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Child Education Journal
Published by Universitas Nahdlatul Ulama Surabaya
ISSN : 2685189X     EISSN : 26851903     DOI : https://doi.org/10.33086/cej
Core Subject : Education,
Education
Child Education Journal (CEJ) dikelola oleh Tim Redaksi Jurnal dari Fakultas Keguruan dan Ilmu Pendidiakn (FKIP) UNUSA yang diterbitkan oleh Unusa Press. Fokus CEJ adalah pada bidang pendidikan yang secara khusus memiliki ketertarikan pada hasil-hasil penelitian pendidikan anak. Tujuan jurnal ini adalah untuk menampung dan menyebarkan informasi hasil-hasil penelitian tentang fenomena, model pembelajaran inovatif, manajemen pendidikan,pendidikan karakter bagi anak-anak dan kebijakan tentang pendidikan anak.
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Articles 120 Documents
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The AEWake Model: An AI-Enabled Instructional System for Enhancing Executive Function and Islamic Growth Mindset in Early Learners Budiarti, Erna; Solehudin, Rd. Heri; Rahayu, Balqis Shinta; Hariangwibawa, Elyasa; Priyanti, Nita
Jurnal Pendidikan Anak Vol 7 No 3 (2025): Child Education Journal
Publisher : Universitas Nahdlatul Ulama Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33086/cej.v7i3.8415

Abstract

In today's era of digital transformation and artificial intelligence, executive function skills and adaptive character are crucial competencies for students to face complex future challenges. Teaching that integrates interactive media based on smart technology with a spiritual values ​​approach is seen as an effective and creative strategy to cultivate these skills from an early age. Although previous research has focused on basic digital literacy, evaluation of the impact of teaching that combines cognitive and spiritual aspects holistically is still limited. This study aims to develop and test the effectiveness of an instructional system based on the AEWake model through a smart puzzle barcode hijaiyah media designed to stimulate executive function while instilling an Islamic Growth Mindset. Using a Research and Development (R&D) method with an adapted development model, the study involved 90 early childhood children as test subjects. Data collection techniques were carried out through structured observations based on the AEWake instrument and digital documentation, which were then analyzed using inferential statistics to measure the media's effectiveness. The results showed that the use of this instructional media had a significant positive impact on improving children's directed attention, self-control, and cognitive flexibility. The findings revealed that digital scaffolding through interactive content was a key variable influencing learning success, while the use of recycled materials was shown to increase sensory comfort without reducing the effectiveness of the technology. It is concluded that the integration of AI-enabled technology and Islamic values ​​is able to support sustainable cognitive and character development in the PAUD environment.
Adaptive AI-Driven Formative Assessment in Early Childhood Education: A Systematic Review and Meta-Analysis on Cultivating Social-Emotional Learning and Early Moderation Sari, Nurratri Kurnia; Wicaksana, Muhlis Fajar; Rahman, Md. Anisur
Jurnal Pendidikan Anak Vol 7 No 3 (2025): Child Education Journal
Publisher : Universitas Nahdlatul Ulama Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33086/cej.v7i3.8412

Abstract

In today's era of digital transformation and the dominance of artificial intelligence, cognitive and social-emotional skills, such as social-emotional learning (SEL) and early moderation, have become vital competencies for students from an early stage of education. Adaptive instructional systems (Adaptive AI)-based instruction integrated with automated formative assessment is seen as an effective and creative strategy to enhance these skills through in-depth personalized learning. Over the past two decades, research on immersive technology has increased rapidly, but evaluation of its impact on character development and moderation attitudes in early childhood remains very limited. This study evaluates the impact of Adaptive AI-driven instruction on students' SEL skills and moderation behaviors, and systematically investigates the key factors contributing to their cognitive and affective development. The primary objective of this study is to map the effectiveness of AI-based formative assessment in monitoring the development of digital tolerance and resilience values ​​from an early age through integrative quantitative evidence. The method used was a Systematic Literature Review (SLR) and meta-analysis of 137 empirical studies indexed in the Scopus database from 2000 to 2026. Data analysis was conducted using the Google Colab platform using the R programming language (metafor package) to calculate effect sizes and ensure data transparency. Key findings indicate that adaptive instructional systems have a significant positive impact on children's emotional maturity and inclusive attitudes. Variables such as scaffolding features in AI interactions and multimodal communication strategies were shown to significantly influence outcomes, while geographic location factors had no significant impact. In conclusion, the ethical integration of AI has profound implications for the development of early childhood education curricula based on digital resilience and moderation.
Developing Mathematical Creativity in Early Grades: Impact Analysis of Geometric Problem Solving on Student Cognitive Levels Afifah, Ani; Karim, Samuel
Jurnal Pendidikan Anak Vol 7 No 3 (2025): Child Education Journal
Publisher : Universitas Nahdlatul Ulama Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33086/cej.v7i3.8424

Abstract

In today's digital era, critical and creative thinking skills are crucial for students to adapt to the demands of the 21st century. Creative and effective teaching, such as geometric problem solving, is considered an attractive strategy to enhance these skills. This study was conducted to evaluate the impact of geometric problem solving teaching on students' cognitive development at the elementary level, where previous research has focused more on the development of cognitive and psychomotor skills. The main objective of this study was to analyze the level of mathematical creativity of early grade students in solving geometric problems involving triangles and quadrilaterals. Using a qualitative descriptive approach, this study involved three students with different levels of mathematical ability. Data were collected through validated problem-solving tasks, in-depth interviews, and documentation, then analyzed based on indicators of fluency, flexibility, originality, and elaboration. The results showed significant differences in students' cognitive levels: students with high ability achieved Creative Thinking Level (CTL) 4, students with medium ability achieved CTL 2, and students with low ability achieved CTL 0. The integration of non-routine geometric problems from the early grades is crucial for mapping and stimulating students' creative potential. These findings provide practical implications for educators in designing inclusive learning interventions to accelerate the achievement of basic numeracy literacy and 21st-century skills in accordance with the global mandate of the SDGs.
Cultivating Language Confidence in Primary Learners: The Synergy of Picture Story Media and Bandura’s Self-Efficacy in Regional Language Pedagogy Prahastiwi , Eka Danik; Minsih, Minsih; Muhammad , Siti Norlina
Jurnal Pendidikan Anak Vol 7 No 3 (2025): Child Education Journal
Publisher : Universitas Nahdlatul Ulama Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33086/cej.v7i3.8436

Abstract

Javanese language learning in schools base face various challenges , especially low interest Study students and lack of trust self in use Language area . Research This aim For analyze effectiveness use of storytelling media illustrated in increase ability Javanese language and student self-efficacy based on Bandura's theory . Research use quasi-experimental type design one-group pretest–posttest with involving 10 students class IV in one of the school basis in East Java. The instruments used covering test ability Javanese language and self-efficacy questionnaire developed based on four Bandura's sources of self-efficacy. Research results show existence improvement significant on ability language and students' self-efficacy levels after learning using story media illustrated , which is proven through paired t-test results (p < 0.05). Story media illustrated give contribution through mastery experiences , vicarious experiences , verbal persuasion , as well as improvement condition emotional positive students . Findings This strengthen relevance Bandura's theory in context learning Language area and emphasized that the story media illustrated is an effective , interesting and capable learning strategy build trust self students . Research This give implications important for teachers and developers curriculum in increase quality Javanese language learning in schools base
Integrating Blue and Green Economy Philanthropy into Eco-Pedagogy: A Strategic Framework for Strengthening Village SDGs and K-12 Digital Resilience Yusuf Yusuf; Hanim Misbah
Jurnal Pendidikan Anak Vol 8 No 1 (2026): Child Education Journal
Publisher : Universitas Nahdlatul Ulama Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33086/cej.v8i1.8474

Abstract

The rapid transition toward a sustainable global economy necessitates a fundamental shift in K-12 education, particularly in integrating environmental ethics with digital literacy. This research evaluates how Blue and Green Economy philanthropy can be strategically integrated into eco-pedagogy to strengthen Village SDGs and foster digital resilience among students (Ages 7-18). Utilizing a Systematic Literature Review (SLR) and content analysis of high-impact publications (2020-2025), this study proposes a novel "Interdisciplinary Sustainability Framework" (ISF). The findings indicate that philanthropy-driven eco-pedagogy, when integrated through digital-based environmental monitoring apps, social-media-driven climate campaigns, and VR/AR immersive learning environments, significantly enhances students' digital resilience and critical inquiry. The results highlight that teacher-led scaffolding is the most dominant variable in successful implementation, while infrastructure-only philanthropy without pedagogical integration shows minimal impact on character resilience. This study implies that for Village SDGs to be sustainable, philanthropic investments must prioritize the synergy between eco-literacy and digital ethics, funded through sustainable tech grants, within rural educational settings.
Transdisciplinary Synergy in Inclusive Early Childhood Education: Integrating Special Education Expertise and Strategic Management for Service Quality Dewi Cahyaningrat; Dian Sudiantini; Azlan Bin Saflie
Jurnal Pendidikan Anak Vol 8 No 1 (2026): Child Education Journal
Publisher : Universitas Nahdlatul Ulama Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33086/cej.v8i1.8669

Abstract

Purpose: This study aims to analyze the convergence between early childhood special education expertise and strategic management science—viewed as a social-institutional factor—on inclusive early childhood education (ECE) management and its subsequent impact on service quality for children with disabilities in Serang City, Banten Province, Indonesia. Methodology: This quantitative explanatory study involved 168 respondents (38 principals and 130 teachers) from 38 ECE institutions selected through purposive sampling. Data were collected using structured questionnaires with a five-point Likert scale and analyzed using PLS-SEM with SmartPLS 4.0. Instrument content validity was ensured through expert judgment by three academic panelists. Findings: The results demonstrate that educational leadership with special education insight (β = 0.394; p < 0.001), strategic management functions adapted for inclusivity (β = 0.331; p < 0.001), and multi-sector stakeholder collaboration (β = 0.317; p < 0.001) positively influence inclusive ECE management. Inclusive ECE management significantly enhances educational service quality (β = 0.578; p < 0.001). The collaboration between these distinct disciplines explains 71.4% of the variance in inclusive ECE management (R² = 0.714). The study confirms that collaborative capability serves as a Valuable, Rare, Inimitable, and Non-substitutable (VRIN) strategic resource. Implications: The findings emphasize the critical importance of transdisciplinary synergy between special education specialists and strategic management practitioners. Recommendations include establishing interdisciplinary teams at the institutional level, developing integrated training programs, and designing collaborative policy frameworks to foster sustainable institutional change. Originality/Value: Grounded in the Resource-Based View (RBV) theory, this research provides the first empirical evidence regarding the synergistic value of combining management science and special education within the K-12 ecosystem. It demonstrates that social-institutional factors, driven by expertise collaboration, are the primary keys to effective inclusive education.
Optimizing Digital Learning Infrastructure: A Framework for Cultivating Digital Literacy in K-12 Educational Ecosystems Nazar Husein; Amodu Salisu Ameh
Jurnal Pendidikan Anak Vol 8 No 1 (2026): Child Education Journal
Publisher : Universitas Nahdlatul Ulama Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33086/cej.v8i1.8798

Abstract

In the contemporary era, digital literacy has emerged as a fundamental prerequisite for students within the K-12 educational ecosystem (ages 0–18). This study investigates the critical role of digital learning infrastructure and institutional frameworks in empowering young learners to navigate, evaluate, and create information effectively. By analyzing the convergence of technological and social-institutional factors, the research highlights key components of digital literacy—including information literacy, cyber security awareness, and digital citizenship—as essential tools for personal and academic development. The study further explores strategies for integrating these competencies into the school curriculum, providing professional development for educators, and bridging the digital divide to ensure equitable access. Findings suggest that a multifaceted approach involving educators, policymakers, and community partnerships is necessary to cultivate a safe and responsible digital environment. Ultimately, this research provides a comprehensive framework for educational institutions to foster lifelong learning and adaptive skills among students, preparing them to thrive in an increasingly technology-driven society
Reconceptualizing Parental Awareness in Early Childhood Learning: A Qualitative Study of Its Dynamic and Interpretive Dimensions Regita Riani Putri; Saharudin Saharudin; Syahrial Syahrial; Urip Sulistiyo; Benoudjafer Ibtissam
Jurnal Pendidikan Anak Vol 8 No 1 (2026): Child Education Journal
Publisher : Universitas Nahdlatul Ulama Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33086/cej.v8i1.8539

Abstract

Purpose: This study addresses a critical theoretical gap in early childhood education by reconceptualizing parental awareness not as a static set of observable practices, but as a dynamic, interpretive process. Methodology: Employing a qualitative single-case study design, this research involved semi-structured interviews with six parents of early childhood learners. Data analysis was conducted using inductive thematic analysis supported by NVivo to explore the subjective processes through which parents make meaning of their children’s learning experiences. Findings: The findings reveal that parental awareness is a context-dependent, socially constructed process shaped by continuous interactions across home, school, and social environments. Four interrelated dimensions emerged: (1) awareness in school transition, (2) awareness of children’s learning patterns in daily activities, (3) awareness in educational decision-making within social contexts, and (4) awareness shaped through school communication. These results demonstrate that parents actively interpret, negotiate, and reconstruct their understanding of children’s learning rather than merely implementing predefined pedagogical practices. Implications: This research extends existing bio-psycho-social-digital frameworks by shifting the focus from measurable involvement to the internal, reflective processes that underpin meaningful parental engagement. Recommendations: Future pedagogical and institutional efforts should prioritize strengthening collaborative communication frameworks that support parents in their role as reflective agents, thereby ensuring more holistic and resilient learning ecosystems. Originality/Value: Grounded in the necessity of socio-pedagogical integration, this research provides empirical insight into the subjective dimensions of parental awareness, offering a more holistic lens for understanding parent–child–school interactions in contemporary early childhood settings.
Fostering Pro-Environmental Attitudes in Early Childhood: Project-Based Learning as a Pedagogical Innovation for Greenpreneurship Development Endang Sungkawati; Ni Wayan Suarniati; Oleh Predmestnikov; Ionut Cristian Scurtu
Jurnal Pendidikan Anak Vol 8 No 1 (2026): Child Education Journal
Publisher : Universitas Nahdlatul Ulama Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33086/cej.v8i1.8674

Abstract

Purpose: This study examines the effectiveness of Project-Based Learning (PjBL) as a pedagogical innovation to nurture greenpreneurship attitudes among kindergarten students, aligning with Education for Sustainable Development (ESD) principles. Methodology: This study employed a quantitative observational approach, involving 39 students at Kuncup Melati Kindergarten, Blitar. Data were gathered through structured observation instruments measuring children’s greenpreneurship attitudes across four dimensions: environmental awareness, eco-friendly creativity, responsibility, and initiative. Analysis was conducted using descriptive statistics and simple linear regression to assess the impact of PjBL implementation on the development of these attitudes. Findings: The results demonstrate a significant positive improvement in children’s greenpreneurship attitudes following the PjBL intervention, with a regression coefficient of 0.404. Environmental awareness and responsibility emerged as the most developed dimensions, while creativity and initiative showed meaningful progress. Statistical analysis confirmed that PjBL significantly influences the development of a sustainable entrepreneurial mindset (p < 0.05). Implications: The findings underscore that PjBL serves as an effective operational framework for integrating ESD into early childhood education, transforming abstract sustainability concepts into concrete, actionable learning experiences. Recommendations: Educators and policymakers should prioritize project-based, sustainability-focused curricula to foster innovative and environmentally conscious future generations. Originality/Value: By expanding the scope of greenpreneurship to the early childhood level, this research provides empirical evidence that sustainability-oriented pedagogical innovations can effectively cultivate proactive character traits and environmental responsibility from an early age.
Socio-Pedagogical Resilience in High-Risk Zones: Re-evaluating Community Policing Models for Safeguarding Child Rights in K-12 Educational Environment Derese Simegnew Alehegn; R Karunakaran; Bantyergu Engida
Jurnal Pendidikan Anak Vol 8 No 1 (2026): Child Education Journal
Publisher : Universitas Nahdlatul Ulama Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33086/cej.v8i1.8799

Abstract

Purpose: This study investigates the strategic re-evaluation of community policing as a mechanism for building socio-pedagogical resilience and safeguarding child rights within K-12 educational environments in high-risk zones. Methodology: This mixed-methods study utilized a descriptive research design, gathering quantitative survey data from 328 community members and front-line police, complemented by qualitative interviews with senior officials in Addis Ababa. Data analysis focused on assessing the implementation effectiveness and the correlation between policing partnerships and security outcomes. Findings: The results reveal that current community policing practices, with a grand mean of 2.564, are not yet fully effective in ensuring absolute safety. While obstacles such as trust issues, resource scarcity, and traditional beliefs regarding police-exclusive problem-solving hinder progress, statistical evidence confirms a significant positive relationship between community policing partnerships and the enhancement of safety within the educational ecosystem. The integrated partnership approach, bridging technical and local practical knowledge, explains the essential framework for fostering community ownership. Implications: The findings underscore the necessity of an integrated model that aligns security initiatives with inclusive educational policies to protect students. Recommendations: Future efforts should focus on strengthening collaborative frameworks between police, educational institutions, and the community to improve collective efficacy and student well-being. Originality/Value: Grounded in the necessity of social-institutional integration, this research provides empirical insight into how re-evaluating community policing models can serve as a vital safeguard for child rights and socio-pedagogical resilience in vulnerable environments.

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