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All Journal BIOEDUSAINS: Jurnal Pendidikan Biologi dan Sains Amalee: Indonesian Journal of Community Research & Engagement Ghaitsa: Islamic Education Journal Journal of Creative Power and Ambition (JCPA)
Muktia Pramitasari
Universitas Terbuka
Religion Humanities Economics, Econometrics & Finance Education Public Health Social Sciences Other

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Pengembangan Media Pembelajaran Leap Motion Materi Pengenalan Hewan untuk Meningkatkan Motorik Anak Usia Dini Esti Kurniawati Mahardika; Gunawan Wiradharma; Mario Aditya Prasetyo; Khaerul Anam; Muktia Pramitasari
BIOEDUSAINS:Jurnal Pendidikan Biologi dan Sains Vol. 8 No. 5 (2025): Bioedusains: Jurnal Pendidikan Biologi dan Sains
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/veph3n31

Abstract

This study aims to develop an interactive learning medium based on Leap Motion, namely LeapZoo: Zoo-Based Educational Game, which is designed to improve early childhood motor skills through virtual animal recognition. The method used was research and development (R&D) with the ADDIE model, focusing on the design and development stages. Validation was carried out by media, language, and early childhood education experts to assess technical and pedagogical feasibility. The results showed that LeapZoo is feasible to be used as a learning medium in early childhood education. In conclusion, gesture-based interactions such as stroking and feeding animals can stimulate children’s fine and gross motor coordination and align with Vygotsky’s theory, which emphasizes the role of social interaction and digital scaffolding in the zone of proximal development.  Keywords: Early Childhood, Gesture-Based Learning, Leap Motion, Learning Media, Motor Skills, Animal Recognition
Pemberdayaan Guru sebagai Relawan untuk Mencegah Kekerasan Terhadap Anak dan Perempuan di Malaysia: Empowering Teachers as Volunteers to Prevent Violence Against Children and Women in Malaysia Erna Risnawati; Siti Utami Dewi Ningrum; Muktia Pramitasari; Mani Festati Broto; Anto Hidayat; Juppri Bacotang
Amalee: Indonesian Journal of Community Research and Engagement Vol. 7 No. 1 (2026): Amalee: Indonesian Journal of Community Research and Engagement
Publisher : LP2M INSURI Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/amalee.v7i1.9854

Abstract

Violence against children and women remains a significant concern within Indonesian migrant worker communities in Sabah, Malaysia, especially in plantation areas where access to protection services and reporting systems is limited. Teachers at Community Learning Centers (CLCs) are in a strategic position to help prevent and respond to such cases, yet many lack adequate knowledge and skills. This community service program aimed to strengthen teachers’ capacity as violence prevention volunteers. The program was implemented by Universitas Terbuka in collaboration with Universiti Malaysia Sabah and FGV Holdings Berhad, involving 45 teachers from nine CLCs. Participants attended a three-day training program covering violence prevention, child protection, cyberbullying awareness, reporting procedures, case management, and educational media development. Evaluation results showed substantial improvement in participants’ understanding, with knowledge levels increasing from around 60% before training to over 90% afterward. The program also established a Reading Corner and educational resources to support sustainable violence prevention efforts in vulnerable communities.
A Character-Based Learning Model to Foster Independence in Early Childhood Islamic Education Titi Chandrawati; Susy Puspitasari; Siti Aisyah; Siti Julaeha; Dian Novita; Muktia Pramitasari; Monika Handayani
GHAITSA : Islamic Education Journal Vol. 7 No. 1 (2026): November - February
Publisher : Yayasan Darusssalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/ghaitsa.v7i1.2267

Abstract

This study examines the development and implementation of a character-based learning model designed to foster independence among early childhood learners in Islamic educational settings — specifically Raudhatul Athfal (RA) and PAUD Islam. Grounded in Islamic moral values of amanah (trustworthiness), mas'uliyyah (responsibility), and ta'awun (cooperation), the model integrates structured lesson plans, Islamic narrative big books, and character-themed nasyid (Islamic songs) into daily classroom practice. Employing a Research and Development (R&D) approach based on the Borg and Gall model (2007), the study was conducted with 10 early childhood educators and their students aged 4–6 years across institutions in Tangerang and Sawangan, Indonesia. Pre- and post-intervention data revealed a significant increase in children's independent behaviors from 37% to 83%, alongside substantial growth in teacher instructional competence and confidence in delivering character-integrated Islamic education. The model demonstrates strong scalability and cultural resonance within Indonesia's Islamic early childhood education system, contributing a pedagogically robust and spiritually grounded framework for character education aligned with national curriculum mandates and Islamic values
Transforming Literacy Practices in Early Childhood Education: A Systematic Review of Emergent Literacy, Multimodal Meaning-Making, Play, and Child Agency Muktia Pramitasari
Journal of Creative Power and Ambition (JCPA) Vol. 4 No. 02 (2026): Journal of Creative Power and Ambition (JCPA)
Publisher : CV Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/jcpa.2037

Abstract

Literacy practices in early childhood education (ECE) have expanded from approaches primarily emphasizing readiness for conventional reading and writing toward broader views of literacy as meaning-making and communication through language, text, images, symbols, movement, objects, play, and technology. Nevertheless, early childhood literacy research remains fragmented between emergent literacy perspectives focusing on oral-language and code-related skills and sociocultural/multimodal perspectives emphasizing meaning-making, identity, participation, and child agency. This review maps how literacy is conceptualized in ECE research, identifies literacy domains and learning experiences, examines adult mediation and spaces for child agency, and develops integrative principles for developmentally appropriate literacy practice. The study is designed as a systematic literature review reported with reference to PRISMA 2020. The preliminary search covers empirical articles published in Indonesian and English from 2020 to 28 August 2026 through Google Scholar, ERIC, Garuda, and DOI/publisher cross-searching. The preliminary synthesis matrix includes 23 empirical reports from international and Indonesian ECE contexts, representing shared/dialogic reading, storytelling, sociodramatic play, emergent writing, environmental and playful literacy, digital storytelling, multimodal assessment, and e-picture books. Five overlapping domains emerged: oral-narrative literacy, print/code and emergent writing, play-embedded literacy, multimodal/embodied literacy, and digital/new literacies. The synthesis suggests that meaning-making and foundational literacy skills should not be treated as competing agendas. Strong literacy practices connect conversation and narrative with attention to print and symbols, enable drawing and emergent writing, embed literacy in play and everyday activity, and use digital resources selectively with pedagogical purpose. Child agency expands when children move beyond answering adult questions to choosing, creating, negotiating, and transforming representations. The review proposes the MELPA-ECE Framework (Multimodal Emergent Literacy through Play and Agency), linking literacy domains, representational modes, experience contexts, adult mediation, child agency, and developmental outcomes
Pedagogical Strategies for Developmental Activities in Early Childhood Education: A Systematic Review of Teacher Roles, Child Agency, and Holistic Developmental Outcomes Muktia Pramitasari
Journal of Creative Power and Ambition (JCPA) Vol. 4 No. 02 (2026): Journal of Creative Power and Ambition (JCPA)
Publisher : CV Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/jcpa.2038

Abstract

Developmental activity strategies in early childhood education (ECE) encompass diverse approaches, including guided play, pretend and role play, interactive storytelling, inquiry, project-based learning, STEAM, learning centers, and nature-based learning. Although each approach has been widely investigated, existing literature commonly evaluates single strategies in isolation and therefore provides limited cross-strategy understanding of how teacher roles and child agency shape learning experiences. This review maps pedagogical strategies used in ECE, examines teachers’ roles and levels of child agency across strategies, identifies reported developmental outcomes, and formulates design principles for holistic developmental activities. The study is designed as a systematic literature review reported with reference to PRISMA 2020. The preliminary search covers empirical journal articles published in Indonesian and English from 2020 to 28 August 2026 using Google Scholar, ERIC, Garuda, and DOI cross-searching. The preliminary synthesis matrix contains 21 empirical reports representing guided play and play-responsive teaching, storytelling and pretend/role play, inquiry and inquiry-project approaches, project-based learning, STEAM/makerspaces, learning centers, and nature-based learning. Initial synthesis indicates that developmental outcomes depend not merely on the strategy label but on the pedagogical interaction structure: goal clarity, meaningful child choice, teacher responsiveness to initiatives, scaffolding, dialogic quality, flexible materials and environments, and ongoing assessment. Strategies balancing intentional teaching with child agency were reported to support engagement, language, early numeracy, problem solving, critical thinking, creativity, collaboration, socio-emotional development, and autonomy. The review proposes the ECE Strategy–Agency Continuum (SA-ECE), positioning developmental activities across teacher-directed, guided/shared, and child-initiated modes and linking these modes to teacher roles, child agency, learning environments, assessment, and developmental outcomes
Co-Authors Anto Hidayat Dian Novita Esti Kurniawati Mahardika Juppri Bacotang Khaerul Anam Mani Festati Broto Mario Aditya Prasetyo Monika Handayani Risnawati, Erna Siti Aisyah Siti Julaeha Siti Utami Dewi Ningrum Susy Puspitasari Titi Chandrawati Wiradharma, Gunawan