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All Journal Indonesian Journal of Early Childhood Educational Research Journal of Community Service in Early Childhood Education Journal of Paddisengeng Technology
Jhoni Warmansyah
Universitas Islam Negeri Mahmud Yunus Batusangkar
Education 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.
Co-Authors Amalina Amalina Angraini Daboti Elis Komalasari Halimatul Saqdiyah Meliana Sari N.A. Samat Nikhil Desai Noor Annis Azwin Binti Fakaruddin Rahayu Yandira S Siregar Resti Yulia Restu Yuningsih Rohan Kumar Sherly Wiliany Zakiah Zalzabila