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JECCE (Journal of Early Childhood Care and Education)
Published by Universitas Ahmad Dahlan
ISSN : 26151413     EISSN : 26151413     DOI : 10.26555
Core Subject : Education,
Education
Journal of Early Childhood Care and Education (JECCE) is a scientific journal of PG PAUD Universitas Ahmad Dahlan with ISSN: 2615-1413 (online) that publishes scientific and non research articles with 80% research result, 20% non research. JECCE is published in electronic form twice a year in March and October. Provided printed publication in the form of reprint. Receive scientific articles from researchers, lecturers, students, practitioners, and other professionals with relevant scholarship. This journal is published by Universitas Ahmad Dahlan in collaboration with APS PG-PAUD PTM and APGPAUD, Indonesia
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Articles 5 Documents
 1 
Search results for , issue "vol. 8 no. 1 (2025)" : 5 Documents clear
Augmented reality (AR)-based experimental learning: A solution to overcome boredom with worksheet usage in generation alpha (Gen-A) early childhood Nuha Rahmadiah Khoirunnisa; Muslam Muslam
Journal of Early Childhood Care and Education Vol. 8 No. 1 (2025)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/jecce.v8i1.12699

Abstract

Generation Alpha (Gen-A), who have grown up in the digital era, are more interested in interactive and visual learning. However, traditional methods such as worksheets are considered monotonous, reducing motivation and engagement in learning. This study aims to implement Augmented Reality (AR) based Experimental Learning as an innovative solution to overcome the boredom of Gen-A children with conventional worksheets in Early Childhood Education (ECE). The research gap lies in the lack of exploration of AR in ECE, particularly in Indonesia, as well as the limited studies on the learning needs of early childhood. This research uses a descriptive qualitative method with observation, interviews, and document analysis at RA Nurul Ulum. The results show that conventional worksheets are boring and decrease children's learning motivation. These findings emphasize the importance of AR-based and experiential learning innovations that are adaptive to the characteristics of Gen-A, creating a more engaging and effective learning environment.
Reimagining literacy strategies in early childhood education of Indonesia: A systematic literature review Yuanita Anis Isnaini; Avanti Vera Risti Pramudyani; Dwi Hastuti; Dewi Eko Wati
Journal of Early Childhood Care and Education Vol. 8 No. 1 (2025)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/jecce.v8i1.13890

Abstract

Early childhood literacy is a fundamental skill in developing language skills, critical thinking, communication, and understanding context. However, PISA results indicate that early childhood literacy in Indonesia remains low, while the literature synthesis on how literacy is implemented in contextual and sustainable early childhood education (PAUD) settings is very limited. Therefore, this study aims to analyze research trends in the application of literacy in the PAUD environment through a Systematic Literature Review (SLR) study using a modified SLR protocol. The main database used by Google Scholar involves 21 articles published between 2017 and 2025, and analyzed thematically. The findings show that implemented literacy in early childhood education of Indonesia includes reading, writing, and storytelling skills, it implies that the concept of literacy need to be expanded. Another finding is that parents play a role in building a culture of literacy. This study recommends for a broad mastery of literacy skills to create more appropriate literacy learning in Indonesian context. It also encourages teachers to develop children's literacy skill through more various attractive activities.
Challenges and implementation of assessment in early childhood: A case study at PAUD BA Banyuaeng Ulfah; Fatimah Azzahra; Kulsum Nur Hayati
Journal of Early Childhood Care and Education Vol. 8 No. 1 (2025)
Publisher : Universitas Ahmad Dahlan

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

Abstract

Assessment in Early Childhood Education (ECE) serves to monitor children's development, but various obstacles are still encountered in the field. This research aims to identify challenges, analyze assessment techniques and instruments used by early childhood education (ECE) educators. This study employs a qualitative approach with subjects being teachers at PAUD BA Banyuaeng Klaten. Data were collected thru observations, interviews, and document analysis related to assessment practices in early childhood education (ECE). The research results show that the application of various assessment techniques, such as formative assessment, portfolios, and direct observation, can enhance educators' understanding of child development. In addition, observation sheets and assessment rubrics have proven effective in providing a comprehensive picture of children's progress. These findings indicate that educators need to receive training to develop skills in applying appropriate assessment techniques and instruments, so they can address existing challenges and support the optimal development of early childhood.
Teacher srategies in developing self-regulation in hyperactive children Wahyuni Putri Aprianti; Winda Oktaviana; Deja Putri; Wafiq Mayada
Journal of Early Childhood Care and Education Vol. 8 No. 1 (2025)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/jecce.v8i1.12317

Abstract

Research on hyperactive children in early childhood education (PAUD) generally focuses on the effectiveness of strategies in general but has not examined how teachers actually interpret and apply these strategies in specific learning contexts to develop self-regulation. This study seeks to investigate teacher strategies in developing self-regulation in children with hyperactive characteristics at RA Amanah Bunda Sungai Liuk Seberang. The study used a qualitative approach with a descriptive design. The research subjects consisted of three teachers who were purposively selected based on their direct involvement in assisting hyperactive children. Data were collected through semi-structured observations and in-depth interviews, then analyzed using the interactive model of Miles, Huberman, and Saldaña, which includes data condensation, data presentation, and drawing conclusions. The results showed that teacher strategies included an individual approach, the use of structured physical activities to channel children's energy, modifications to the learning environment, and the application of positive reinforcement. These strategies play a role in helping children improve their self-regulation skills, particularly in controlling attention, impulses, and behavior. In addition, collaboration between teachers and parents is an important factor in supporting the consistent development of self-regulation. Challenges faced include limited concentration and a tendency for impulsive behavior. This research emphasizes the importance of an adaptive, contextual, and sustainable pedagogical approach in supporting the development of self-regulation in early childhood with hyperactive characteristics.
The relationship between social support and self-acceptance among parents of children with special needs in Yogyakarta Nila Sari; Ega Asnatasia Maharani; Riana Mashar
Journal of Early Childhood Care and Education Vol. 8 No. 1 (2025)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/jecce.v8i1.16191

Abstract

Self-acceptance among parents of children with special needs is an important factor in supporting the quality of parenting and the child's development. Theoretically, social support acts as a protective factor that helps individuals psychologically adapt to stressful situations. However, previous research findings have shown inconsistent results, particularly among parents with children with diverse special needs. This study aims to examine the relationship between social support and self-acceptance among parents of children with special needs in Yogyakarta. The research uses a quantitative approach with a correlational design. The research population consisted of 2,633 parents, with a sample of 178 respondents selected thru cluster random sampling technique. The research instruments consisted of a social support scale (including emotional, instrumental, informational, and esteem aspects) and a self-acceptance scale, which were developed based on relevant theoretical concepts. Data analysis used Pearson Product Moment correlation after meeting the normality and linearity assumption tests. The research results show a significant positive relationship between social support and self-acceptance (r = 0.712; p < 0.05), indicating that the higher the social support received, the higher the level of self-acceptance among parents. These findings underscore the importance of social support as a factor related to the psychological adjustment process of parents of children with special needs. The implications of this research highlight the need to strengthen the social support system involving families, schools, and communities to enhance the psychological well-being of parents.

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