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All Journal Journal of Islamic Education Students Indonesian Journal of Early Childhood Educational Research Journal of Community Service in Early Childhood Education Journal of Paddisengeng Technology Sikola: Journal of Instruction Studies
Jhoni Warmansyah
Universitas Islam Negeri Mahmud Yunus Batusangkar
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Dynamics of Smartphone Addiction Among Young Children in Padang, Indonesia Amalina Amalina; N.A. Samat; Jhoni Warmansyah
Indonesian Journal of Early Childhood Educational Research (IJECER) Vol. 4 No. 1 (2025)
Publisher : Universitas Islam negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/ijecer.v4i1.16106

Abstract

The increasing use of smartphones among early childhood populations has raised concerns regarding its impact on children’s development and behavior. Therefore, this study analyzes the dynamics of smartphone addiction among young children in Padang City, Indonesia, using the CSAR (Children–Susceptible–Addicted–Recovered) model. Population data and smartphone usage statistics from 2021 to 2024 were incorporated into the modeling process, while parameter estimation was conducted using a genetic algorithm with six mutation-rate variations. The best estimation result produced an error rate of 3.3646%, indicating a strong agreement between the model and empirical data. The basic reproduction number (R₀) of 0.6156 places the system in the moderate category. This suggests that although the spread of smartphone addiction among young children in Padang City is currently under control and not self-sustaining, continuous monitoring and strengthened preventive measures remain necessary to anticipate potential increases in future cases. Sensitivity analysis reveals that the transmission of addictive behavior through social interaction is the most influential factor affecting changes in R₀. These findings highlight the importance of managing peer-group interactions, such as limiting shared digital activities and strengthening collaborative non-digital play, as effective preventive strategies. Numerical simulations further support these results by demonstrating the system’s tendency toward an addiction-free equilibrium. Overall, this study provides a solid theoretical and empirical foundation for policy formulation and future research on early childhood digital behavior.
Capacity Building for Raudhatul Athfal Teachers through the Development of Merdeka Curriculum Teaching Modules Jhoni Warmansyah; Meliana Sari; Restu Yuningsih; Sherly Wiliany; Rahayu Yandira S Siregar; Zakiah Zalzabila
Journal of Comunity Service in Early Childhood Education Vol. 1 No. 1 (2025): Journal of Comunity Service in Early Childhood Education
Publisher : CV Berkah Syahdin Trust

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64840/jcosece.v1i1.37

Abstract

Background: Raudhatul Athfal (RA) teachers often face challenges in developing effective teaching modules aligned with the Merdeka Curriculum due to limited training and difficulties in translating curriculum principles into classroom practice. Aims: This community service aims to strengthen RA teachers’ capacity in developing teaching modules based on the Merdeka Curriculum. Methods: This program employed a Participatory Action Research (PAR) approach through mentoring activities conducted offline over two days. The program involved 52 RA teachers in a series of activities including material delivery, hands-on module design, and reflective discussions. Data were collected through observations, interviews, focus group discussions (FGDs), and questionnaires. Result: The results indicate a significant improvement in teachers’ understanding and skills in developing teaching modules aligned with the Merdeka Curriculum. Teachers demonstrated better comprehension of curriculum structure, learning outcomes (CP), and the formulation of learning objectives (TP) and teaching modules (ATP). In addition, their ability to design structured and contextualized modules improved, particularly in aligning learning activities with student needs and integrating appropriate learning media. The evaluation results showed a high level of participant satisfaction, with an average score of 3.95 categorized as “Good,” indicating that the mentoring activities were well-received. Teachers also showed increased confidence in implementing the curriculum in classroom practice, including the use of technology. Furthermore, the participatory and hands-on approach enabled active engagement, leading to deeper understanding and improved practical skills. Conclusion: The mentoring program effectively enhanced RA teachers’ capacity in designing innovative and contextualized teaching modules aligned with the Merdeka Curriculum, making it a practical and replicable model for similar educational programs.
Implementation of a Practice- and Mentoring-Based Advanced Training Program to Enhance Early Childhood Teachers’ Professional Competence Elis Komalasari; Jhoni Warmansyah; Restu Yuningsih; Meliana Sari; Resti Yulia; Angraini Daboti; Noor Annis Azwin Binti Fakaruddin
Journal of Comunity Service in Early Childhood Education Vol. 1 No. 3 (2025): Journal of Comunity Service in Early Childhood Education
Publisher : CV Berkah Syahdin Trust

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64840/jcosece.v1i3.116

Abstract

Background: Improving the professional competence of early childhood teachers is essential to ensure the quality of learning and child development outcomes. However, many teachers still face challenges in pedagogical skills, curriculum development, and the integration of digital media in learning. These conditions indicate the need for structured, practice-oriented training supported by field mentoring. Aims: This program aims to enhance early childhood teachers’ professional competence through a practice- and mentoring-based advanced training program. Methods: This program employed a Service Learning approach, integrating training, practical experience, and community-based application. The implementation consisted of three stages: preparation, implementation, and evaluation. The program involved 50 early childhood teachers in Padang Panjang. Activities included in-class training, independent practice assignments, field mentoring, local learning visits, and dissemination activities. Evaluation was conducted through pre- and post-tests, observation, and assessment of participants’ performance. Data were analyzed descriptively. Results: The findings show improvements in teachers’ competencies, including understanding of child development, learning strategies, curriculum design, assessment practices, and the use of digital media. Participants also demonstrated enhanced ability in lesson planning, developmental assessment, and implementing innovative learning. Mentoring and field-based activities strengthened practical skills and confidence. Conclusion: A practice- and mentoring-based advanced training program effectively improves teachers’ professional competence. The integration of training, practice, and mentoring provides meaningful and sustainable learning outcomes and can serve as a model for similar programs.
Adaptive Traditional Assistive Technology to Support the Motor Development of Children with Special Needs in Early Childhood Education: An Ethnographic Study of Inclusive Pedagogical Practices Halimatul Saqdiyah; Jhoni Warmansyah; Rohan Kumar; Nikhil Desai
Journal of Paddisengeng Technology Vol. 2 No. 2 (2026)
Publisher : PT. Sinergi Bersahaja Sejahtera

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65224/jopate.v2i2.271

Abstract

Background. Inclusive early childhood education requires learning environments that accommodate the diverse motor abilities and participation needs of children with special educational needs. Traditional play tools have strong cultural and pedagogical value, yet their potential as low-tech assistive technology remains underexplored, particularly when systematically adapted to children’s individual motor characteristics. Purpose. This study aims to explore how traditional play tools are adapted and integrated as low-tech assistive technology to support motor development, participation, and inclusive pedagogical practices among children with special educational needs. Method. An educational ethnography systematically observed 27 children in one inclusive West Sumatran classroom using observations, interviews, field notes, motor-response records, documentation, and teacher-mediated adaptation analysis. Novelty. This study reframes culturally familiar traditional play materials as adaptive low-tech assistive technology through individualized modifications and iterative teacher-responsive pedagogy. Results. Adapted traditional play tools improved accessibility and supported motor engagement, independence, participation, and peer interaction among children with special educational needs. Teacher responsiveness emerged as a key factor in aligning tool adaptations with individual abilities. Conclusion. Traditional play tools can function as culturally responsive low-tech assistive technology when systematically adapted to children’s motor needs. Their effectiveness is shaped by cultural familiarity, functional adaptation, and continuous teacher support.
The Effectiveness of STEAM-Based Learning in Enhancing Early Childhood Creativity in the Deep Learning Era Dinda Aulia Putri; Nur Rahma Hannia; Rizka Putri Julian; Jhoni Warmansyah
Journal of Islamic Education Students (JIES) Vol. 6 No. 2: November 2026
Publisher : Universitas Islam negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/jies.v6i2.17381

Abstract

The digital era, marked by rapid advances in artificial intelligence and deep learning technologies, has transformed the paradigm of early childhood education, creating a need for learning models that effectively foster creativity as a key twenty-first-century competency. This study aimed to analyze the effectiveness of the Science, Technology, Engineering, Art, and Mathematics (STEAM) learning model in enhancing early childhood creativity through project-based activities integrating science, technology, art, and simple engineering concepts. A quantitative approach with a quasi-experimental non-equivalent control group design was employed involving 30 children aged 5–6 years, consisting of 15 children in the experimental group and 15 children in the control group from a kindergarten. The experimental group participated in STEAM-based learning, while the control group received conventional instruction. The findings revealed that the STEAM learning model was effective in improving children's creativity. MANCOVA analysis indicated that pretest scores had a significant effect on posttest outcomes (p < 0.001), whereas parents’ educational background showed no significant influence on creativity development or intervention outcomes. These results demonstrate that interactive, collaborative, and project-based STEAM learning encourages children to become more active, enthusiastic, innovative, and creative in expressing their ideas. Therefore, the STEAM learning model is recommended as an effective strategy for implementing the Merdeka Curriculum and strengthening creativity and critical thinking skills in early childhood education
Role-Play-Based Science Learning: Its Impact on the Thinking Skills of Children Aged 5–6 Years Jeni Apriani; Miftah Huljannah; OliviA Eriska; Jhoni Warmansyah
Journal of Islamic Education Students (JIES) Vol. 6 No. 2: November 2026
Publisher : Universitas Islam negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/jies.v6i2.17382

Abstract

Science learning during the preschool years plays an important role in fostering scientific thinking and developing children's higher-order thinking skills. Role-playing activities provide authentic learning experiences that are closely connected to children's everyday lives while promoting observation, exploration, and reflection. This study aimed to examine the effectiveness of role-play-based science learning in improving critical and creative thinking skills among children aged 5–6 years and to analyze the influence of initial thinking abilities on learning outcomes. The study employed a quasi-experimental pretest–posttest control group design involving 20 kindergarten children who were equally assigned to experimental and control groups. Data were collected using the Early Childhood Thinking Skills Inventory and analyzed through Multivariate Analysis of Covariance (MANCOVA). The findings revealed significant differences between the experimental and control groups, indicating that role-play-based science learning effectively enhanced children's critical and creative thinking skills. Further analysis showed that pretest critical thinking significantly influenced posttest outcomes, whereas pretest creative thinking did not have a significant effect. These findings suggest that role-play-based science learning is an effective approach for developing higher-order thinking skills through active, reflective, and collaborative learning experiences that align with the developmental characteristics of young children while strengthening the foundation of scientific thinking from an early age.
The Effect of Simple Experimental Activities on Early Childhood Taste Recognition Rizka Putri Juliani; Teysa Arnisa Putri; Angraini Daboti; Jhoni Warmansyah
Indonesian Journal of Early Childhood Educational Research (IJECER) Vol. 5 No. 1 (2026)
Publisher : Universitas Islam negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/ijecer.v5i1.17388

Abstract

Taste recognition is an important component of young children's sensory and cognitive development. However, learning activities related to taste are often introduced through verbal explanations rather than direct sensory experiences. Simple experimental activities may provide children with concrete and engaging opportunities to explore and distinguish different tastes. This study aimed to examine the effect of simple experimental activities on early children's ability to recognize sweet and salty tastes. A quantitative experimental approach was employed using a two-group pretest–posttest design. The participants were 20 children aged 5–6 years who were assigned to an experimental group and a control group. Data were collected through structured observation and taste-recognition tests administered before and after the intervention. Data were analyzed using one-way multivariate analysis of covariance (MANCOVA) with pretest scores as covariates, using Jamovi software. The results indicated a significant multivariate effect of simple experimental activities on children's taste-recognition abilities, as shown by Pillai's Trace = 0.588, p = 0.012. Follow-up univariate analyses revealed significant differences between the groups in the recognition of sweet taste (p = 0.006) and salty taste (p = 0.009) after controlling for pretest scores. The findings suggest that simple experimental activities can effectively enhance young children's ability to distinguish basic tastes. Hands-on activities, including taste-guessing games, also provide an engaging learning experience that encourages children to actively explore sensory stimuli and participate in the learning process.
The Effect of Alphabet and Picture Box Media (KOFABAR) on Early Literacy Skills Amelisa Wulandari; Jhoni Warmansyah; Wahidah Fitriani; Meliana Sari
Sikola: Journal of Instruction Studies Vol 1 No 1 (2025): Sikola: Journal of Instruction Studies
Publisher : Yayasan Azizah Anar Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65777/sikola.v1i1.3

Abstract

The main issue addressed in this study is that early literacy skills in children aged 4-5 years at KB Kuntum Khaira Kota Padang Panjang Timur are still not optimal. This can be seen from the fact that some children still struggle to distinguish between letter shapes and sounds. The Alphabet and Picture Box Media (Kofabar) is one activity that can enhance early literacy skills in children. The purpose of this study is to determine whether the Alphabet and Picture Box Media (Kofabar) has an effect on early literacy skills in children aged 4-5 years. The research method used is quantitative with an experimental design, specifically a one-group pre-test post-test design. The population for this study includes all children at KB Kuntum Khaira Kota Padang Panjang Timur, totaling 18 students. The sample for this study was determined using purposive sampling, with the sample consisting of 8 children from the Mekkah class. The instrument used is a checklist with assessment categories: Not Developed (BB), Starting to Develop (MB), Developing as Expected (BSH), and Developing Very Well (BSB). Data collection techniques include observation, and data analysis techniques involve normality tests, homogeneity tests, and hypothesis testing using the t-test. Based on the results of the study on the effect of the Alphabet and Picture Box Media (Kofabar) on early literacy skills in children aged 4-5 years, it was found that before the treatment, the average early literacy skill score was 10.12, and after the treatment, the average score was 20.25, showing an increase of 10.12. Statistical analysis with a significance level of 5% indicates that t0= 22.48 is greater than tt= 2.36 (t0= 22.48 >tt= 2.36), thus the null hypothesis (h0) is rejected and the alternative hypothesis (ha) is accepted, meaning the Alphabet and Picture Box Media (Kofabar) significantly affects early literacy skills in children. In conclusion, the Alphabet and Picture Box Media (Kofabar) has a significant effect on early literacy skills in children aged 4-5 years
Co-Authors Amalina Amalina Amelisa Wulandari Angraini Daboti Dinda Aulia Putri Elis Komalasari Halimatul Saqdiyah Jeni Apriani Meliana Sari Miftah Huljannah N.A. Samat Nikhil Desai Noor Annis Azwin Binti Fakaruddin Nur Rahma Hannia OliviA Eriska Rahayu Yandira S Siregar Resti Yulia Restu Yuningsih Rizka Putri Julian Rizka Putri Juliani Rohan Kumar Sherly Wiliany Teysa Arnisa Putri Wahidah Fitriani Zakiah Zalzabila