The Effectiveness of Unplugged Learning to Improve Critical Thinking Skills in Elementary Schools
Backround: Learning in elementary schools still faces significant challenges in optimally developing students’ critical thinking skills, primarily due to the persistent dominance of conventional learning methods that afford minimal student engagement and limited opportunities for active knowledge construction. Objective: This study aims to analyze the effectiveness of integrating unplugged learning in improving the critical thinking skills of sixth-grade elementary school students on the topic of harmony in ecosystems. Method: The study involved 22 students of Class VI B at SDN 192 Pekanbaru and employed a quasi-experimental method with a one-group pretest-posttest design. Data were collected through validated critical thinking ability tests administered before and after the instructional treatment and analyzed using descriptive statistics and N-Gain analysis to measure the magnitude of learning improvement. Result: The results demonstrated a statistically meaningful increase in students’ critical thinking scores: the mean pretest score was 67.27 (SD = 15.48), which increased to 86.36 (SD = 7.26) on the posttest, representing an improvement of 19.09 points. The average N-Gain score was 0.60 (SD = 0.20), which falls within the Moderate category of effectiveness. Furthermore, the substantial reduction in standard deviation indicates that the learning outcomes became more equitably distributed among all 22 students, suggesting that unplugged learning benefited learners across varying ability levels. Implications: These findings confirm that unplugged learning is an effective and equitable instructional strategy for fostering analytical, reflective, and systematic thinking skills. Conclusion: The results have significant implications for curriculum design and pedagogical practice in Indonesian elementary education, suggesting that device-free, activity-based learning can serve as a viable and accessible alternative to conventional teaching methods.
Improving Science Learning Outcomes Through Audiovisual Media at Grade V SDN 011 Pondok Gelugur
Background: The problem that occurs at SD Negeri 011 Pondok Gelugur is the lack of interest and attention of students in participating in learning, so that students' initial learning results do not reach the predetermined KKM limits. Objective: This research is Classroom Action Research (PTK) which aims to determine whether the application of audio-visual media in learning about food digestive organs in humans can improve learning outcomes for class V students at SD Negeri 011 Pondok Gelugur. Method: Classroom action research conducted in 2 cycles consists of four main research components, namely: planning; implementation; data collection; and reflection. The research subjects were class V (Fifth) students with 4 male and 6 female students for the 2024/2025 academic year. Data analysis was conducted using learning mastery percentage. The success indicator was defined as a minimum of 80% of students achieving the KKM score. Results: In cycle I, the learning outcomes of students were known to be 5 students who achieved a score above the KKM with an average class score of 71.5. Furthermore, in cycle II improvement activities, student learning outcomes increased to 9 students achieving scores above the KKM with an average class score of 76.5. Conclusion: The conclusion is that the use of audio-visual media makes learning more interesting and can increase students' interest and learning outcomes in science subjects, and learning objectives can be achieved well as evidenced by the significant increase in student learning outcomes.
Implementation of English Language Learning in Stimulating Early Childhood Roughness Skills
This study aims to capture how English language learning is applied to stimulate early literacy skills, particularly the early reading and listening skills of children aged 4–5 years. Using a qualitative case study design, this study collected data from the principal, classroom teachers, and students as the primary subjects. Through non-participant observation, in-depth interviews, and documentation, the collected data were then analyzed using Miles and Huberman's interactive analysis model. Field findings indicate that English learning is structured through the English Super Safari program and interaction sessions with native speakers. The methods used are varied, ranging from Total Physical Response (TPR) and Communicative Language Teaching (CLT) to storytelling and game-based learning. The stimulation process is reinforced by the use of interactive visual media, such as flashcards and Smart TVs, which have been proven effective in helping children recognize letter symbols and phonetic pronunciation. The results showed positive developments in children's ability to distinguish letter shapes and respond spontaneously to spoken English instructions without the need for translation. This study concluded that an integrative and enjoyable foreign language introduction can provide a solid foundation for early childhood basic literacy.
Principal Academic Supervision Management in Improving Teacher Performance
Background: Academic supervision management by school principals plays a crucial role in improving teacher performance, particularly in enhancing instructional quality and professional competence in primary education institutions. Objective: This study aims to describe the management of academic supervision conducted by school principals in improving teacher performance at SDIT Ibnu Khaldun. Method: This research employs a qualitative approach with a case study design. The primary data were obtained through in-depth interviews with the school principal. Data were analyzed descriptively using stages of data reduction, data presentation, and conclusion drawing. Findings and Implications: The findings reveal that academic supervision management is implemented through four main stages: planning, organizing, implementing, and evaluating. In the planning stage, the principal focuses on strengthening teacher competence, preparing teaching tools, and aligning instruction with the school’s vision. In organizing, the principal fosters collaboration with teachers and curriculum administrators while assigning roles based on competencies. Implementation involves learning assistance, strengthening learning communities, lesson study, and collaborative learning practices. Evaluation includes observation, reflection, monitoring, and follow-up actions such as improving lesson plans and providing further training. These practices contribute positively to teacher performance, particularly in instructional planning, teaching innovation, professional collaboration, and adaptability to student needs. Conclusion: The study concludes that effective management of academic supervision by school principals significantly enhances teacher performance and supports continuous professional development.
Implementation of Contextual Learning in Teaching the Volume of Curved-Surface Solids in Elementary School
Background: The topic of curved-surface solid volume in elementary school is often associated with students’ low conceptual understanding. Objectives: This study aims to describe the concept of curved-surface solid volume and to explain the implementation of a contextual learning approach in improving elementary students' understanding of the topic. Method: This study employed a descriptive qualitative approach using a literature review and conceptual analysis method. The background of this study is the limited comprehension of students regarding the concepts of cylinder, cone, and sphere volumes, as instruction tends to be teacher-centered and abstract. Data were obtained through the examination of textbooks, scientific journal articles, and relevant instructional documents. Result: The findings indicate that the implementation of a contextual learning approach through the use of real objects such as beverage cans (cylinders), ice cream cones (cones), and soccer balls (spheres) helps students understand volume concepts more meaningfully. Implication: The learning process, which connects mathematical material to students’ daily experiences, increases engagement, conceptual understanding, and problem-solving skills. Conclusion: Therefore, contextual learning can serve as an effective alternative in improving the quality of mathematics instruction, particularly in teaching the volume of curved-surface solids in elementary schools.
The Effect of Visual and Manipulative Learning Media on Elementary School Students’ Conceptual Understanding of Integers: A Quasi-Experimental Study
Backround: Many elementary school students experience difficulties in understanding integer concepts, particularly negative numbers, due to the abstract nature of the topic and reliance on conventional teaching methods that emphasize procedural memorization over conceptual understanding. Objectives: This study aims to examine the effect of visual and manipulative instructional media on fifth-grade elementary school students' conceptual understanding of integer concepts. Method: A quantitative approach with a quasi-experimental design using a nonequivalent control group design was employed. The participants, fifth-grade students at an elementary school in Indonesia, were divided into an experimental class and a control class. The experimental class received instruction using visual and manipulative media, while the control class received conventional instruction. Data were collected through pre-test and post-test instruments and analyzed using an independent sample t-test. Findings and Implications: The experimental class experienced a significantly higher improvement in conceptual understanding compared to the control class (t = 2.87, p < 0.05), with mean gain scores of 26.8 and 12.4, respectively. Conclusion: The use of visual and manipulative instructional media can effectively enhance elementary school students' conceptual understanding of integers. Teachers are encouraged to integrate number line representations and concrete manipulatives as part of a sequential instructional approach in mathematics learning.
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Conceptual and Application of Properties of Integer Operations in Elementary School Mathematics Learning
Backround: Integers constitute one of the fundamental concepts in mathematics and play an important role in everyday life as well as in elementary school mathematics learning. A solid understanding of integers is essential because it forms the basis for learning more advanced mathematical concepts. However, many students still encounter difficulties in understanding the concept of integers and performing integer operations. Objective: This study aims to analyze the concept of integers, the properties of integer operations, and their implementation in mathematics learning. Method: The research employed a literature review method by examining various books and scientific journals related to mathematics education. Result: The results of the analysis indicate that students’ understanding of integers can be improved through contextual learning approaches, the use of concrete learning media, and a systematic explanation of the properties of integer operations. These findings highlight the importance of designing meaningful learning experiences that connect mathematical concepts with students’ real-life situations. Implication: This study concludes that a strong conceptual understanding of integers is crucial for elementary school students and can be effectively supported through contextual teaching strategies and the use of appropriate instructional media.
Development of a Portfolio-Based Authentic Assessment Instrument to Measure the Development of Multiple Intelligence in 4-5 Year Old Children
Backround: Early childhood assessment practices predominantly focus on linguistic and logical-mathematical abilities, neglecting other intelligence domains and failing to capture the multidimensional nature of children s development. Existing assessment instruments lack integration of authentic portfolio approaches with comprehensive multiple intelligence frameworks for children aged 4-5 years. Objective: This research aimed to develop and validate a comprehensive portfolio-based authentic assessment instrument for measuring multiple intelligence development in children aged 4-5 years, establishing its psychometric properties and practical feasibility. Method: The study employed Research and Development methodology following the ADDIE model with qualitative-dominant mixed-methods approach. Data were collected through needs analysis surveys, expert validation protocols involving nine specialists, and field testing across five early childhood settings with ten educators and 47 children over four months. Analysis utilized thematic analysis, Content Validity Index calculation, reliability coefficients, and inter-rater agreement measures. Findings and Implications: The instrument demonstrated strong validity (CVI=0.89), internal consistency (a=0.82-0.91), and inter-rater reliability (ICC=0.80). Field testing confirmed practical feasibility with educators collecting comprehensive evidence across eight intelligence domains. The rotating observation focus system effectively addressed implementation challenges. Results provide educators with evidence-based tools for holistic assessment, support policy advocacy for authentic assessment practices, and enhance family engagement through meaningful developmental documentation. Conclusion: The validated instrument successfully integrates portfolio-based authentic assessment with multiple intelligence theory, offering practical solutions for comprehensive early childhood assessment while demonstrating feasibility in diverse educational settings.
Balanced Scorecard-Based Quality Management Strategy in Improving the Quality of Educational Services in Accredited Early Childhood Education Institutions
Backround: Quality management in Grade A accredited PAUD institutions requires comprehensive strategic frameworks that balance multiple performance dimensions while maintaining educational excellence. The Balanced Scorecard (BSC) offers a systematic approach integrating financial, customer, internal process, and learning and growth perspectives to enhance service quality and organizational effectiveness. Objective: This research aims to analyze BSC-based quality management strategy implementation in Grade A accredited PAUD institutions and evaluate their effectiveness in enhancing educational service quality across multiple performance dimensions. Method: Employing qualitative descriptive-analytical approach, this study examined six Grade A accredited PAUD institutions in Jakarta, Bandung, and Surabaya through semi-structured interviews with 25-30 key informants, observations of educational and administrative processes, focus group discussions with teachers and parents, and document analysis of strategic plans and performance records. Data were analyzed using thematic analysis procedures. Findings and Implications: Comprehensive BSC implementation correlates with superior service quality outcomes including higher parent satisfaction (4.54 vs 4.25), improved teacher retention (91% vs 81%), enhanced operational efficiency (88.7% vs 81.3%), and greater innovation capacity. Strategic integration across BSC perspectives, systematic performance monitoring, and balanced investment in organizational capabilities emerge as critical success factors. Conclusion: Findings inform institutional strategic management practices and policy development supporting PAUD quality enhancement. BSC-based quality management strategies effectively enhance PAUD service quality when implemented comprehensively with strategic integration, leadership commitment, stakeholder engagement, and sustained organizational development.
The Influence of Constructivist Pedagogy Training Programs on ECCE Teachers' Professional Competence in Designing Child-Centered Learning
Backround: Early childhood education increasingly emphasizes child-centered pedagogical approaches rooted in constructivist theory, yet many teachers struggle to translate these principles into effective classroom practice. The gap between theoretical understanding and practical implementation highlights the critical need for comprehensive professional development programs that enhance teachers' competence in designing authentic child-centered learning experiences. Objective: This study examines the influence of constructivist pedagogy training programs on early childhood teachers' professional competence in designing child-centered learning, exploring transformations in pedagogical knowledge, curriculum planning abilities, learning environment design skills, and classroom practice implementation. Method: A qualitative phenomenological approach was employed with fourteen (N=14) ECCE teachers participating in a structured constructivist pedagogy training program. Data collection included in-depth interviews, focus group discussions, classroom observations, pedagogical documentation analysis, and reflective journals. Findings and Implications: Thematic analysis identified patterns in teachers’ competence development and implementation experiences. Teachers demonstrated substantial improvements in pedagogical knowledge, planning competencies, and child-centered practice implementation. Professional identity transformation emerged as foundational to sustained practice change. However, contextual factors including institutional pressures, resource limitations, and administrative support significantly influenced implementation quality. Conclusion: Findings suggest that effective professional development requires sustained engagement, practice-based learning, attention to professional identity, and systemic approaches addressing enabling conditions beyond individual teacher competence. Well-designed constructivist pedagogy training substantially enhances teachers' professional competence in child-centered learning design, though successful implementation requires supportive contextual conditions alongside individual competence development.
Unpacking Professionalism and Capacity Building in Early Childhood Education: A Phenomenological Approach
Backround: Professional development and capacity building are essential for improving quality, equity, and outcomes in early childhood education globally. As systems strive to enhance the skills and knowledge of educators, understanding the lived experiences of early childhood professionals is crucial for designing effective programs. Objective: This study aims to explore the experiences of 58 early childhood professionals from Australia, Canada, and Taiwan who participated in systematic professional development and capacity-building initiatives. The focus is on understanding how these initiatives shape educators' professional identities, growth, and pedagogical practices. Method: A phenomenological approach was employed, utilizing van Manen's hermeneutic phenomenological methodology. Data were collected over 14 months through in-depth semi-structured interviews, focus group discussions, professional portfolios, and reflective journals. Findings and Impications: The study identified four key themes: Conceptualizing Professionalism (navigating evolving professional identities), Capacity Building Strategies (mentoring, technology, and communities of practice), Barriers and Facilitators (time, funding, organizational support), and Transformation and Impact (improvements in pedagogy, leadership, and organizational culture). Conclusion: The findings highlight the importance of professional development in fostering identity transformation, critical reflection, and systemic change. Organizational culture, leadership support, and collaborative networks were crucial for effective capacity building. The study underscores gaps in mental health support and inclusive practices, offering insights for future professional development and policy frameworks in early childhood education.
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Phenomenological Insights into the Integration of Media and Technology in Early Childhood Learning: Perspectives of Teachers and Parents
Background: The integration of media and technology in early childhood education has grown rapidly, particularly after the COVID-19 pandemic. Despite this increased use, there is limited understanding of how educators and parents experience and perceive this integration in early childhood learning environments. Objective: This phenomenological study investigates the lived experiences of 52 participants (28 early childhood teachers and 24 parents) on technology integration for children aged 3-6 years, focusing on their perspectives and challenges. Method: Over 10 months, data were gathered via semi-structured interviews, focus groups, and reflective journals. Analysis followed van Manen’s phenomenological approach to capture participants' experiences. Findings and Implications: Four themes emerged: (1) Balancing Benefits and Concerns, (2) Parent-Teacher Communication and Collaboration, (3) Digital Literacy and 21st Century Skills Development, and (4) Implementation Challenges and Support Needs. Stakeholders highlighted diverse views on technology's pros and cons. Effective integration demands educator-family partnerships, professional development, age-appropriate digital citizenship education, and supportive policies for developmentally appropriate practices. Conclusion: Successful technology integration hinges on teacher-parent collaboration, targeted training, and balanced policies. Future research should assess impacts on learning outcomes.
The Effectiveness of Using Interactive Digital Media on Early Childhood Literacy Skills: A Comparative Study in Urban and Rural Early Childhood Education (PAUD)
Backround: Early childhood literacy development is increasingly mediated by digital technologies, yet empirical evidence regarding interactive digital media effectiveness across diverse socioeconomic contexts remains limited, particularly concerning urban-rural disparities in implementation quality and learning outcomes. Objective: This study investigated the comparative effectiveness of interactive digital media on early literacy competencies among preschool children in urban and rural early childhood education settings, examining contextual factors mediating differential outcomes. Method: This qualitative study employed a comparative case study design conducted over six months in two purposively selected ECEC institutions (one urban, one rural) serving children aged 4-5 years. Data collection involved classroom observations (60 hours), semi-structured interviews with educators (n=12) and parents (n=24), and document analysis. Thematic analysis identified patterns, themes, and comparative insights across contexts. Findings and Implications: Interactive digital media demonstrated differential effectiveness across contexts and literacy domains. Both settings showed improvements in foundational skills (letter recognition, phonological awareness), with digital interventions narrowing urban-rural achievement gaps by 53-69% in these areas. However, gaps in complex competencies (vocabulary, comprehension) persisted or widened due to differential implementation quality, educator digital competency, and home-school technology continuity. Educator mediation emerged as the most critical factor determining effectiveness, surpassing mere technology access. Conclusion: Digital media can support early literacy development when implemented within supportive ecosystems featuring adequate infrastructure, educator capacity, and family engagement. Realizing equity potential requires comprehensive approaches addressing multiple implementation dimensions rather than device distribution alone.
Implementation of Play-Based Learning in Developing Social-Emotional Skills of 5–6-Year-Old Children in Integrated Islamic Kindergarten
Backround: Social-emotional competencies developed during early childhood significantly influence lifelong learning and well-being. Play-based learning offers developmentally appropriate approaches for fostering these competencies, yet implementation in integrated Islamic kindergartens remains underexplored, particularly regarding values integration within child-centered pedagogy. Objective: This research examined the implementation of play-based learning for developing social-emotional competencies among 5–6-year-old children in integrated Islamic kindergartens, including forms and strategies employed, effectiveness across competency domains, Islamic values integration, and facilitating factors and obstacles. Method: Employing a qualitative descriptive-analytical design, the study conducted participant observations, in-depth interviews with eight teachers and two principals, focus group discussions, and documentation analysis across two purposively selected integrated Islamic kindergartens over twelve weeks. Data analysis followed Miles, Huberman, and Saldaña's interactive model. Three play forms—free play, guided play, and structured play—were systematically implemented, with guided play predominating (62% of observed activities). Findings and Implications: All five social-emotional competency domains showed substantial development: self-awareness (78% improvement in emotional vocabulary use), self-management (85% increase in conflict resolution without teacher intervention), social awareness (92% demonstrated perspective-taking behaviors), relationship skills (88% engaged in sustained cooperative play), and responsible decision-making (73% applied problem-solving strategies independently). Conclusion: Islamic values were successfully integrated through environmental design, activity content, and teacher-child interactions without compromising developmental appropriateness. Teacher competency and administrative support emerged as critical facilitating factors, while time constraints and parent misconceptions presented persistent challenges. Play-based learning effectively develops social-emotional competencies in young children when implemented with intentionality, adequate support, and cultural responsiveness, demonstrating compatibility between faith-based character education and child-centered pedagogy.
Developing Religious Character in Early Childhood: Daily Habituation Model in Islamic Kindergartens
Backround: This study investigates the implementation and effectiveness of daily habituation models in developing religious character among early childhood students in Islamic kindergartens. Objective: The research addresses the gap between theoretical frameworks of Islamic character education and practical implementation strategies in early childhood settings. Method: Using a mixed-methods approach, data were collected from 156 children aged 5-6 years across six Islamic kindergartens in Indonesia through observation protocols, teacher interviews, parent questionnaires, and character assessment instruments. Findings and Implications: Quantitative analysis employed paired sample t-tests and ANOVA, while qualitative data were analyzed thematically. Results revealed that systematic daily habituation significantly improved children's religious character indicators (p < 0.001), with effect sizes ranging from medium to large (Cohen's d = 0.68-1.24). Five core habituation patterns emerged: ritual worship practices, moral behavioral routines, Islamic social etiquette, Quranic literacy activities, and prophetic character modeling. Conclusion: The study demonstrates that structured, consistent, and contextually integrated daily routines serve as effective pedagogical tools for character formation in early childhood. Implications suggest that Islamic kindergartens should prioritize authentic, experiential learning environments over didactic instruction, emphasizing teacher modeling, peer interaction, and family-school partnership in character development programs.
Internalization of Islamic Moral Values through Storytelling Method in Integrated Islamic Early Childhood Education Institutions
Background: This study examines the effectiveness of storytelling methods in internalizing Islamic moral values among children aged 5-6 years in Integrated Islamic Early Childhood Education (PAUD Islam Terpadu) institutions. Objective: The research addresses the challenge of developing character education that integrates Islamic teachings with developmentally appropriate practices in early childhood settings. Method: Using a mixed-methods approach combining classroom observations, teacher interviews, and moral comprehension assessments, this study involved 120 children from six PAUD Islam Terpadu institutions in urban Indonesia. Data were collected through structured observation protocols, semi-structured interviews with 18 teachers, and pre-post moral understanding tests administered over a 12-week intervention period. Findings and Implications: Results indicate that storytelling methods incorporating Islamic narratives significantly enhanced children's understanding and internalization of moral values, with mean scores increasing from 2.45 to 4.12 (p<0.001) on the Islamic Moral Comprehension Scale. Thematic analysis revealed four key mechanisms: narrative engagement, prophetic role modeling, emotional connection, and cultural-religious contextualization. Conclusion: The study demonstrates that culturally grounded storytelling approaches effectively bridge abstract Islamic moral concepts with concrete early childhood experiences. Implications suggest that PAUD Islam Terpadu institutions should systematically integrate narrative pedagogy with Islamic values education, while teacher preparation programs must emphasize storytelling competencies within Islamic educational frameworks.
Storytelling as a Method for Internalizing Islamic Moral Values in Integrated Early Childhood Education
Backround: The integration of Islamic moral values in early childhood education faces challenges in finding effective pedagogical methods that resonate with young children's developmental characteristics. Objective: This study investigates the effectiveness of storytelling as a method for internalizing Islamic moral values in integrated early childhood education settings. Method: A mixed-methods approach was employed with 120 children aged 5-6 years from three integrated Islamic kindergartens in Indonesia. Data collection involved pre-post moral reasoning assessments, classroom observations, and teacher interviews over 12 weeks. Quantitative data were analyzed using paired t-tests and ANOVA, while qualitative data underwent thematic analysis. Findings and Implications: Children exposed to Islamic storytelling demonstrated significant improvements in moral reasoning scores (M=78.4, SD=8.2) compared to baseline (M=58.6, SD=9.1), t (119) =15.82, p<.001, d=2.31. Thematic analysis revealed three key mechanisms: emotional engagement, character identification, and narrative scaffolding. Conclusion: Storytelling provides a developmentally appropriate and culturally responsive method for moral education, suggesting its integration into Islamic early childhood curricula as a primary pedagogical strategy.
Augmented Reality (AR) in Early Childhood Science Education Enhancing Conceptual Understanding
Background: Early childhood science education faces challenges in making abstract concepts concrete and engaging for young learners. Augmented Reality (AR) technology offers promising potential to bridge this gap through interactive and immersive learning experiences. Objective: This study investigates the effectiveness of AR-based learning media in enhancing early childhood students' understanding of basic science concepts, examining its impact on cognitive comprehension, engagement levels, and knowledge retention. Methods: A quasi-experimental pretest-posttest control group design was employed with 120 kindergarten students (aged 5-6 years) from three schools in urban Indonesia. Participants were randomly assigned to experimental (AR-based learning) and control (conventional learning) groups. Data were collected through observation checklists, cognitive comprehension tests, and engagement measurement instruments over eight weeks. Statistical analyses included independent t-tests, ANCOVA, and effect size calculations. Results: The AR group demonstrated significantly higher comprehension scores (M = 82.45, SD = 6.73) compared to the control group (M = 71.23, SD = 8.92), t (118) = 7.84, p < 0.001, Cohen's d = 1.43. Engagement levels increased by 67% in the AR group, and retention rates after four weeks remained 34% higher than conventional methods. Conclusion: AR technology significantly enhances early childhood understanding of basic science concepts through improved visualization, interactivity, and sustained engagement. This study contributes empirical evidence supporting AR integration in early science education and provides practical implementation guidelines for educators.
The Effectiveness of Montessori Approach on Independence and Cognitive Abilities of Early Childhood Children in the Digital Era
Background: The Montessori approach emphasizes child-centered learning, yet its effectiveness in the digital era remains underexplored. This study examined Montessori education's impact on independence and cognitive development, with digital media exposure as a moderating factor. Methods: A 16-week quasi-experimental study with propensity score matching included 156 children aged 4-6 years (Montessori: n=78; Control: n=78). Independence and cognitive abilities were assessed using validated instruments. Digital media exposure was tracked via parent-reported weekly questionnaires. Results: Montessori children showed significantly greater improvements in independence (d=0.58, p<.001) and cognitive abilities (d=0.53, p<.001). Independence gains were strongest in domestic and personal care domains. Cognitive advantages appeared most in planning (np²=.086) and learning abilities (np²=.061). Digital media exposure significantly moderated the independence relationship (b=-0.42, p=.009), with Montessori advantages diminishing above 23.4 hours weekly screen time. Conclusions: Montessori education effectively promotes early childhood development. However, extensive digital exposure attenuates these benefits, necessitating balanced technology integration strategies.
The Role of Parents in Stimulating the Language Development of Children Aged 3-5 Years: A Phenomenological Study
Parental involvement plays a critical role in early childhood language development, yet limited research has explored the lived experiences of parents as language facilitators during the preschool years. This phenomenological study aimed to explore and describe the essential structures of parental experiences in stimulating language development among children aged three to five years. Sixteen parents of typically developing preschool-aged children participated in in-depth semi-structured interviews. Data were analyzed using Colaizzi's phenomenological method, involving systematic extraction of significant statements, formulation of meanings, theme clustering, and synthesis of essential structures. Five major themes emerged: (1) Constructing Identity as Language Facilitator parents' transformation from intuitive to intentional facilitation; (2) Weaving Language Into Daily Life integration of language stimulation strategies within authentic family routines including shared reading, mealtime conversations, play-based interactions, and environmental print experiences; (3) Navigating Challenges and Uncertainty confronting barriers including time constraints, resource limitations, knowledge gaps, and child-related challenges while developing adaptive responses; (4) Emotional Dimensions and Relational Rewards experiencing joy, pride, anxiety, guilt, and profound relational satisfaction through language-rich interactions; and (5) Sociocultural Contexts and Community Influences shaping beliefs and practices through cultural backgrounds, educational partnerships, community resources, and broader social discourses. Parental language facilitation encompasses complex identity construction, emotional labor, adaptive problem-solving, and meaning-making processes deeply embedded in sociocultural contexts. Findings inform development of strengths-based, culturally responsive interventions that honor diverse family circumstances while supporting optimal language learning environments.
Optimizing Play-Based Learning for Early Childhood in the Digital Era
Background: Play-based learning is a foundational approach in early childhood education that supports holistic child development. However, amid increasing digitalization, concerns have emerged regarding the impact of digital technologies on traditional play-based pedagogies, despite their potential educational benefits. Objective: This study aims to examine the optimization of play-based learning approaches in early childhood education within digital contexts by comparing traditional play-based learning, technology-integrated play, and hybrid approaches that combine both modalities. Method: This mixed-methods study involved 156 children aged 4–6 years from eight early childhood centers. Three pedagogical conditions were compared: traditional play-based learning, technology-integrated play, and hybrid approaches. Data were collected over eight months through developmental assessments, observational protocols, teacher surveys, and parent interviews. Quantitative analyses were conducted to evaluate developmental outcomes across conditions. Findings and Implications: Results indicated that hybrid approaches produced superior outcomes in cognitive (d = 0.82), social-emotional (d = 0.76), and creative development (d = 0.91) compared to technology-only conditions, while maintaining comparable results to enhanced traditional play. Technology-integrated play showed benefits in specific cognitive skills (e.g., spatial reasoning and problem-solving) but demonstrated reductions in social interaction quality (42%) and imaginative play complexity (38%). Optimal integration involved limiting screen-based activities to 20–25% of total play time, emphasizing open-ended digital tools, and ensuring teacher-facilitated rather than solitary technology use. These findings highlight the importance of balanced integration strategies, educator training in technology-enhanced pedagogy, developmentally appropriate digital materials, and evidence-based guidelines for technology use in early childhood settings. Conclusion: Play-based learning remains foundational for early childhood development in digital contexts. Technology should function as a supplementary tool rather than a replacement for traditional play, and its integration must be carefully structured to preserve the essential developmental functions of play while leveraging digital affordances.
The Impact Of Gadget Use On Social Skills Of Preschool-Age Children
This study investigates the impact of gadget usage on social skills development in preschool-age children (3-6 years). Despite increasing digital device prevalence in early childhood, empirical evidence regarding their effects on social competence remains limited and contested. This quantitative research employed a correlational design with 120 preschool children from six kindergartens in urban and suburban areas. Data were collected through structured observations using the Social Skills Rating System (SSRS) and parental questionnaires assessing daily gadget usage duration, types, content quality, and parental mediation practices. Statistical analysis revealed a significant negative correlation (r = -0.68, p < 0.001) between daily gadget usage exceeding 2 hours and social skills scores, particularly affecting cooperation, assertion, self-control, empathy, and responsibility dimensions. Hierarchical regression demonstrated screen time explained 34% variance beyond demographic factors, emerging as the strongest predictor (B= - 58 p < 0.001). Children with excessive gadget exposure (>3 hours/day) demonstrated 47% lower peer interaction quality and 39.8% reduced social skills compared to minimal users (<1 hour/day). Entertainment applications produced stronger negative effects (r = -74) than educational content (r = -18), while parental mediation provided partial protective benefits (B = .27) without eliminating risks. Findings suggest excessive gadget use during critical developmental periods impedes face-to-face social interaction opportunities essential for social skills acquisition. Implications include developing evidence-based screen time guidelines limiting preschool usage to under 2 hours daily, integrating social-emotional learning curricula, educating parents about developmental risks and mediation strategies, and promoting balanced digital-physical play environments prioritizing interpersonal experiences during sensitive developmental windows.
Implementation of the Montessori Method in Early Childhood Education: A Case Study on Early Childhood Education Institutions Applying the Montessori Method
Backround: The Montessori method offers an innovative approach to early childhood education, but its implementation in Indonesia faces various challenges. Objective: This study examines the effectiveness and implementation of the Montessori method in Indonesian PAUD institutions using a mixed-method approach with a sequential explanatory design. The research was carried out in 5 Montessori PAUD institutions in Jakarta, Bandung, and Yogyakarta (January-June 2024). Method: The quantitative component involved 120 children aged 3-6 years with pre-test and post-test using ASQ-3, Child Development Inventory, Montessori Assessment Checklist, SSRS, and DESSA-mini, analyzed by paired sample t-test and ANOVA. The qualitative component included structured observation (600 hours), in-depth interviews with 25 teachers and 5 principals, and focus group discussions with 100 parents, analyzed using thematic analysis. Findings and Implications: Quantitative results showed a significant increase (p<0.001): independence 42.7% (Cohen’s d=1.87), cognitive 38.5%, and social-emotional 44.3%. The quality of the prepared environment is strongly correlated with developmental outcomes (r=0.78). The qualitative analysis identified five themes: prepared environment as a foundation, transformation of the role of teachers into observer-facilitators (68% of the time for observation), practical life activities as the key to independence, mixed-age grouping facilitating peer learning, and implementation challenges including the scarcity of trained teachers (68%), high material costs (76%), and parental misconceptions (58%). Conclusion: The Montessori method is effective in optimizing the holistic development of children when implemented with high fidelity. Government policies are needed for certification recognition, material subsidies, development of local production, and systematic parent education to expand access to quality Montessori education.
Educational Games to Sharpen Children's Fine Motor Skills
Background: Fine motor skills are a fundamental component of early childhood development, significantly influencing academic readiness and daily life functioning. Despite their importance, effective and contextually appropriate interventions to enhance fine motor development in preschoolers require further exploration, particularly through structured educational play approaches. Objective: This study aims to investigate the effectiveness of educational play as an intervention to improve fine motor skills in preschool children aged 4–6 years. Method: The study employed a qualitative design using a 12-week case study approach involving 24–30 preschoolers from 3–4 early childhood education centers. Findings and Implications: Results showed that manipulative play significantly improved fine motor coordination, with activity completion time decreasing from 4.8 minutes to 1.4 minutes and precision increasing from 62% to 94%. Creative play enhanced visual-motor integration, demonstrated by a shift in pencil grip from palm/cylindrical dominance (78%) to dynamic tripod (71%), and improved scissors accuracy from 38% to 88%. Technology-based games effectively supported digital skills but were limited in promoting 3D object manipulation and tactile feedback. Skill sustainability remained strong at follow-up, with scores increasing from 8.35/10 to 8.40/10 and showing substantial transfer to academic domains (r = 0.78). Conclusion: A balanced integration of manipulative, creative, and technology-based educational play constitutes an effective intervention for enhancing fine motor skills and supporting the holistic development of preschool children.
Implementation of Living Values Education (LVE) With Islamic Integration: Building Honesty and Responsibility in Preschool Children please make an introduction that contains
Background: The integration of media and technology in early childhood education has rapidly increased, particularly after the COVID-19 pandemic. However, understanding how educators and parents experience and perceive this integration remains limited. This phenomenological study explores the lived experiences of 52 participants, including 28 early childhood teachers and 24 parents, regarding technology integration in learning environments for children aged 3-6 years. Objective: The study aims to explore the experiences of teachers and parents regarding the integration of technology in early childhood education and the challenges they face. Method: Data were collected through semi-structured interviews, focus groups, and reflective journals over a 10-month period, analyzed using van Manen’s phenomenological methodology. Findings and Implications: Findings reveal four major themes: (1) Balancing Benefits and Concerns, (2) Parent-Teacher Communication and Collaboration, (3) Digital Literacy and 21st Century Skills Development, and (4) Implementation Challenges and Support Needs. Teachers reported technology enhanced engagement and creativity, while parents expressed concerns about screen time and social development impacts. Conclusion: The study suggests that successful technology integration requires collaborative partnerships between educators and families, robust professional development, age-appropriate digital citizenship education, and policies supporting balanced, developmentally appropriate practices.
Understanding Character Education and Islamic Values in Early Childhood: A Phenomenological Analysis of Educators' Perspectives and Practices
Backround: Islamic character education is increasingly recognized for integrating moral and spiritual development with cognitive growth in early childhood settings, with direct implications for curriculum design and teacher training policies. This study examines how 42 educators in Malaysia, Indonesia, and the UAE implement Islamic character education and navigate related challenges. Objective: The study aims to understand how educators integrate Islamic character education, the challenges they face, and its impact on children's development. Method: Data were collected through in-depth semi-structured interviews, focus group discussions, and reflective journals over an 11-month period. Van Manen’s hermeneutic phenomenological approach was used for analysis. Findings and Implications: The study identified four key themes: (1) navigating between traditional and contemporary practices, (2) effective pedagogical strategies such as storytelling and role modeling, (3) challenges like resource limitations and balancing secular curricula, and (4) positive impacts on moral awareness, empathy, self-regulation, and religious identity. Conclusion: The study highlights the importance of integrating Islamic values in early childhood education through developmentally appropriate practices. It recommends culturally responsive professional development, authentic curriculum creation, and stronger parent-teacher collaboration to enhance the effectiveness of Islamic character education in early childhood settings.
Exploring the Essence of Curriculum and Teaching Approaches in Early Childhood Education: A Phenomenological Study of Educators' Experiences
Backround: Early childhood education (ECE) is pivotal in establishing a foundation for lifelong learning and development. However, educators frequently encounter challenges in implementing diverse curricula and teaching methodologies. Understanding these experiences is crucial for improving educational practices and outcomes in ECE. Objective: This study aims to explore the lived experiences of early childhood educators regarding their pedagogical practices. By uncovering the essence of their challenges and successes, the research seeks to inform better curriculum design, teacher preparation, and policy development within early childhood education. Method: Using a phenomenological approach, this study involved in-depth semi-structured interviews, focus group discussions, and reflective journals with 45 early childhood educators across various educational settings. Data collection spanned 12 months and was analyzed using Colaizzi's phenomenological method. Findings and Implications: The findings yielded five major themes: (1) Curriculum Implementation Challenges, (2) Pedagogical Identity and Professional Growth, (3) Child-Centered Approaches and Authentic Learning, (4) Assessment Practices and Developmental Monitoring, and (5) Professional Development and Collaborative Learning Communities. Participants highlighted the importance of experiential learning and the integration of STEAM but noted persistent barriers, such as large class sizes and limited resources. Conclusions: The study enhances understanding of educators' lived experiences, providing valuable insights for enhancing teacher training, curriculum development, and supportive policies in early childhood education. Recommendations include improving pre-service training and fostering collaborative learning environments to better support child-centered teaching practices.
Analisis Peningkatan Problem Solving Anak Usia Dini: Inovasi Pembelajaran Steam Berbasis Loose Parts
Perkembangan ilmu pengetahuan dan teknologi menuntut penguatan keterampilan abad 21 sejak usia dini, khususnya kemampuan pemecahan masalah (problem solving). Salah satu pendekatan inovatif yang mampu menjawab kebutuhan tersebut adalah pembelajaran STEAM (Science, Technology, Engineering, Arts, and Mathematics) berbasis loose parts, yang memungkinkan anak mengeksplorasi material lingkungan secara bebas untuk membangun pengetahuan secara aktif dan kreatif. Penelitian ini bertujuan untuk menganalisis kontribusi pembelajaran STEAM berbasis loose parts terhadap peningkatan kemampuan pemecahan masalah anak usia dini serta keterampilan pendukungnya seperti berpikir kritis, kreativitas, dan kolaborasi. Penelitian ini merupakan kajian pustaka dengan pendekatan kualitatif. Data diperoleh dari sumber ilmiah seperti jurnal, buku, artikel akademik, dan penelitian relevan. Analisis dilakukan secara deskriptif dengan menelaah temuan literatur terkait efektivitas implementasi STEAM berbasis loose parts dalam konteks pendidikan anak usia dini. Hasil kajian menunjukkan bahwa pembelajaran STEAM berbasis loose parts efektif meningkatkan keterampilan problem solving anak melalui aktivitas eksploratif, investigatif, dan konstruktif. Anak diberi kesempatan untuk bereksperimen, menguji ide, menemukan solusi, serta berkolaborasi dalam proses kreatif. Selain itu, pendekatan ini juga memberikan dampak positif terhadap kemampuan berpikir kritis, kreativitas, komunikasi, kolaborasi, serta imajinasi anak. Pembelajaran STEAM berbasis loose parts merupakan strategi pedagogis yang relevan dan efektif dalam mengembangkan kemampuan pemecahan masalah dan keterampilan abad 21 pada anak usia dini. Pendekatan ini menekankan eksplorasi, pengalaman belajar autentik, dan kebebasan berkreasi sehingga mendukung terbentuknya karakter pembelajar yang adaptif, inovatif, dan mandiri sejak dini.
Peran Penting Orang Tua Dalam Meningkatkan Perkembangan Fisik Motorik Pada Anak Usia Dini
Peran orang tua dalam meningkatkan kemajuan perkembangan fisik dan motorik pada anak usia dini sangat penting. Stimulasi yang memadai sangat penting untuk menciptakan kapasitas fisik dan motorik pada anak usia dini. Orang tua dapat berperan sebagai guru yang dinamis dan memberdayakan anak-anak untuk meningkatkan keterampilan fisik dan motorik mereka. Orang tua dapat menggunakan berbagai prosedur untuk mengembangkan perkembangan motorik fisik pada anak usia dini. Salah satu tekniknya adalah memperkuat keterampilan motorik kasar dan halus. Stimulasi motorik halus mencakup perkembangan yang melibatkan otot-otot kecil, seperti menggambar, mewarnai, dan memotong. Stimulasi motorik kasar mencakup perkembangan yang melibatkan otot-otot besar, seperti berlari, melompat, dan merangkak. Orang tua juga dapat mendukung anak-anak mereka melalui latihan dinamis seperti bermain bola, bersepeda, dan berenang. Dalam perluasan, orang tua dapat memastikan pendidikan yang tepat dengan memuji dan memberdayakan anak-anak mereka secara efektif saat mereka mencapai tonggak baru. Lingkungan yang aman dan memperkuat membantu anak-anak bergerak dan bermain dengan aman serta membuat kemajuan dalam keterampilan motorik anak-anak. Dalam penelitian ini, ditemukan bahwa peran orang tua sangat penting dalam membuat langkah-langkah kemajuan fisik pada anak usia dini. Orang tua yang dinamis memberikan dukungan dan bantuan kepada anak-anak untuk mengembangkan kapasitas fisik dan motorik mereka secara optimal dan dipengaruhi oleh lingkungan yang aman. Dengan cara ini, peran orang tua dalam meningkatkan perkembangan motorik fisik pada anak usia dini harus diperhatikan dan didukung oleh masyarakat.
Dampak Kelekatan Orangtua dan Anak Terhadap Kepercayaan Diri Anak di TK Gloria Kayu Putih
Peneliti menggunakan pendekatan kuantitatif deskriptif dalam penelitian ini untuk mengetahui bagaimana kelekatan orangtua dan anak berdampak pada kepercayaan diri anak-anak TK Gloria White. Penelitian ini melibatkan tiga puluh orang sebagai populasi dan sampel, dengan orang tua murid TK Gloria White Oak sebagai sampel. Pengumpulan sampel dilakukan melalui metode purposive sampling atau responden yang memenuhi kriteria yang sama. Peneliti melakukan observasi setelah memberikan angket kepada orangtua di White Oak Elementary School. Mereka juga menggunakan angket skala likert untuk melakukan analisis deskriptif dan korelasional. Hasil penelitian ini menunjukkan bahwa kelekatan antara orang tua dan anak-anak di TK Gloria White mempengaruhi kepercayaan diri anak. Hasil analisis menggunakan metode statistik menunjukkan bahwa dari 27 siswa, kategori sangat tinggi menerima hasil 6.67% dengan 2 siswa, kategori sangat rendah menerima hasil 3.33% dengan 1 siswa, dan kategori sangat rendah menerima hasil 0% dengan 0 siswa. Hasil perhitungan menunjukkan bahwa dari 27 siswa, kelekatan orang tua dan anak di TK Gloria White adalah yang terbaik, dengan persentase 90%.