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All Journal Journal International Inspire Education Technology (JIIET) Indonesian Journal of Early Childhood Educational Research
João Lima
National University of Timor-Leste
Computer Science & IT Education Social Sciences

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The Effect of Storytelling Method on Children’s Cognitive Development at the Age of 5–6 Years Nur Fatwa Khusnul Khatima; Andi Agusniatih; Hesti Putri Setianingsih; Shofiyanti Nur Zuama; João Lima
Indonesian Journal of Early Childhood Educational Research (IJECER) Vol. 4 No. 2 (2025)
Publisher : Universitas Islam negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/ijecer.v4i2.15853

Abstract

Cognitive ability is one of the essential aspects of early childhood development that must be stimulated through approaches aligned with the children’s developmental stages. This study aims to determine the effect of the storytelling method on the cognitive abilities of children aged 5–6 years. The research employed a quantitative approach with a pre-experimental design of the one-group pretest-posttest type. The study involved 14 children from Group B as research subjects. Data were collected through observation, interviews, and documentation, using observation sheets, assessment rubrics, and interview guidelines as instruments. The data were analyzed descriptively and inferentially using a paired sample t-test. The results revealed a significant improvement in the aspects of retelling stories, answering questions, and identifying story settings and characters after the implementation of the storytelling method. This improvement was reflected by an increase in the “Very Well Developed” category and a notable decrease in the “Not Yet Developed” category. The t-test results showed a significance value of < 0.05, indicating a significant effect of the storytelling method on children’s cognitive abilities. These findings confirm that the storytelling method is an effective learning approach to actively, enjoyably, and meaningfully stimulate children’s cognitive development in the context of early childhood education.
AI-BASED ADAPTIVE LEARNING SYSTEMS TO SUPPORT THE MERDEKA CURRICULUM: PERSONALIZING MATHEMATICS LEARNING AT THE JUNIOR HIGH SCHOOL LEVEL Rustiyana Rustiyana; Peter Wapun; João Lima; Haji Ahmad Makie
Journal International Inspire Education Technology Vol. 4 No. 3 (2025)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/jiiet.v4i3.1085

Abstract

Indonesia’s Kurikulum Merdeka (Merdeka Curriculum) demands personalized mathematics learning, but teachers in heterogeneous junior high school classrooms lack scalable tools. This creates a critical “implementation gap” between the policy’s differentiation ideals and classroom reality. This study aimed to design, develop, and evaluate a bespoke AI-Based Adaptive Learning System (ALS) natively aligned with the Merdeka Curriculum’s “Fase D” framework to enhance student achievement. A mixed-methods, quasi-experimental pre-test/post-test control group design (N=435) was employed over 14 weeks. The treatment group (n=232) used the ALS. Effectiveness was measured by an ANCOVA on mathematics achievement scores, supplemented by usability surveys (SUS) and qualitative data from teachers and students. The ALS group demonstrated significantly superior mathematics achievement (F(1, 432) = 121.4, p < .001, \eta_p^2 = .219). Qualitative data confirmed the system enabled “Targeted Differentiation” for teachers and provided “Personalized Pacing and Safety” for students, reducing peer anxiety. The context-aligned ALS is a highly effective, usable (SUS=79.5), and feasible tool. It successfully provides the scalable, individualized support required to operationalize the pedagogical philosophy of the Kurikulum Merdeka.
Co-Authors Andi Agusniatih Haji Ahmad Makie Hesti Putri Setianingsih Nur Fatwa Khusnul Khatima Peter Wapun Rustiyana, Rustiyana Shofiyanti Nur Zuama