Article Per Year (5 Year)
p-Index From 2021 - 2026
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This Author published in this journals
All Journal Journal Evaluation in Education (JEE) Journal of Teacher Well-Being
Afib Rulyansah
University of Nahdlatul Ulama Surabaya
Education Languange, Linguistic, Communication & Media Social Sciences Other

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Building Discipline Through Healthy Lifestyle Behaviors: “Shared Lunch Education” for Early Childhood Andini Hardiningrum; Jauharotur Rihlah; Afib Rulyansah; Firdaus Firdaus; Nur Idhofi Aliya
Journal Evaluation in Education (JEE) Vol 7 No 2 (2026): April
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v7i2.2876

Abstract

Purpose of the study: This study aims to analyze the phenomenon of discipline through the habit of healthy living in early childhood by examining the patterns, forms, and indicators that emerge in healthy routines, the impact of healthy living behaviors on children’s independence and sense of responsibility, and parental support. Methodology: This study used a descriptive qualitative approach with observation sheets, interview guidelines, and documentation as instruments. The research subjects were nine children aged 3-4 years. Data were obtained through direct observation, recorded semi-structured interviews, field notes, and photographic documentation. Data analysis was conducted through data reduction, data presentation, and conclusion drawing. Data validity was strengthened through source and technique triangulation. Main Findings: The results of the study show that discipline and healthy living behaviors are formed through routine habits, teacher role modeling, consistent school culture, and parental support. Children demonstrate disciplined behavior by willingly following rules, eating independently, and taking responsibility for cleaning up their eating utensils. Healthy living behaviors practiced by children include washing their hands with soap, using clean eating utensils, and brushing their teeth after meals. Novelty/Originality of this study: This study offers new insights into the process of internalizing discipline and healthy lifestyle behaviors in early childhood through school routines, teacher consistency, and parental support at home. These findings emphasize the importance of school culture synergy, teacher role modeling, and family support in forming the foundation for sustainable positive behaviors from an early age.
Innovative Assessment of Multiple Intelligences through Educational Games in Early Childhood Education Jauharotur Rihlah; Afib Rulyansah; Andini Hardiningrum; Savira Zaniar
Journal Evaluation in Education (JEE) Vol 6 No 4 (2025): October
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v6i4.1917

Abstract

Purpose of the study: This research aims to provide insights into how edugames can assess children’s cognitive abilities across various intelligence domains such as logical-mathematical, spatial, linguistic, interpersonal, and bodily-kinesthetic. Methodology: This study adopts a qualitative research design with a case study approach. Data were collected through semi-structured interviews with educators and edugame developers, classroom observations of students using the games, and document analysis. The study focused on a specific early childhood school institution where edugames were integrated into the curriculum. Thematic analysis was employed to identify key patterns and insights from the data. Main Findings: The findings reveal that edugames are effective in assessing a wide range of intelligences, engaging children in tasks that reflect different cognitive and social abilities. The games were particularly effective in evaluating logical-mathematical, spatial, linguistic, interpersonal, and bodily-kinesthetic intelligences. Educators reported that edugames allowed them to assess diverse abilities often overlooked by traditional assessment methods. However, challenges such as limited technological infrastructure and the need for adaptive features in games were identified. Novelty/Originality of this study: This research contributes to the emerging field of digital tools in early childhood education by presenting edugames as effective methods for assessing multiple intelligences. The implications for educational practice suggest that incorporating edugames into early childhood curricula can provide a more inclusive, dynamic, and accurate assessment of children's cognitive and social skills. Future research should focus on overcoming the identified challenges, such as the need for adaptive game features and better technological infrastructure.
Unlocking the algorithmic mind: a systematic review of AI's role in cultivating computational thinking in primary education Afib Rulyansah; Makmur Harun
Journal of Teacher Well-being Vol. 1 No. 2 (2025): Journal of Teacher Well-being
Publisher : Pro Panoramic Solution

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64595/jtw.312

Abstract

This systematic literature review (SLR) synthesizes research published between 2020 and 2025 to examine the utilization of Artificial Intelligence (AI) to explore and enhance Computational Thinking (CT) skills in primary school students. The review analyzed empirical and systematic review studies focusing on various AI methodologies, including Generative AI (e.g., ChatGPT), Explainable AI (XAI), adaptive learning systems, and interdisciplinary robotics platforms. Findings consistently demonstrate a positive, moderate-to-significant impact of AI-based interventions on core CT components such as problem decomposition and algorithmic thinking, alongside crucial 21st-century skills like Critical Thinking, Communication, Collaboration, and Creativity (4Cs). The most effective approaches are characterized by personalized and project-based learning. However, the review identifies significant implementation challenges, including the imperative need for substantial investment in equitable technological infrastructure, the scarcity of comprehensive teacher training programs focusing on both AI literacy and CT pedagogy, and the complexity of ethical issues surrounding data privacy and algorithmic bias. A critical research gap persists in the lack of long-term longitudinal studies and standardized, validated CT assessment tools for this age group. The conclusion advocates for policy actions to establish clear ethical guidelines, support scalable teacher professional development, and prioritize research into sustained impact and reliable assessment to ensure the responsible and equitable integration of AI for fostering computational thinkers.
Co-Authors Andini Hardiningrum Firdaus Firdaus Jauharotur Rihlah Makmur Harun Nur Idhofi Aliya Savira Zaniar