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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 343 Documents
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Implementasi Permainan Warna untuk Menstimulasi Keterampilan Observasi dan Eksperimen Sederhana pada Anak Usia Dini Qurrotul Aini; Ardhana Reswari
JCE (Journal of Childhood Education) Vol 10 No 1 (2026): JCE (Journal of Childhood Education) Maret - Agustus 2026
Publisher : Universitas Islam Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30736/jce.v10i1.2735

Abstract

Early childhood is a golden phase of cognitive development that requires appropriate stimulation to build science literacy from an early age, but the available science learning media are often too abstract and unsuitable for children's developmental characteristics. This study aims to describe the implementation of color games to stimulate observation and simple experimentation skills in early childhood. The study used a descriptive qualitative approach with 22 subjects aged 5-6 years in group B at Al-Falah Dempo Barat Pasean Pamekasan Kindergarten. Data were collected through participatory observation, in-depth interviews with two teachers, and documentation over eight weeks. The results showed that the implementation of color games was carried out in three stages, namely exploration of primary colors, simple color mixing using food coloring, clear plastic cups, water, spoons, and tissues, and advanced color experiments. The majority of children (19 out of 22 children) were able to identify color changes accurately, and most children (17 out of 22 children) successfully completed the simple experiment stages from prediction to verification of results. Children developed patterns of social interaction through collaboration, dialogue, and independent exploration. Supporting factors for implementation included concrete and interesting media, high enthusiasm among children, and an adequate teacher-to-child ratio, while inhibiting factors included technical challenges in using the media, variations in motor skills among children, and the need for intensive preparation. The study concluded that color games effectively stimulate observation and simple experimentation skills in early childhood, providing a theoretical contribution that reinforces Piaget's constructivism and Vygotsky's zone of proximal development, as well as a practical contribution in the form of an affordable and applicable alternative science learning medium for early childhood education teachers.
a artikel Mediasi Orang Tua dalam Pemanfaatan YouTube Sebagai Stimulasi Bahasa Anak Usia Dini Di Desa Bicorong, Pamekasan Namilah, Imelyatun; Aziz, Thorik
JCE (Journal of Childhood Education) Vol 10 No 1 (2026): JCE (Journal of Childhood Education) Maret - Agustus 2026
Publisher : Universitas Islam Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30736/jce.v10i1.2741

Abstract

This study was motivated by the phenomenon that control over YouTube use among early childhood had tended to focus primarily on screen time duration, while in-depth and specific investigations into the role of parental mediation in utilizing YouTube as a medium for language development stimulation—particularly within rural contexts—remained limited. This study aimed to analyze the forms of parental involvement in mediation, the types of educational YouTube content selected, and their impact on early childhood language development in Bicorong Village, Pamekasan. A descriptive qualitative approach was employed using observation, in-depth interviews, and documentation. The participants consisted of six parents and six children aged 3-6 years, selected through purposive sampling based on regular parental assistance during children’s access to educational YouTube content. The findings reveal three primary forms of parental involvement: Restrictive mediation, co-viewing, and active mediation. The most frequently accessed content included children’s songs, illustrated storytelling, letter recognition, and basic vocabulary videos, with an average viewing duration of 15-30 minutes per session, 3-5 times per week. Observed outcomes in children’s language development included increased expressive vocabulary, improved pronunciation clarity, greater speaking confidence, and early literacy awareness such as letter recognition. This study addresses a gap in previous research that largely emphasizes screen time duration without examining active parental mediation. Drawing on Vygotsky’s sociocultural theory, parental involvement functions as scaffolding within the Zone of Proximal Development (ZPD), supporting effective language stimulation through digital media.
Proses Berpikir Divergen Anak Usia 5-6 Tahun dalam Permainan Konstruktif Bombik Tazoz Nur Mufida; Ardhana Reswari
JCE (Journal of Childhood Education) Vol 10 No 1 (2026): JCE (Journal of Childhood Education) Maret - Agustus 2026
Publisher : Universitas Islam Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30736/jce.v10i1.2742

Abstract

The low level of divergent thinking stimulation in preschool children through meaningful play activities, especially constructive play, is an important issue in the development of creativity and problem-solving skills in early childhood. This study aims to describe the divergent thinking process of 5-6-year-old children in constructive play with bombik tazoz and identify the factors that influence it at RA Nurul Huda Pamekasan. The study used a descriptive qualitative approach with 23 subjects aged 5-6 years old. Data collection techniques included observation, interviews, and documentation, while data analysis used the Miles and Huberman model, which included data reduction, data presentation, and conclusion drawing. The results showed that bombik tazoz play stimulated children's divergent thinking through four main aspects: fluency in generating various ideas, flexibility in changing construction forms, originality in creating unique works, and elaboration in developing and explaining the results of their work. The divergent thinking process is influenced by internal factors such as self-confidence, motivation, and enthusiasm, as well as external factors including a conducive play environment, social interaction with peers, and the role of teachers who provide freedom of expression without pressure. Children demonstrate the ability to explore various possible solutions and produce diverse construction products. Constructive bombik tazoz games are effective as a learning medium for developing the divergent thinking abilities of 5-6 year old children, with the support of a conducive play environment and the optimal role of the teacher as a facilitator.

Page 35 of 35 | Total Record : 343

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