sample size in this study, future research should involve a larger group of participants to improve the generalization of results. Future research should use larger sample sizes and encourage collaboration between institutions in different regions so that it can provide further insight into effective learning strategies in stimulating children's computational thinking.
Copyright (c) 2025 Widya Dwi Hardiyanti, Prayitno Prayitno, Nur Hayati, Puteri Annisa Tsamrotul Fuadah https://creativecommons.org/licenses/by-nc/4.0
Assessing I-HappySchool: A Mobile-Based Instrument to Support Parental Participation in Child-Friendly School Assessment
Despite the increasing global emphasis on child-friendly school (CFS) frameworks, parental participation in formal CFS assessment processes remains limited and often informal. This study developed I-HappySchool, a mobile-based instrument designed to facilitate structured parental engagement in assessing child-friendly school practices. A mixed-methods design was employed, integrating an ADDIE-based research and development model with a quasi-experimental nonequivalent-groups pretest–posttest design. The study was conducted in urban kindergartens in East Java, Indonesia, involving twenty parents or guardians from both public and private institutions. Data were collected through questionnaires, observation checklists, and expert validation forms. Quantitative data were analysed using descriptive statistics and independent-samples t-tests, while qualitative data were examined thematically to capture patterns of implementation across learning contexts. Expert evaluation indicated strong feasibility of the instrument, achieving an overall validity score of 87%. Post-intervention findings revealed comparable levels of CFS implementation in public and private settings across classroom and outdoor learning environments (p > 0.05). Among the assessed dimensions, effectiveness, health and safety, and gender sensitivity showed relatively higher performance, whereas democratic participation and equitable access remained comparatively weaker, with several indicators scoring below 60%. These findings suggest that a validated mobile-based instrument can support more systematic CFS assessment and enhance structured parental participation in early childhood education. Nevertheless, the findings should be interpreted cautiously due to the limited sample size and short implementation period.
Copyright (c) 2025 Ahmad Yusuf Sobri, Evania Yafie https://creativecommons.org/licenses/by-nc/4.0
Partners in Play: Examining Parent-Teacher Collaboration on Preschoolers’ Cognitive Growth
This study investigates how deliberate, play-centred collaboration between parents and preschool teachers influences children’s cognitive development, addressing a research gap on coordinated home–school play strategies in Indonesian early childhood settings. Using a mixed-methods quasi-experimental design, 92 preschoolers (M = 5.1 years), 8 classroom teachers, and 92 parents from 4 urban preschools participated in an 8-week Partners in Play intervention. Parent–teacher dyads co-planned weekly play modules aligned with Vygotskian guided-play principles. Children’s working memory, verbal reasoning, and cognitive flexibility were assessed using adapted WPPSI-IV subtests before and after the intervention. At the same time, observational rubrics and parent play logs triangulated quantitative gains with qualitative insights. ANCOVA was used to test mean-score differences, and thematic coding in NVivo 14 examined communication patterns. Children in the intervention group outperformed controls in working memory (η² = 0.18) and cognitive flexibility (η² = 0.12). At the same time, gains in verbal reasoning approached significance (p = .07). Qualitative findings identified three reinforcing mechanisms: a shared play language that scaffolded metacognition; consistent cognitive challenges across home and school contexts; and reciprocal feedback loops that enabled weekly refinement of play activities. Reported barriers included limited parental time and teachers’ initial uncertainty in co-designing home-based activities. Although the modest sample size and urban focus limit generalisability, the findings offer an evidence-based, low-cost implementation model for early childhood programmes through brief co-planning workshops, a shared play glossary, and simple progress-sharing tools. This study contributes to broader debates on home–school partnership and play-based learning in early childhood education by providing experimental evidence that structured parent–teacher collaboration functions as an active cognitive scaffold within guided play, and is relevant beyond Indonesia because similar challenges of fragmented learning environments and uneven family engagement are evident across diverse ECE contexts.
Copyright (c) 2025 Rita Nofianti, Mahamadaree Waeno, Rahayu Dwi Utami https://creativecommons.org/licenses/by-nc/4.0
Babalu Dance and Holistic Development of Early Childhood: A Case Study on the Integration of Traditional Arts in Early Childhood Education
Traditional dance not only represents cultural heritage but also embodies pedagogical values that can be integrated into early childhood education. One such traditional dance that remains vibrant and practiced in the northern coastal region of Java is the Babalu Folk Dance, characterized by rhythmic, simple yet expressive movements. Although children’s dance practices have flourished in informal educational settings, the utilization of traditional dance as a child development–oriented learning medium remains severely limited. This study originates from this gap, noting the lack of systematic exploration of the contribution of traditional dance movement variations to the holistic development of early childhood. This research aims to analyze the movement structure of Babalu Dance and evaluate its potential in supporting five key developmental domains of early childhood: gross motor, fine motor, cognitive, socio-emotional, and artistic appreciation. Employing a qualitative case study approach, this study was conducted at Sanggar Putra Budaya Batang, involving six children aged 4–6 years, six dance instructors, and six parents. Data collection techniques included participatory observation, semi-structured interviews, and visual documentation, followed by thematic analysis. The findings reveal that each movement category—head, hand, foot, and body—specifically contributes to various dimensions of child development. Body and foot movements support balance and coordination; hand movements strengthen fine motor skills; and the choreographic structure fosters cognitive, social, and expressive aspects. This study underscores the potential of Babalu Folk Dance as a culturally grounded contextual learning medium and recommends its integration into character- and traditional arts–based early childhood education curricula.
Copyright (c) 2025 Galuh Fatma Hadianti, Ikha Sulis Setyaningrum https://creativecommons.org/licenses/by-nc/4.0
Prosocial Behavior Among Preschool Children in Coastal and Highland Regions of East Java: A Descriptive Comparative Study
Prosocial behavior in early childhood plays an important role in fostering the ability to sharing, helping, cooperating, and well-being. However, there is limited understanding of how geographical and socio-cultural contexts influence the development of prosocial behavior. This study aims to examine and compare the prosocial development of preschool children living in coastal and highland regions, highlighting how geographical, cultural, and environmental differences may influence early social behavior. The research is driven by the need to better understand contextual factors that shape children's prosocial tendencies or behaviors such as sharing, helping, and cooperating, that are critical for healthy interpersonal relationships and emotional growth. A quantitative comparative approach was employed, using a descriptive method with a Mann–Whitney U statistical test to compare prosocial behavior among preschool children in coastal and highland regions. The findings indicate that children in both regions exhibit a range of prosocial behaviors; however, the frequency and nature of these behaviors differ. Coastal children were more likely to demonstrate spontaneous helping and group-oriented cooperation, possibly due to communal lifestyle practices, while highland children showed more empathy-based behaviors, shaped by strong familial interactions and close-knit community values. The study concludes that environmental context significantly contributes to the development of prosociality in early childhood, with each setting offering unique strengths. These findings underscore the importance of culturally responsive early childhood education that nurtures prosocial behavior in line with local values and social norms. This research contributes to the growing body of literature on sociocultural influences on child development and suggests future studies to explore prosocial behavior through a broader range of ecological and cultural lenses.
Copyright (c) 2025 Ratna Nila Puspitasari, Safiruddin Al Baqi, Ima Frafika Sari https://creativecommons.org/licenses/by-nc/4.0
Differentiated Learning Strategies for Enhancing Early Childhood Independence: A Case Study
This study examines how differentiated learning strategies contribute to the development of independence among children aged five to six at TK Al-Islam Bangkalan, a rural kindergarten in East Java, Indonesia. Using a single instrumental case study design, data were collected over four months through non-participatory observation, semi-structured interviews, and document analysis, and analyzed using the Miles and Huberman model. Findings indicate that variations in content and process, supported by predictable routines and consistent teacher scaffolding, enabled most children to select learning materials and choose appropriate task difficulty. At the same time, a minority continued to require validation. Product differentiation and systematic assessment remained limited, reflecting constraints in teacher assessment literacy, time allocation, and class size. The study demonstrates the pedagogical potential of differentiated learning to foster initiative, responsibility, and self-confidence in low-resource early childhood settings. It highlights the necessity of practical, context-sensitive implementation strategies. The research provides evidence that differentiation principles can be adapted to rural and collectivist educational contexts and can inform discussions on culturally responsive pedagogy and equitable early childhood practice. Limitations include single-site sampling, reliance on teacher reports, and incomplete assessment artifacts, all of which limit generalizability. The study is significant for policy and practice because it links Merdeka Belajar (Freedom to Learn) objectives to observable developmental outcomes and identifies concrete barriers to scaling differentiated approaches. Recommended actions include targeted professional development on formative assessment and product differentiation, design-based collaborations to co-create feasible rubrics with teachers, and multi-site longitudinal studies to evaluate transferability and sustained impact on independence.
Copyright (c) 2025 Danang Prastyo, Suryanti, Heryanto Susilo, Desika Putri Mardiani, Ardhana Reswari https://creativecommons.org/licenses/by-nc/4.0
The JENAKA Game: Stimulating Gross and Fine Motor Development in Early Childhood
Problems of motor development delays in early childhood remain prevalent, often linked to decreasing levels of physical activity and the rising use of digital gadgets. This study aimed to investigate the effect of the interactive game JENAKA (Jelajah Fauna Kalimantan/Exploring Kalimantan’s Fauna) in stimulating motor development in children aged 5–6 years. A quantitative approach was employed using a pre-experimental design with a One Group Pretest–Posttest structure. The participants consisted of 18 children selected through saturated sampling, and the intervention was conducted over ten sessions between July and October 2024. Data were collected through structured observation using a motor skills instrument adapted from established measures, comprising 17 items across two domains: gross motor skills and fine motor skills. Expert validation confirmed content appropriateness, and the instrument demonstrated acceptable reliability. Data analysis involved tests of normality and homogeneity, followed by paired samples t-test using SPSS. Results revealed a significant improvement in motor skills after the intervention, with a significance value of .001, well below the .05 threshold. These findings indicate that JENAKA effectively enhanced both gross and fine motor skills, demonstrating its potential as an innovative learning medium in early childhood education. The novelty of this study lies in integrating local cultural and ecological elements, particularly Kalimantan’s fauna, into interactive play, thereby fostering not only physical development but also environmental awareness. The research highlights the importance of culturally grounded, play-based interventions and provides practical implications for curriculum design, suggesting that interactive cultural games can serve as engaging and holistic tools for stimulating early childhood development.
Copyright (c) 2025 wilda isna kartika, Febry Maghfirah, Vira Azzahra, Reyzia Anggriani Hasnur, Adharina Dian Pertiwi https://creativecommons.org/licenses/by-nc/4.0
A Content Analysis of the Komik Seri Pengenalan Anti Gratifikasi Media as Anti-Corruption Character Education for Early Childhood
This study analyzes the content of the Komik Seri Pengenalan Anti Gratifikasi, an anti-corruption comic series for early childhood education published by the Ministry of Education and Culture of Indonesia. It addresses the lack of educational media that introduce anti-corruption values to young children. The aim is to identify the character values presented in the comics and evaluate their relevance as tools for character education. The comics are intended to instill core anti-corruption values such as honesty, responsibility, hard work, and caring. Using a descriptive qualitative approach and content analysis, the study examines how these values are conveyed through storylines, characters, dialogue, and illustrations. Data collection was conducted through close reading and detailed note-taking of each comic in the series. Findings indicate that the comics effectively present ethical principles, especially honesty, which is consistently portrayed as a key value in preventing corruption. Through engaging stories and relatable characters, the comics promote positive behaviors like speaking the truth, returning lost items, and admitting mistakes. Responsibility and hard work are also illustrated in scenarios where characters take ownership of their actions and strive to reach their goals. The study highlights the comics’ ability to connect with children through real-life situations, encouraging moral development in an age-appropriate and visual format. This makes abstract values more concrete and easier for early learners to understand. As a result, the comics are deemed adequate for early childhood character education. However, the research also notes the potential to expand the values represented, such as courage and independence, to strengthen the moral message further. Overall, the study supports the use of educational comics as a valuable medium for fostering anti-corruption awareness and building a strong ethical foundation from an early age.
Copyright (c) 2025 Khusniyati Masykuroh, Zahrotun Nisa https://creativecommons.org/licenses/by-nc/4.0
Parental Nutritional Knowledge and Its Association with Child Growth and Development: Evidence from Bengkalis District, Indonesia
Nutrition plays a crucial role in supporting children’s overall growth, development, and bodily functions. A balanced nutritional intake provides the energy and essential nutrients necessary to sustain life and promote children’s physical, social, emotional, and cognitive advancement. This study aims to explore the relationship between parents’ nutritional knowledge and child growth and development in Bengkalis Regency, Indonesia. Employing an associative quantitative approach, data were collected through questionnaires and documentation. The sample consisted of 100 parents of children aged 5–6 years, selected using simple random sampling. Data analysis included descriptive statistics (univariate and bivariate analyses), with variable relationships tested using the Chi-Square method. The findings revealed that most parents had moderate nutritional knowledge (54%), while 23% had low knowledge and 23% had high knowledge. Regarding children’s nutritional status, 53% were categorized as usual, 25% as undernourished, and 22% as severely malnourished. Further analysis indicated that children of parents with low nutritional knowledge had a higher risk of poor nutrition and developmental delays. Conversely, children of parents with moderate nutritional knowledge tended to have better nutritional status, with 77.7% classified as having usual nutritional status. These findings reinforce that parental nutrition literacy significantly influences children’s nutritional outcomes and developmental progress. However, the study has limitations, including a small sample size, reliance on self reported data, and a cross sectional design that restricts causal interpretation. Future research should adopt longitudinal or mixed methods approaches to capture changes more accurately. The study recommends strengthening community based nutrition education, integrating routine growth and development screening, and enhancing cross sector collaboration to improve access to nutritious foods for families.
Copyright (c) 2025 Vanny Aulia, Nelis Nazziatus Sadiah Qosyasih, Meyke Garzia https://creativecommons.org/licenses/by-nc/4.0
Effect of Citronella Aromatherapy on Appetite and Sleep Quality in Stunted Toddlers: A Community-Based Intervention Study
Stunting is a major global health issue linked to chronic malnutrition, digestive dysfunction, and inadequate sleep, all of which impair growth and nutrient absorption. Toddlers with poor sleep quality are twice as likely to experience stunting, highlighting the importance of behavioral and sensory interventions. Citronella Oil aromatherapy, containing active compounds such as citronellal and geraniol, has potential appetite-enhancing and relaxing effects through olfactory stimulation of ghrelin and the limbic system. This study aimed to evaluate the effect of Citronella Oil aromatherapy on appetite and sleep quality among stunted toddlers aged 2–3 years in the working area of UPTD Tepian Buah Health Center, Berau Regency. A pre-experimental one-group pretest–posttest design was applied, involving 55 participants selected through stratified random sampling. Appetite and sleep quality were measured using validated questionnaires, and data were analyzed using the Wilcoxon signed-rank test. Results showed a significant increase in mean appetite scores (from 37.40 to 44.76) and sleep quality scores (from 7.24 to 12.82) after seven days of Citronella Oil aromatherapy (p<0.05). These findings indicate that Citronella Oil effectively improves both appetite and sleep quality in stunted toddlers through neuroendocrine and behavioral mechanisms. The intervention offers a safe, low-cost, and culturally appropriate complementary therapy that may strengthen early childhood growth and development programs. However, limitations include a small sample size, the absence of a control group, and a short intervention duration, which constrain generalizability. Future studies using randomized controlled and longitudinal designs are recommended to confirm these findings. Beyond its local implications, this research contributes to global efforts to identify sustainable, non-pharmacological strategies to reduce stunting and advance holistic child health in low- and middle-income countries.
Copyright (c) 2025 Yuli Irdasari, Risnawati, Dwi Hartati, Hj Sumiati https://creativecommons.org/licenses/by-nc/4.0
Religious Parenting Practices and Moral Socialization in Muslim Families: A Case Study of Sungai Duren Village
Religious socialization in rural Muslim families remains insufficiently examined, particularly regarding how Islamic values are sustained amid economic constraints and the growing presence of digital entertainment in children’s everyday lives. This study investigates religious parenting practices and moral socialization in Muslim households in Sungai Duren Village, Jambi Luar Kota District, Muaro Jambi Regency. Employing a qualitative case-study design, data were generated through semi-structured in-depth interviews, naturalistic observations, and document analysis during six months of fieldwork with 18 purposively selected informants, including parents, local religious educators, and community figures. The data were analysed thematically, drawing on Religious Socialization Theory alongside Social Learning and Ecological Systems perspectives. The findings show that children’s moral–religious formation is sustained through interconnected practices of worship discipline, parental modelling, and the continuity of learning across home, TPQ, and mosque activities. However, these processes are shaped by structural and everyday constraints, including limited parental religious literacy, economic pressures, and children’s smartphone use that disrupts routine discipline and weakens parental mediation. Community religious institutions play a reinforcing role by stabilising practices and providing moral guidance when household resources are limited. By demonstrating how religious socialization operates as an ecologically coordinated process across family and community settings, this study contributes to broader discussions on Islamic parenting and moral education in contemporary rural contexts.
Copyright (c) 2025 Pitra Puspita Sari, Lailis Saadah, Fitri Ine Robi’ah, Solikhah Solikhah, Dina Ervina, Mohd Iqbal Haqim Mohd Nor https://creativecommons.org/licenses/by-nc/4.0
Empathy as a Predictor of Behavioral Problems in Early Childhood: A Gender-Based Analysis
Unaddressed behavioral problems in early childhood often persist into later life stages. This study aimed to analyze how empathy levels influence behavioral problems among young children and whether this relationship remains significant after controlling for gender. Using an explanatory quantitative design, data were obtained from 141 kindergarten and RA B teachers in Semarang City through a structured questionnaire. The results of frequency analysis showed that children’s empathy levels were entirely within the high category (100%), while behavioral problems were mostly in the low category (70.9%) and moderate category (29%). Multiple regression testing confirmed that empathy significantly reduced problem behaviors (p < 0.05). Emotional contagion, concern for others, and prosocial behavior were the most influential dimensions. When gender was controlled, empathy remained a significant predictor, whereas gender had no direct effect. This study contributes to the growing body of global scholarship on early childhood socio-emotional development by highlighting empathy as a key psychological mechanism for behavioral regulation. It strengthens the theoretical integration between empathy development and behavioral adjustment, offering empirical evidence that supports cross-cultural understanding of emotional and behavioral competencies in early childhood education. The findings suggest that interventions emphasizing emotional contagion, caring, and prosocial responsiveness can effectively reduce behavioral issues regardless of gender. Further studies are recommended to explore cross-contextual factors such as emotional regulation, family interactions, and teacher–child relationships to enrich the explanatory model of empathy’s influence on children’s behavioral outcomes.
Copyright (c) 2025 Ainur Rosyidah Kusuma, Liftiah, Diana https://creativecommons.org/licenses/by-nc/4.0
Enhancing Early Childhood Recognition of Traditional Dance through Training Strategies and Video-Based Instruction
To introduce traditional dance to early childhood, interesting training methods and media in accordance with the child's development are needed, so as to arouse children's interest and love for traditional Indonesian dance. This study aimed to obtain an empirical data on the effect of training methods and video tutorials on the ability to recognize traditional Indonesian dance in children. Children’s ability to dance traditional dances referred to the motor skills of children aged 5-6 years. The training method was using a sports approach, consists of introduction regional knowledge of dance, a warm-up, traditional dance as the main exercise, and a cool-down. The warm-up and cool-down used play movements, which made children enjoyable and developmentally appropriate. Used experimental research methods 2x2 factorial design, which consists of groups that get treatment and control groups. The sampling technique was carried out by cluster random sampling, 43 children in 2 classes at 2 kindergartens (four classes), in South Tangerang, Indonesia. Data normality test with Lilliefors test found that all data were normal. Homogeneity test with Bartlett's test found that all data were homogeneous. For hypothesis testing, two-way analysis of variance / ANOVA was carried out, then to test the interaction was carried out with the Tukey test. Based on the results of the analysis of variance at a significant level α = 0.05, it was found that the score of the ability to recognize traditional Indonesian dances early childhood: the training method with a sports approach was better than the conventional training method; there was an interaction between training methods; Using video tutorial media was not better than audio media; with a sports approach and video tutorials. This study showed that using a sports-based training approach with play movements is a fun and developmentally appropriate method to introduce traditional dance to children. Further research is needed on a larger and broader scale to conclude that this method has the same effect on every traditional dance practice for early childhood children.
Copyright (c) 2025 Diah Andika Sari, Laode Anhusadar, Della Raymena Jovanka, Mutiara Magta https://creativecommons.org/licenses/by-nc/4.0
Integrating Local Culture into Parental Nutrition Education: Evidence from an Ethnoparenting Based Intervention in West Java
The consumption of unhealthy snacks among young children is increasing, while parents’ knowledge of children’s nutritional needs remains limited. This study aimed to evaluate the impact of ethnoparenting-based training on improving parents’ knowledge of early childhood nutrition in Karangsari Village, West Java. The focus of the training was to develop an innovative nutritious snack, Manca, made from local ingredients, namely Manyung fish bone meal and Leunca vegetables, both rich in calcium and phosphorus. This research employed a pre-experimental design with pre-test and post-test procedures. The sample consisted of 30 parents of children aged 2 to 6 years, selected through purposive sampling. Data were analyzed using the Shapiro-Wilk test, Levene test, and paired t-test. The results indicated a significant improvement in parents’ knowledge, with the mean post-test score increasing by 37 points from 48 to 85. The findings align with Bandura’s Social Learning Theory and Bronfenbrenner’s Ecological Systems Theory, emphasizing the role of parental modeling and cultural context in shaping nutritional practices. The ethnoparenting-based training proved effective in enhancing parents’ awareness of balanced nutrition for young children. This study highlights the importance of culturally grounded approaches in health and education programs for parents. The findings imply the need to integrate ethnoparenting-based training into early childhood care and education (ECCE) policies globally, particularly in multicultural contexts where parental knowledge of nutrition varies widely. By promoting culturally sensitive nutrition behaviors among parents, this study contributes to the global discourse on improving child health outcomes amid rising cases of undernutrition and overnutrition. Furthermore, incorporating local practices into educational interventions may serve as a model for sustainable and culturally responsive public health initiatives worldwide.
Copyright (c) 2025 Dian Ramadhani Padwika, Rudiyanto, Yeni Rachmawati, Mubiar Agustin; Sadick Akida Mwariko https://creativecommons.org/licenses/by-nc/4.0
Exploring Curriculum Implementation Needs Based on Self-Determination Theory: A Case Study in Indonesia Primary School Teachers
Student disengagement and low intrinsic motivation remain persistent issues in educational contexts, often due to rigid curriculum structures that overlook learners' psychological needs. This study aims to analyze the operational curriculum needs of primary school teachers in fostering student autonomy, motivation, and engagement, using Self-Determination Theory (SDT) as the theoretical foundation. Employing a qualitative phenomenological approach, the study involved 12 private primary school teachers in Makassar, Indonesia. Data were collected through semi-structured, in-depth interviews and analyzed thematically to explore strategies and perceptions related to SDT-based curriculum implementation. The results revealed three key themes: recognizing individual student characteristics, offering meaningful choices in learning activities to support autonomy, and maintaining strong communication with parents to create a collaborative and emotionally supportive learning environment. These strategies were reported to significantly enhance student participation, classroom inclusivity, and a sense of belonging. The study concludes that integrating SDT principles into operational curriculum planning not only increases student engagement but also contributes to the development of a more holistic and humanistic learning atmosphere. This research contributes to the field of motivation-oriented curriculum design and offers practical implications for educators and school leaders in developing student-centered instructional practices. Further studies using quantitative or mixed methods are recommended to validate and expand these findings across broader educational contexts and grade levels.
Copyright (c) 2025 Herlina, Surya, Rusmayadi, Muhammad Yusri Bachtiar, Salma Samputri, Rahayu https://creativecommons.org/licenses/by-nc/4.0
Parenting Patterns for Dreadlocked Children: A Local Culture-Based Study among Muslim Farmers in Dieng, Wonosobo
Local traditions play a pivotal role in shaping parenting practices and early childhood development in rural Indonesian communities. This study explores the beliefs, values, and daily parenting practices surrounding dreadlocked children at an early age within Muslim farming families in Dieng, Wonosobo. Employing an ethnographic qualitative design, the research investigates how Islamic teachings and local traditions intersect to shape caregiving patterns for children aged 2–7 whose dreadlocks are perceived as sacred signs of spiritual and ancestral connection. Data were collected through participatory observation, in-depth interviews, focus group discussions, document analysis, and life history narratives with 25 key informants including parents, kyai, and community elders. Findings reveal that dreadlocked children are regarded as culturally blessed, with parenting approaches characterized by emotional attentiveness, permissiveness, and ritualized social inclusion. The practice of ruwatan—a ceremonial haircut accompanied by prayers and offerings—emerges as a key event in cultural learning and early character development. These parenting patterns reflect a model of culturally responsive education that emphasizes identity formation, moral values, and communal integration. The implications underscore the necessity of redefining special needs education to accommodate culturally distinct child-rearing practices. However, as the study is context-specific and based on qualitative methods, its findings require further exploration through comparative and longitudinal research. The research contributes to a growing discourse on inclusive and localized approaches to early childhood education in multicultural societies
Copyright (c) 2025 Hidayatu Munawaroh, Mahmud Arif, Moh Soehadha https://creativecommons.org/licenses/by-nc/4.0
An Analysis of Children’s Visual Artworks Through Free Drawing in Children Aged 5–7 Years
Children aged 5–7 years are in the preoperational stage of cognitive development. The problem that occurs in children of this age is that their ability to express their imagination through drawings is still limited. Previous research has not examined how visual expression emerges in early childhood drawings, particularly regarding drawing stages, object shapes, drawing duration, and sources of inspiration. This study aims to analyze the visual expression of drawings by children aged 5–7 years, focusing on drawing stages, object shapes, drawing duration, and sources of inspiration. This study used a descriptive qualitative method. The subjects were 70 kindergarten children in the Special Region of Yogyakarta. Data was collected through interviews, observation, and documentation, then analyzed using reduction, presentation, and conclusion-drawing techniques. The results showed that children's drawing process involves imagination, creativity, and storytelling. The most frequently drawn object was a butterfly, with the longest drawing duration being between 10–15 minutes. Most of the drawings were inspired by children's visual experiences. This study found that 61 children drew based on objects they imagined, while 9 children experienced difficulty expressing ideas visually. This research contributes to early childhood education by stimulating visual expression as a foundation for creativity in kindergarten learning. However, this study was limited to one region and a limited number of subjects, so it does not fully represent the cultural diversity of children. Future research can be conducted on a broader and more diverse range of subjects and children's drawings. Further research may also help children who have difficulty with visual expression.
Copyright (c) 2025 Prayitno Prayitno, Harun, Amir Syamsudin, Siti Zubaedah https://creativecommons.org/licenses/by-nc/4.0
Parents’ Perspectives on School Transitions: Challenges and Strategies on Transition from Preschool to Primary School for Equitable Education
The transition from preschool to primary school is a critical period in a child's development, involving significant changes in environment, routines, and academic demands. Parental involvement plays a key role in ensuring a smooth transition; however, many parents experience anxiety due to misconceptions about literacy expectations and limited communication from schools. This study explores parents' perspectives on school transition, identifies challenges they face, and examines their involvement in supporting their children's adjustment. Using a qualitative phenomenological approach, this study conducted in-depth interviews with four parents of first-grade students from different public and private elementary schools in Cimahi City. Observations at one public elementary school complemented the interview data. Thematic analysis was applied, and findings were interpreted using Bronfenbrenner’s ecological theory to understand how various social and environmental systems influence school transitions. Findings reveal that parental concerns about school readiness often stem from misunderstandings about academic expectations and inadequate school communication. Fathers' involvement in the transition process was notably limited, with mothers playing the primary role in preparation and support. Strengthening collaboration between parents and schools is essential for an effective transition. According to Bronfenbrenner’s model, successful transitions depend on interactions across subsystems, including the microsystem, mesosystem, exosystem, and macrosystem. This study enhances understanding of parental roles in school transitions and provides recommendations for educators and policymakers to design inclusive transition programs. Future research could expand sample sizes and further investigate fathers' participation to develop targeted interventions. Encouraging stronger school communication policies and fostering collaboration between early childhood and primary educators can optimize parental involvement and support children’s transition success.
Copyright (c) 2025 Maryam Nibrosurrahman, Euis Kurniati https://creativecommons.org/licenses/by-nc/4.0
Assessing the Quality of Islamic Early Childhood Education: Evidence from Raudhatul Athfal’s Compliance with National Standards in Bandung
The quality assurance of early childhood education in Islamic institutions such as Raudhatul Athfal (RA) has received limited empirical attention, particularly regarding the extent to which they fulfill the National Standards for Early Childhood Education. This study seeks to fill this gap by evaluating the learning quality of RA institutions in Baleendah District. Using a descriptive quantitative approach, data were collected from 50 RA educators through a validated and reliable Likert-scale questionnaire measuring eight dimensions of the national standards. Descriptive statistical analysis was employed to calculate the percentage of achievement for each dimension. The findings indicate that overall learning quality in RA has met national standards, with notable strengths in exploration-based learning, collaborative pedagogy, and parental involvement. However, challenges remain in cognitive stimulation, the pedagogical competence of educators, and the adequacy of exploratory and extracurricular facilities. Limited funding emerged as a key barrier, constraining infrastructure development and teacher professional growth. Beyond its national relevance, this study contributes to the broader global scholarship on early childhood education by demonstrating how faith-based institutions operationalize educational quality within diverse cultural and moral frameworks. The findings enrich international understanding of how holistic and value-oriented learning can coexist with standardized educational benchmarks. This study introduces a perspective of contextualized quality, emphasizing that true educational excellence is achieved when pedagogical competence, moral education, and local wisdom are integrated into a coherent framework. Practically, it provides policy insights for strengthening teacher capacity, improving learning environments, and promoting collaborative engagement among stakeholders. Future studies are encouraged to adopt mixed-method and comparative approaches to deepen cross-cultural insights into the dynamics of early childhood education quality in Islamic contexts.
Copyright (c) 2025 Tri Yugo Yugo https://creativecommons.org/licenses/by-nc/4.0
Planning, Implementation, and Evaluation of Project-Based Learning for Early Childhood in Indonesia: A Descriptive Qualitative Study
This study aims to describe and critically analyze the planning, implementation, and evaluation of the Project-Based Learning (PjBL) model in Early Childhood Education (ECE), while also exploring the supporting and inhibiting factors and gathering strategic recommendations from teachers as frontline practitioners. Using a descriptive qualitative approach, data were collected through classroom observations, semi-structured interviews, and document analysis involving teachers from selected kindergartens implementing PjBL. The findings reveal that teachers generally understand PjBL as a project activity but struggle to differentiate it from conventional crafts or display projects. Their understanding of the pedagogical structure of PjBL remains limited, particularly regarding essential elements such as driving questions, inquiry-based exploration, and authentic assessment. Lesson plans are often based on available topics rather than emerging from children’s interests, and assessment strategies are rarely integrated from the beginning of the planning stage. Implementation tends to be teacher-directed, limiting children’s autonomy, problem-solving, and collaborative learning opportunities. However, children show increased enthusiasm and curiosity when given opportunities to explore, especially through outdoor and environmental projects. Supporting factors include institutional encouragement, parental involvement, and the use of culturally relevant contexts. Conversely, challenges such as time constraints, inadequate training, and limited resources hinder effective implementation. Teachers recommend continuous, practice-based training, collaborative and flexible lesson planning, integration of community resources, and development of assessment tools that evaluate creativity, communication, and collaboration. This study contributes to a better understanding of how PjBL can be meaningfully adapted in early childhood settings and provides practical insights for improving teacher professional development and curriculum design.
Copyright (c) 2025 Sadaruddin, Syamsuardi, Hasmawaty, Usman https://creativecommons.org/licenses/by-nc/4.0