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All Journal Kindergarten: Journal of Islamic Early Childhood Education
Rizkiah Putri Yaman
Sunan Kalijaga State Islamic University Yogyakarta
Education Social Sciences

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Cognitive Abilities and Scientific Attitudes in Science Extracurricular for Children Ulfi Hidayatul Auliya; Retno Wahyuningsih; Rizkiah Putri Yaman; Mudrikatul Amaniyah; Muhammad; Nadela Sustiarini
KINDERGARTEN: Journal of Islamic Early Childhood Education Vol. 8 No. 2 (2025): November
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/KINDERGARTEN.v8i2.40828

Abstract

This study examined the relationship between cognitive ability and scientific attitude among children aged 4–5 years attending a science extracurricular program at PAUD Islam Makarima Kartasura, Sukoharjo. Preliminary observations indicated that the children’s scientific attitude, particularly critical thinking, curiosity, and sensitivity to the surroundings, remained limited. A quantitative correlational design was employed. The population consisted of 34 children, and 32 were selected through simple random sampling using the Slovin’s formula. Cognitive ability was assessed with a performance test based on the learning and problem-solving scope of Indonesian Ministerial Regulation No. 137 of 2014, while scientific attitude was measured by a 30-item teacher-completed questionnaire grounded in Harlen’s six dimensions. After a normality test, the hypothesis was tested using Pearson product-moment correlation in SPSS 26. The mean cognitive score was 19.72 (SD = 2.703), with 62% of children in the Beginning to Develop category and 38% in Developing as Expected. The mean scientific attitude score was 82.16 (SD = 9.194), with 56% Beginning to Develop and 44% Developing as Expected. The correlation coefficient was r = 0.878 (p < 0.001), indicating a very strong positive relationship; approximately 77% of the variance in scientific attitude was shared with cognitive ability. As the design is correlational, the result does not establish causation, and the influence of teachers, home stimulation, and age should be considered. The findings suggest that science activities for young children should train observation, classification, and reasoning together with attitudes such as asking questions and checking results. Keyword : Cognitive ability, scientific attitude, early childhood, correlation, science education.
Storytelling and Trust Building as a Branding Strategy for Early Childhood Education Institutions on Social Media Mudrikatul Amaniyah; Erni Munastiwi; Ulfi Hidayatul Auliya; Rizkiah Putri Yaman; Hosnol Hotimah; Arifatul Husna
KINDERGARTEN: Journal of Islamic Early Childhood Education Vol. 8 No. 2 (2025): November
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/KINDERGARTEN.v8i2.40830

Abstract

Competition among early childhood education (PAUD) institutions in Indonesia is intensifying as the number of PAUD units has grown to more than 220,000, while most managers still lack a planned digital branding strategy. Parents' decisions in choosing a PAUD institution are now strongly influenced by digital presence, yet many institutions merely upload content without a relational approach that builds trust. This study aims to examine the operationalization of storytelling and trust building as a digital branding strategy for PAUD institutions on social media and to produce an applicable integrative framework. The study employs library research with a qualitative-conceptual approach; the data were drawn from 35 sources that met the inclusion criteria (reputable scholarly journal articles published in 2020–2024 and relevant textbooks) and were analyzed through open coding, axial coding, and selective coding, with validity ensured through source triangulation. The results show that: (1) storytelling is operationalized through three narrative formats: child journey narratives, community narratives, and institutional value narratives; (2) trust building proceeds through four sequential stages: initial exposure, consistency evaluation, active engagement, and loyalty-advocacy; and (3) integrating the two yields a three-layer STAB Framework (Storytelling-Trust-Authentic Branding) that is applicable to PAUD institutions in Indonesia. This study fills a gap in the literature on digital branding for PAUD and provides practical guidance for institution managers.
Deconstruction of Market Day: Implementation of POAC Management as a Booster for Early Childhood Edupreneurship Febriyanti Adha; Erni Munastiwi; Dini Mardina; Rizkiah Putri Yaman; Yuni Anugerah Aini
KINDERGARTEN: Journal of Islamic Early Childhood Education Vol. 8 No. 2 (2025): November
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/KINDERGARTEN.v8i2.40839

Abstract

Kajian ini mendekonstruksi praktik market day di lembaga PAUD yang selama ini dipandang sebagai kegiatan seremonial, untuk direkonstruksi menjadi wahana edupreneurship yang terstruktur dan berdampak nyata bagi perkembangan anak usia dini. Tingginya angka pengangguran Indonesia yang mencapai 7,47 juta jiwa pada Agustus 2024 (BPS, 2024) memperkuat urgensi penanaman jiwa wirausaha sejak dini sebagai investasi sumber daya manusia jangka panjang. Penelitian ini menggunakan pendekatan Systematic Literature Review (SLR) terhadap 25 artikel ilmiah terpublikasi tahun 2020–2025 dari jurnal terindeks Sinta, dengan tujuan menganalisis bagaimana implementasi manajemen POAC (Planning, Organizing, Actuating, Controlling) dapat menjadi booster atau penguat sistematis bagi program edupreneurship melalui market day di PAUD. Hasil kajian membuktikan bahwa market day yang dikelola dengan kerangka POAC secara signifikan meningkatkan keterampilan edupreneurship anak meliputi kemampuan merencanakan, berorganisasi, berkomunikasi, dan mengevaluasi diri. Kebaruan penelitian ini terletak pada pendekatan dekonstruktif yang menantang asumsi lama tentang market day sebagai seremoni belaka, dan menawarkan reframing konseptual berbasis POAC sebagai kerangka pengelolaan yang sistematis, terukur, dan dapat direplikasi lintas lembaga PAUD di Indonesia.  
Analysis Of Facilities And Infrastructure Standards In Early Childhood Education: Systematic Literature Review Rizkiah Putri Yaman; Erni Munastiwi; Mudrikatul Amaniyah; Ulfi Hidayatul Auliya; Febriyanti Adha
KINDERGARTEN: Journal of Islamic Early Childhood Education Vol. 8 No. 2 (2025): November
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/KINDERGARTEN.v8i2.40840

Abstract

Early Childhood Education (ECE) provision in Indonesia continues to face substantial disparities and challenges related to facilities and infrastructure. These issues are characterized by inadequate facilities in rural and remote areas, as well as the suboptimal utilization of available resources in urban settings, resulting in unequal service quality for young children. This study aims to map the comprehensive challenges and propose solution recommendations regarding the standards of facilities and infrastructure in ECE institutions across Indonesia. The research employed a Systematic Literature Review (SLR) method guided by the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) framework. Relevant articles were identified through Google Scholar and the Garuda Kemdikbud databases using the keywords “standar sarana dan prasarana PAUD” and “standards for early childhood education facilities and infrastructure.” Of the 40 initially identified articles, eight studies published between 2021 and 2026 were selected based on predetermined inclusion and exclusion criteria. The findings revealed four major challenges: (1) a gap between regulatory standards and their implementation in practice, particularly in remote areas; (2) significant disparities between urban and rural ECE institutions; (3) suboptimal management of educational play equipment (APE); and (4) limited institutional capacity among private ECE providers. Recommended solutions include strengthening regulatory implementation, promoting community-based facility development programs, increasing local government budget allocations, and enhancing the capacity of ECE administrators. These findings are expected to serve as an evidence-based reference for policymakers in improving the sustainability and quality of facilities and infrastructure in ECE institutions throughout Indonesia.
Co-Authors Arifatul Husna Dini Mardina Erni Munastiwi Febriyanti Adha Hosnol Hotimah Mudrikatul Amaniyah Mudrikatul Amaniyah Muhammad Nadela Sustiarini Retno Wahyuningsih Ulfi Hidayatul Auliya Yuni Anugerah Aini