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Atfaluna: Journal of Islamic Early Childhood Education
Published by Institut Agama Islam Negeri Zawiyah Cot Kala Langsa
ISSN : 26558572     EISSN : 26558009     DOI : -
Core Subject : Education,
Education
Focus and Scope of Atfaluna: Journal of Islamic Early Childhood Education is research, study and analysis related to early childhood include; development of moral and religious values, physical motor development, emotional social development, cognitive development, language development, artistic and creative development, parenting, parenting, management institution of early childhood education, early child development assessment, child development psychology, child empowerment, ,learning strategy, Educational tool play, instructional media, innovation in early childhood education and various fields related to Early Childhood Education.
Arjuna Subject : -
Articles 153 Documents
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Seeing to Choose: Understanding Parental Visual Preferences in Selecting Early Childhood Equipment Dinda Robayanti; Ridha Ainnunnisa
Atfaluna Journal of Islamic Early Childhood Education Vol 8 No 2 (2025): July-December 2025
Publisher : Atfaluna: Journal of Islamic Early Childhood Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/atfaluna.v8i2.12649

Abstract

This study aims to identify parents’ color preferences, sources of visual inspiration, and the roles of family members in decision-making when selecting products for early childhood. Using a quantitative descriptive approach, data were collected through an online survey involving 185 parents. The instrument included a color preference scale, Likert-based attitude statements, and comparative visual image selections. Descriptive statistical analysis was employed to interpret the data. The findings indicate that bright colors remain dominant for products such as toys and clothing, reflecting associations with playfulness and stimulation. In contrast, neutral tones, such as beige and earth colors, are more frequently preferred for educational products and room settings, as they are perceived to promote calmness and visual comfort for children. Direct visual encounters with products and exposure to social media content emerge as the primary sources of visual inspiration. At the same time, mothers are identified as the main decision-makers regarding children’s product selection within the family. These results suggest that parents’ visual choices are shaped not only by functional considerations but also by lifestyle aspirations and aesthetic values believed to support children’s development. Within this context, color functions as a symbolic representation of family identity and parental expectations for children’s everyday environments. This study recommends that designers, manufacturers, and early childhood education practitioners give greater consideration to visual aspects in product development and calls for further research on the developmental implications of visual design in early childhood settings.
Creativity among Prospective Early Childhood Teachers: The Effects of Screencast-O-Matic-Assisted Project-Based Learning Jelita Jelita; Fenny Anggreni
Atfaluna Journal of Islamic Early Childhood Education Vol 8 No 2 (2025): July-December 2025
Publisher : Atfaluna: Journal of Islamic Early Childhood Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/atfaluna.v8i2.12707

Abstract

This study investigated the effect of Screencast-O-Matic–assisted Project-Based Learning (PjBL) on the creativity of prospective Islamic early childhood education teachers in higher education. A quantitative method with a descriptive-associative design was employed. The participants were 75 sixth-semester students from the Islamic Early Childhood Education program at IAIN Langsa, Aceh, selected using the Slovin sampling technique. Data were collected using an observation checklist measuring four dimensions of creativity - fluency, flexibility, originality, and elaboration - and a questionnaire capturing students' responses toward the implementation of Screencast-O-Matic–assisted PjBL. Data analysis was conducted using Pearson's product–moment correlation, t-tests, and simple linear regression in SPSS version 20. The findings revealed that PjBL supported by Screencast-O-Matic had a positive and statistically significant effect on students' creativity (t = 2.312, p = 0.004). However, the strength of this relationship was relatively weak (r = 0.370), indicating that the learning model contributed only marginally to overall creativity development. Further analysis showed that the contribution of technology-assisted PjBL was not evenly distributed across creativity dimensions. The learning model was more effective in enhancing students' elaboration skills, particularly in organizing, developing, and presenting ideas in a structured manner, while its effect on originality remained limited. These results suggest that Screencast-O-Matic–assisted PjBL supports structured idea development rather than the generation of genuinely novel ideas, especially when instructional design does not explicitly target divergent thinking and originality. Consequently, although the learning model demonstrates a statistically significant contribution to creativity, the research objectives were only partially achieved. Future research is therefore recommended to employ mixed-method or experimental designs, develop project tasks that explicitly target originality and divergent thinking, and examine the long-term effects of technology-assisted PjBL on broader pedagogical competencies and professional readiness across diverse educational contexts.
Measuring Openness, Conflict, and Dependency: Validation of the Student–Teacher Relationship Scale among Indonesian Youth Learners Fidrayani Fidrayani; Yenny Rahmawati; Dewi Salistina; Nuraida; Novita Ashari
Atfaluna Journal of Islamic Early Childhood Education Vol 8 No 2 (2025): July-December 2025
Publisher : Atfaluna: Journal of Islamic Early Childhood Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/atfaluna.v8i2.12726

Abstract

This study aimed to adapt the Student–Teacher Relationship Scale into Indonesian and to examine its psychometric reliability in the Indonesian educational context. The research participants were Indonesian teachers working with youth learners, selected through purposive sampling based on their direct instructional involvement with students. The adaptation process employed a quantitative methodological approach and followed standard cross-cultural procedures, including forward translation, back-translation, expert judgment, and cultural refinement to ensure semantic and conceptual equivalence. Data were collected using STRS which measures three core dimensions of teacher–student relationships: openness, conflict, and dependency. Reliability analysis was conducted using Cronbach’s alpha to assess internal consistency. The results indicated that the Indonesian version of the instrument demonstrated high reliability, with a Cronbach’s alpha coefficient of 0.894, suggesting strong internal consistency across items. Minor linguistic adjustments were implemented to enhance cultural appropriateness without altering the theoretical constructs measured by the scale. To sum up, the findings indicate that the Indonesian adaptation of the Student–Teacher Relationship Scale is a reliable instrument for assessing teacher–student relationship quality in Indonesian educational settings. The adapted scale can be applied by researchers and educational practitioners to better understand relational dynamics that contribute to children’s school adjustment and to inform educational intervention.

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