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JCE (Journal of Childhood Education)
Published by Universitas Islam Lamongan
ISSN : 25982184     EISSN : 26203278     DOI : -
Core Subject : Humanities, Education, Art, Social,
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other
JCE - Journal of Childhood Education aims to provide a forum for international researchers on applied Education and Childhood Growth. Our Journal will accept submission from all over the world. All submitted articles shall never been published elsewhere, original and not under consideration for other publication. The journal is published by Study Program of Early Childhood Islamic Education and going to Publish Twice in a Year, September and March. All accepted articles will be published on Free of an article-processing charge and will be freely available to all readers with worldwide visibility and coverage.
Arjuna Subject : -
Articles 8 Documents
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Search results for , issue "Vol 9 No 2 (2025): September-Februari" : 8 Documents clear
Persepsi Guru PAUD terhadap Adopsi Artificial Intelligence (AI) dalam Transformasi Digital Pembelajaran: Studi Fenomenologi di Era Digital Reswari, Ardhana
JCE (Journal of Childhood Education) Vol 9 No 2 (2025): September-Februari
Publisher : Universitas Islam Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30736/jce.v9i2.2583

Abstract

Revolusi digital mendorong integrasi artificial intelligence di berbagai jenjang pendidikan, termasuk PAUD. Namun, kesiapan guru PAUD di Indonesia menghadapi tantangan kesenjangan digital, keterbatasan pelatihan, dan resistensi adopsi teknologi. Integrasi artificial intelligence dalam pendidikan anak usia dini menuntut adaptasi paradigma pembelajaran yang melibatkan kesiapan guru sebagai fasilitator utama dalam pembelajaran berbasis teknologi digital. Persepsi dan sikap guru terhadap adopsi artificial intelligence menjadi faktor penentu keberhasilan implementasi teknologi dalam pembelajaran. Penelitian sebelumnya masih terbatas pada aspek teknis implementasi dan belum mengeksplorasi dimensi persepsi serta pengalaman fenomenologis guru dalam mengadopsi teknologi ini. Penelitian ini bertujuan mengeksplorasi persepsi guru PAUD terhadap adopsi artificial intelligence dalam pembelajaran berbasis teknologi digital melalui pendekatan fenomenologis. Metode penelitian menggunakan pendekatan kualitatif fenomenologi dengan subjek penelitian 10 orang guru PAUD di RA Diponegoro Kecamatan Ngajum yang dipilih secara purposive. Pengumpulan data dilakukan melalui observasi partisipan, wawancara semi-terstruktur, dan dokumentasi visual. Analisis data menggunakan pendekatan fenomenologis Creswell dengan enam tahapan sistematis untuk mengidentifikasi makna dan esensi pengalaman guru. Hasil penelitian menunjukkan bahwa guru PAUD mengkonstruksi makna artificial intelligence sebagai asisten pedagogis, alat evaluasi pembelajaran, dan media interaksi yang memperkaya pengalaman belajar anak. Proses integrasi teknologi berlangsung secara bertahap melalui tiga tahapan, eksplorasi teknologi, implementasi dengan bimbingan, dan integrasi mandiri. Tantangan utama meliputi keterbatasan infrastruktur teknologi, kebutuhan pelatihan berkelanjutan, dan kekhawatiran ketergantungan teknologi. Namun, peluang yang muncul mencakup pembelajaran yang efektif, efisiensi assessment dan peningkatan keterlibatan aktif anak. Penelitian ini menegaskan bahwa adopsi artificial intelligence dalam PAUD merupakan pengalaman transformatif yang membutuhkan pendekatan menyeluruh untuk mengembangkan kompetensi profesional guru, sehingga dapat memberikan kontribusi penting bagi strategi implementasi teknologi yang responsif terhadap realitas profesional guru PAUD.
I Implementasi Kegiatan Market Day dalam Pembentukan Karakter Percaya Diri Anak Usia Dini Di KB/TK Ar Rohmah Surabaya Tungga, Tungga Purnama Sari
JCE (Journal of Childhood Education) Vol 9 No 2 (2025): September-Februari
Publisher : Universitas Islam Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30736/jce.v9i2.2561

Abstract

Market Day activities, serving as a form of experiential learning strategy, represent an effective, interactive, and engaging educational medium for developing positive character traits in early childhood. Among these traits, self-confidence is a critical aspect of social-emotional development that requires stimulation from an early age, as it directly influences a child's ability to communicate, engage in social interaction, and make decisions. This study aims to describe and analyze the implementation of Market Day activities in fostering self-confidence among students at KB/TK Ar Rohmah Surabaya. A qualitative descriptive approach with a case study design was employed. The research subjects included 30 students aged 5-6 years, 5 teachers, and 5 parents. Data were collected through observation, interviews, and documentation. Data analysis followed the stages of data reduction, data display, and conclusion drawing. The results indicate that Market Day activities significantly enhance children’s confidence in communication, self-expression, simple decision-making, and positive social interaction. Participation in these activities allows children to refine their communication and interaction skills while strengthening social competence and independence. Children who were previously shy and passive exhibited behavioral shifts, becoming more confident in public speaking, promoting their products, and conducting simple transactions independently. These findings confirm that a systematically designed and regularly implemented Market Day program, involving teachers and parents, serves as an effective contextual learning strategy based on real-world experience to build and reinforce self-confidence in young children.
Pengembangan Alat Permainan Edukatif (APE) Robot Jati Diri sebagai Media Pembelajaran untuk Implementasi Kurikulum Merdeka PAUD Lina Eka Retnaningsih; Saniah, Mahfuzah; Suja, Aidillah; Amanda, Sri; Karni; Wulandari, Enggel Purnama
JCE (Journal of Childhood Education) Vol 9 No 2 (2025): September-Februari
Publisher : Universitas Islam Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The Merdeka Curriculum for Early Childhood Education introduces a novel component termed the Self-Identity element; however, learning media that adequately support its associated learning outcomes remain limited. This study aimed to develop an educational play tool, the "Robot Jati Diri," as an instructional medium to facilitate the implementation of the Self-Identity element for children aged 5–6 years. Employing a Research and Development (R&D) design with the 4D model (Define, Design, Develop, Disseminate), product feasibility was validated by content and media experts. The results indicated that the product met the criteria of "highly feasible," with validation scores of 84% (media expert) and 86% (content expert). A small-group trial at TK Negeri Pembina Bintan further demonstrated positive pedagogical responsiveness, wherein 90% of children engaged autonomously and exhibited high levels of enthusiasm across all four instructional facets (self-recognition, emotional identification, gender differentiation, and family roles). The novelty of this development lies in the comprehensive operationalization of the Self-Identity element into a single four-sided physical APE, enabling simultaneous stimulation of cognitive, socio-emotional, fine motor, and language domains. The findings underscore the potential of the Self-Identity Robot as a practical pedagogy-supporting medium for Merdeka Curriculum implementation in PAUD settings and as an effective alternative for promoting meaningful play-based learning experiences aligned with Self-Identity learning outcomes.
Dampak Fenomena Konten Anomali Brainrot terhadap Perkembangan Kognitif Anak Usia Dini: Studi Kasus di RA Al Ahmad Sidoarjo, Indonesia Apologia, Milla Ahmadia; Masykuri, Ali; Zubaidah, Tantri Risda
JCE (Journal of Childhood Education) Vol 9 No 2 (2025): September-Februari
Publisher : Universitas Islam Lamongan

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Abstract

The rapid proliferation of short-video platforms on various social media networks has recently increased early childhood exposure to anomalous digital content, popularly referred to as 'brainrot anomalies.' This term does not constitute a medical diagnosis but serves as a social label for ultra-short, repetitive content featuring visual absurdities with limited educational value. This study aims to explore children's responses to anomalous content and its implications for attention span and cognitive development in early childhood. Employing a qualitative approach with a descriptive case study design, the research was conducted at RA Al-Ahmad, Indonesia, involving ten children aged 5–6 years. Data were collected through structured observations, semi-structured interviews with parents, and documentation, followed by an analysis consisting of (a) data reduction, (b) data display, and (c) conclusion drawing. Data validity was ensured through method and source triangulation techniques. The findings indicate that 52% of the subjects exhibited a high level of interest, characterized by intense focus and repetitive imitative behavior toward anomalous video content, which potentially influences the child's perception of concrete reality. Furthermore, 30% of the subjects showed moderate interest and were easily diverted to other activities, while 18% displayed low interest. Although no direct evidence of cognitive decline was found, dominant exposure to rapid and repetitive content tends to reduce opportunities for deeper cognitive stimulation. In conclusion, while anomalous short-video content does not directly cause cognitive impairment, it is associated with shifts in attention patterns among young children. Practically, this study recommends active mediation by parents and educators, the selection of developmentally appropriate content, and the regulation of screen time duration.
Penerapan Strategi Pembelajaran Outing Class dalam Meningkatkan Kecerdasan Naturalistik Anak Usia Dini Khoirun; Mahfud, Muhammad; Masturoh, Umi
JCE (Journal of Childhood Education) Vol 9 No 2 (2025): September-Februari
Publisher : Universitas Islam Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30736/jce.v9i2.2614

Abstract

Early childhood education requires learning strategies and methods that provide authentic learning experiences in order to achieve optimal child development. The development of naturalistic intelligence is one important aspect that needs to be stimulated from an early age, as it plays a crucial role in fostering children’s environmental awareness. This study aims to analyze the implementation of the outing class learning strategy in improving children’s naturalistic intelligence at RA Mambaul Ulum Driyorejo Gresik, as well as to identify its supporting and inhibiting factors. This research employed a descriptive qualitative approach, with data collected through observation, interviews, and documentation. Data analysis was conducted using the interactive model of Miles and Huberman, which includes data reduction, data display, and conclusion drawing. The findings indicate that outing class activities, such as gardening, classifying plants, and recycling organic waste into fertilizer, are effective in fostering children’s environmental awareness and enhancing their naturalistic intelligence. Supporting factors include children’s enthusiasm, teacher competence, and the availability of a rich and diverse surrounding environment. Meanwhile, inhibiting factors consist of limited funding, weather conditions, and children’s increasing levels of activity. Therefore, the outing class strategy serves as a contextual and enjoyable learning approach that effectively promotes the development of naturalistic intelligence in early childhood.
Peningkatan Kompetensi Guru RA Se-Kota Tanjungpinang dalam Mengembangkan Fundamental Motor Skills Anak Usia Dini Melalui Strategi Pembelajaran Rangkaian Permainan Nadya Nela Rosa; Nuraini, Nisrina; Dilvia Suriski Rahmayani; Retnaningsih, Lina Eka
JCE (Journal of Childhood Education) Vol 9 No 2 (2025): September-Februari
Publisher : Universitas Islam Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30736/jce.v9i2.2619

Abstract

The improvement of Fundamental Motor Skills (FMS) in early childhood can be achieved through the effective implementation of Play-Based Learning Strategies by RA teachers in Tanjungpinang City. This study aims to enhance the Fundamental Motor Skills (FMS) of early childhood students through the application of Play-Based Learning Strategies by RA teachers in Tanjungpinang City. The method applied in this community service program is Participatory Action Research (PAR). RA teachers who participated in the training gained new knowledge and understanding of the fundamental concepts of early childhood Fundamental Motor Skills (FMS), including proper forms and movements that can be appropriately stimulated in their respective schools. In addition, they acquired insights into play-based learning strategies and skills to implement these strategies effectively. The new strategies are designed with a fun play-based approach, which not only helps develop children's FMS but also increases their enthusiasm. The implementation of Play-Based Learning Strategy training for RA teachers in Tanjungpinang City has been deemed effective in supporting the development of Fundamental Motor Skills (FMS) in early childhood. Given the importance of FMS development, these strategies assist teachers in facilitating learning effectively.
Digitalisasi Lagu Anak sebagai Media Ekspresi Emosi Anak Usia Dini Novita Qori; Afrianingsih, Anita
JCE (Journal of Childhood Education) Vol 9 No 2 (2025): September-Februari
Publisher : Universitas Islam Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30736/jce.v9i2.2623

Abstract

This study examines how the digitalization of children’s songs in early childhood education functions as a medium for children’s emotional expression. The study is grounded in the importance of emotional development from an early age and the increasing integration of digital media in early childhood learning contexts. A qualitative approach with a case study design was employed. The units of analysis included young children, teachers, and parents at RA Al Ma’arif Bandungharjo, Donorojo District, Jepara Regency. Data were collected through interviews, observations, and documentation, and analyzed through data reduction, data display, and thematic conclusion drawing. The findings indicate that digitally formatted children’s songs facilitate emotional expression both verbally and nonverbally. Songs with cheerful rhythms encourage the expression of positive emotions such as joy and enthusiasm, while songs with slower tempos help children calm themselves and alleviate negative emotions. The integration of digital media also provides multisensory stimulation that enhances children’s emotional responses. The study concludes that the digitalization of children’s songs serves not only as entertainment but also as a supportive tool for emotional expression and the early development of emotional regulation in young children. These findings contribute to the literature on digital media and early childhood emotional development and offer practical recommendations for teachers and parents to use digital songs purposefully as learning strategies that are responsive to children’s emotional needs.
Pengembangan Busy Book Berbasis Nilai Agama Dan Moral Untuk Pengenalan Pendidikan Seks Pada Anak Usia Dini Faridy, Faizatul; Nurul Izzati
JCE (Journal of Childhood Education) Vol 9 No 2 (2025): September-Februari
Publisher : Universitas Islam Lamongan

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Abstract

This study departs from the vulnerability of young children to sexual violence/abuse and the persistent taboo on sex-related discussions in early childhood education settings (PAUD), which necessitates concrete, engaging, and religion-aligned learning media to strengthen child protection. The study aims to develop and evaluate the feasibility of a religion- and morality-based busy book for introducing sex education to children aged 5–6 years. An R&D design using the ADDIE model was implemented at PAUD Faza Al-Khalil (Aceh Besar) with 10 child participants; assessments comprised material-expert validation, media-expert validation, and classroom practicality observations. The results indicate 80% feasibility for content (feasible), 88% for media (highly feasible), and 83% practicality (Very Well Developed category). Children showed improvements in naming private body parts and distinguishing acceptable versus unacceptable touch. It is concluded that the religion–moral value-based busy book is feasible and practical for introducing sex education in PAUD, with novelty in the explicit integration of values into kinesthetic tasks that connect knowledge to courteous habits.

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