Article Per Year (5 Year)
p-Index From 2021 - 2026
0.61
P-Index
This Author published in this journals
All Journal Journal of Contemporary Islamic Primary Education Journal of Contemporary Gender and Child Studies
Noni Putri
Universitas Nurul Hasanah
Religion Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
Post-Pandemic Language Development Delays in Indonesia Preschoolers: Digital Exposure Challenges and SDGs 4 Implementation Imelda Wahyuni; Noni Putri; Muhammad Shaleh Assingkily; Henny Septia Utami; Khoirunnisa Khoirunnisa
Journal of Contemporary Islamic Primary Education Vol 4 No 2 (2025): December: Quality of Basic Education in the Indonesian context
Publisher : Yayasan Zia Salsabila

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61253/jcipe.v4i2.535

Abstract

Despite extensive research on early childhood language development, significant gaps remain in understanding how pandemic-induced social isolation combined with excessive digital exposure affects language acquisition in developing countries. This study examines language development challenges among Indonesian children born 2020-2023 (post-COVID cohort) and implications for Sustainable Development Goal 4 achievement. Using descriptive qualitative methodology, we conducted semi-structured interviews with 24 early childhood educators and 36 parents across six Indonesian provinces, complemented by systematic classroom observations. Thematic analysis revealed three critical challenges: articulation delays affecting 73% of observed children, functional vocabulary deficits 40-50% below pre-pandemic norms, and severe communication confidence impairments. Pandemic-era social restrictions during critical language development periods, combined with unsupervised device usage exceeding four hours daily, emerged as primary determinants. However, intensive parental verbal engagement demonstrated significant protective effects. These findings challenge assumptions that digital tools adequately substitute human interaction in language learning contexts. This research contributes evidence-based frameworks for post-pandemic early childhood education policy, emphasizing oral interaction restoration as fundamental to SDG 4 implementation in Indonesia's digital transformation era.
Civic Education and Nationalism Attitudes of Elementary School Students: Implications for Child Well-Being and SDGs in Indonesia Mikyal Hardiyati; Noni Putri; Asroruddin Lubis
Journal of Contemporary Gender and Child Studies Vol 5 No 1 (2026): April: Women and Children Welfare in Indonesian Context
Publisher : Yayasan Zia Salsabila

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61253/jcgcs.v5i1.546

Abstract

Previous studies on civic education and nationalism have predominantly focused on secondary or tertiary levels, leaving a critical gap regarding how Pancasila and Civic Education (PPKn) shapes nationalism attitudes among elementary school students and its connections to child well-being aligned with Sustainable Development Goals (SDGs). This study investigates the role of PPKn instruction in cultivating nationalism attitudes among elementary school students in Kendari, Southeast Sulawesi, Indonesia, and explores implications for child well-being and SDG 4 (Quality Education) and SDG 16 (Peace, Justice, and Strong Institutions). A quantitative survey design was employed, involving 312 Grade V and VI students, 24 PPKn teachers, and 9 school principals across three public and private elementary schools selected through stratified random sampling. Data were collected using validated Nationalism Attitude Scales (Cronbach's α = .87) and PPKn Learning Quality Inventory (α = .83), then analysed via multiple regression and structural equation modelling (SEM). Results reveal that PPKn instructional quality significantly predicts nationalism attitudes (β = .61, p < .001), with participatory methods and contextual content as strongest mediators. Extracurricular integration amplified this effect. However, digital literacy gaps and inconsistent pedagogical competencies among teachers moderated outcomes. These findings suggest that strengthening PPKn through innovative, inclusive pedagogy contributes not only to nationalism formation but also to broader child well-being and democratic citizenship, advancing Indonesia’s SDG commitments.
Visual Civic Literacy: Kajian Semiotika Poster Pahlawan dan Pancasila dalam Pembentukan Civic Consciousness Siswa Usia Dasar Muhammad Shaleh Assingkily; Noni Putri
Journal of Contemporary Gender and Child Studies Vol 5 No 1 (2026): April: Women and Children Welfare in Indonesian Context
Publisher : Yayasan Zia Salsabila

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61253/jcgcs.v5i1.881

Abstract

Studi terdahulu tentang pembelajaran pendidikan kewarganegaraan (PKn) di sekolah dasar umumnya berfokus pada pendekatan tekstual dan hafalan nilai, sehingga dimensi visual sebagai medium pembentukan kesadaran kewarganegaraan masih kurang dieksplorasi secara semiotis. Penelitian ini bertujuan mengkaji peran poster pahlawan dan Pancasila sebagai sistem tanda visual dalam membentuk civic consciousness siswa sekolah dasar melalui perspektif visual civic literacy. Penelitian menggunakan pendekatan kualitatif deskriptif dengan teknik observasi, dokumentasi, dan wawancara mendalam terhadap siswa, guru, dan artefak visual di lingkungan kelas. Analisis semiotika Peirce digunakan untuk membedah lapisan makna ikon, indeks, dan simbol yang terkandung dalam poster. Hasil penelitian menunjukkan bahwa poster pahlawan dan Pancasila berfungsi bukan sekadar dekorasi, melainkan sebagai teks kewarganegaraan yang secara aktif mengonstruksi nilai nasionalisme, penghargaan terhadap tokoh bangsa, dan semangat demokratis pada diri siswa. Penelitian ini berimplikasi pada pentingnya desain visual yang intentional dan kurikulum literasi visual dalam pembelajaran PKn, serta mendorong guru untuk menjadikan lingkungan visual kelas sebagai ruang pedagogis pembentukan karakter kewarganegaraan yang bermakna.
Co-Authors Asroruddin Lubis Henny Septia Utami Imelda Wahyuni Khoirunnisa Khoirunnisa Mikyal Hardiyati Muhammad Shaleh Assingkily