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All Journal Aulad : Journal on Early Childhood Early Childhood Research Journal (ECRJ)
Fakhita Indira Haris
Universitas Pendidikan Indonesia
Humanities Education Public Health Social Sciences Other

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Hubungan Antara Karakteristik Keluarga dengan Tingkat Literasi Finansial Anak Usia Dini Alfianti Arini G; Euis Kurniati; Fakhita Indira Haris; Nurcita Apsari; Salsabila Khoerunnisa; Tiara Lisania Sidqia; Aida Fitri Shofia; Ainnun Ibrahim Hamid
Early Childhood Research Journal (ECRJ) Vol. 9 No. 1 (2026)
Publisher : Universitas Muhammadiyah Surakarta

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Abstract

Introducing financial literacy from an early age is increasingly important in response to rising consumptive behavior and financial risks among younger generations. This study aims to examine the relationship between early childhood financial literacy and family background, including parents’ occupations, parents’ educational levels, and children’s allowance. The study was conducted with 94 children from Group B in three early childhood education centers (PAUD) in Wanasaba District, East Lombok. Data were collected through observations and questionnaires, and analyzed using descriptive statistics and Spearman correlation tests. The results indicate that children’s financial literacy is categorized as “moderate,” with the highest scores found in the attitude dimension. No significant relationships were found between financial literacy and parents’ occupations (ρ = −0.202), parents’ educational levels (ρ = −0.044), or children’s allowance (ρ = 0.119). These findings highlight the importance of practice-based and habituation-oriented financial literacy learning strategies, implemented through collaboration between early childhood education institutions and families.
The Effect of Nature Based Learning Model On The Computational Thinking of Early Childhood Fakhita Indira Haris; Rita Mariyana; Badru Zaman
Aulad: Journal on Early Childhood Vol. 9 No. 2 (2026): in Progress
Publisher : Perkumpulan Pengelola Jurnal PAUD Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/aulad.v9i2.1693

Abstract

Computational thinking has become an essential competency in 21st-century education, yet its integration into early childhood learning remains limited. This study aimed to examine the effect of the nature based learning model on the computational thinking abilities of children aged 5–6 years. A quantitative approach with a quasi-experimental, non-equivalent control group design was employed involving 32 children selected through purposive sampling. Data were collected using performance-based assessments, observation, and documentation, and analyzed using descriptive statistics and the Wilcoxon Signed-Rank Test. The results revealed a significant improvement in children's computational thinking following the intervention (Z = −3.563, p = .007). These findings indicate that the nature based learning model effectively promotes computational thinking through authentic learning experiences and may serve as an alternative instructional approach for strengthening 21st-century skills in early childhood education
Co-Authors Aida Fitri Shofia Ainnun Ibrahim Hamid Alfianti Arini G Badru Zaman Euis Kurniati Nurcita Apsari Rita Mariyana Salsabila Khoerunnisa Tiara Lisania Sidqia