cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Ratna Faeruz
Contact Email
Ratnaf@uinjkt.ac.id
Phone
+6287789923250
Journal Mail Official
jece.journal@uinjkt.ac.id
Editorial Address
Gedung PPG Syarif Hidayatullah Jakarta Jl. Raya Bojong Sari Baru, Kec. Bojongsari, Kota Depok, Jawa Barat 16516 Principal Contact Siti Khadijah Editor in Chief Syarif Hidayatullah State Islamic University Jakarta Phone: 081919071010 Email: jece.journal@uinjkt.ac.id Support Contact Ratna Faeruz Email: ratnaf@uinjkt.ac.id
Location
Kota tangerang selatan,
Banten
INDONESIA
Journal of Early Childhood Education (JECE)
Published by Universitas Islam Negeri Syarif Hidayatullah Jakarta
ISSN : 26862492     EISSN : 27158918     DOI : -
Core Subject : Religion, Health, Science, Education,
Religion Education Library & Information Science Nursing
Journal of Early Childhood Education contains of articles that include conceptual ideas studies and application of theories. practitioners writing and research and learning outcomes in Early Childhood Education and Islamic Early Childhood Education. Journal of Early Childhood Education has become a CrossRef Member since year 2019.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 5 Documents
 1 
Search results for , issue "Vol 5, No 1 (2023)" : 5 Documents clear
STRATEGI GURU DALAM MENGEMBANGKAN DISIPLIN POSITIF PADA ANAK TK Cucum Sumiati; Hamid Patilima
Journal of Early Childhood Education (JECE) Vol 5, No 1 (2023)
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/jece.v5i1.34415

Abstract

Teachers have a central role in shaping and developing positive discipline in kindergarten children. Positive discipline has been recognized as an effective approach in managing children’s behavior by emphasizing principles such as open communication, active teaching and positive reinforcement. This study aims to explore various strategies and tactics used by teachers in developing positive discipline in kindergarten children, especially in Assuryaniyah Islamic Kindergarten in Bekasi City. The research method used is qualitative research with a case study approach. The informants in this study were 2 classroom teachers. Data collection techniques used observation, interviews and documentation. From the analysis, the researchers found that in developing positive discipline in children, the teacher’s strategy was not only to act as a model (example) who showed appreciation, patience and empathy in interacting with children, but also as a motivator who supported the process of developing positive discipline in children, becoming a facilitator in designing clear rules and fair consequences so that children understand the consequences of their actions, becoming a mediator (intermediary) who helped children solve problems wisely and becoming an evaluator by collaborating with parents in developing positive discipline in children.
HUBUNGAN KEMAMPUAN SOSIAL DAN KECERDASAN EMOSIONAL TERHADAP FUNGSI EKSEKUTIF ANAK USIA DINI Asnawati Wulandari; Debie Susanti
Journal of Early Childhood Education (JECE) Vol 5, No 1 (2023)
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/jece.v5i1.32912

Abstract

Early childhood education is the spearhead of the success of early childhood development, therefore research is conducted to see and analyze the relationship between social skills and emotional intelligence on the executive function of early childhood in order to provide appropriate follow-up stimulation in the future. The method used in this study is a quantitative approach. The research sample was 99 children of kindergarten group A students in Bekasi City, West Java Province, who were selected through multistage cluster random sampling technique where the sample selection was done in two or more stages. Data collection techniques were carried out through questionnaires administered online using Google Form filled by Teachers and Parents. Data analysis techniques used include analysis test and hypothesis test. The results showed that there was a positive relationship between (1) social skills and executive function of children, (2) emotional intelligence and executive function of children, (3) social skills and emotional intelligence and executive function of children. This means that the results of this study can be concluded that there is a relationship between social skills and emotional intelligence on the executive function of early childhood.
EXPLORING THE CHALLENGES ON THE IMPLEMENTATION OF INCLUSIVE EDUCATION IN EARLY CHILDHOOD EDUCATION: A CASE OF CHILDREN WITH DISABILITIES Athumani Juma Mgaya; Yohana Richard Gesase
Journal of Early Childhood Education (JECE) Vol 5, No 1 (2023)
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/jece.v5i1.25831

Abstract

Particularly the study explored if the absence of trained and qualified teachers in early childhood, stigma on students with disabilities, unsuitable infrastructures, and improper methodologies for instruction and curriculum were features that obstruct the stipulation of special needs education in preschool. The study was carried out in 10 preschools, which were randomly selected in Morogoro Municipality involving teachers and heads of preschools. The descriptive design was employed while using a mixed method to analyze the variables and more interpretation whereby instruments employed were questionnaires and interviews.  Statistical analysis was employed using ANOVA and Chi-square with p-value ≤ .05 and CL of 0.95 with the support of percentages, tables, and charts. Participation and self-esteem, motivation, benefits as well as the type of disability seem to greatly influence the accomplishment of inclusive education. On the other side insufficient teacher training, deficient materials for learning and teaching, and unsuitable curriculum were observed to slow down the execution of inclusive education. Results of this study showed that there is an unfavorable environment for learning, and the minimum point of understanding and knowledge on content about special needs education among teachers. It is expected that these findings will help and support the Ministry of Education to design, manage, and administer inclusive education in early childhood education adequately and in a proper manner.
PARENT CONTROL RELATIONSHIP IN USE GADGETS WITH THE RESPONSIBILITY OF LEARNING CHILDREN AT RA MIFTAHUL ANWAR PADEMANGAN NORTH JAKARTA Yayah Nurmaliyah; Syifa Fauziyah Putri
Journal of Early Childhood Education (JECE) Vol 5, No 1 (2023)
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/jece.v5i1.33993

Abstract

The aim of this study was to examine the relationship between parental supervision of gadget usage and children's learning responsibility. The research was conducted at RA Miftahul Anwar in Pademangan, North Jakarta. The research method used was quantitative, and the study design was correlational. The participants of the study were all the parents of students at RA Miftahul Anwar, totaling 23 individuals, and the sampling technique used was total sampling or saturated sampling. The data collection technique employed was a questionnaire consisting of items related to parental supervision of gadget usage and children's learning responsibility. The data were analyzed using the Pearson product-moment correlation with SPSS 22.The results of the study showed a correlation coefficient of 0.662 and a significance value of 0.001 < 0.05. Additionally, the calculated t-value (4.045) was greater than the tabulated t-value (2.080). Therefore, it can be concluded that there is a significant relationship between parental supervision of gadget usage and children's learning responsibility.
KINDERGARTEN TEACHERS’ CHALLENGES TO THE TEACHING OF LITERACY SKILLS AMONG KINDERGARTENERS IN SHAMA DISTRICT OF GHANA Samuel Oppong Frimpong; Anthony Anthony; Woode-Eshun Woode-Eshun
Journal of Early Childhood Education (JECE) Vol 5, No 1 (2023)
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/jece.v5i1.32052

Abstract

The purpose of this study was to identify the challenges teachers face when teaching literacy skills among early graders, specifically kindergarteners and how the identified challenges impede their smooth teaching of literacy skills. The study employed ethnography design. Data was gathered through semi-structured interview guide. Purposive sampling technique was used to sample 12 participants for the interview. Data were analyzed using content and thematic analysis procedures.  The findings from the study revealed that challenges teachers encountered were related to; large class size, inadequate instructional resources, insufficient in-service training, and continuous professional development programs, learning disorders, and absence of supportive adults in the lives of kindergarteners. It was recommended that Shama District Education Directorate in collaboration with headteachers of the selected schools should organize in-service training for teachers to expose them to current trends in literacy instructional skills, train them on how to assist learners with disorders, and how to manage large class size. Again, Directorate of Education in collaboration with headteachers should organize Parent Association meetings and seminars to enlighten   parents and community members on the need to support and participate in their children’s education.

Page 1 of 1 | Total Record : 5

 1 

Filter by Year

2023 2023


Reset
Filter By Issues
All Issue Vol. 7 No. 2 (2025): Journal of Early Childhood Education Vol 7, No 1 (2025) Vol 6, No 2 (2024) Vol. 6 No. 2 (2024) Vol 6, No 1 (2024) Vol. 6 No. 1 (2024) Vol. 5 No. 2 (2023) Vol 5, No 2 (2023) JECE (Journal of Early Childhood Education) | Vol. 5 No. 1 June 2023 Vol. 5 No. 1 (2023) Vol 5, No 1 (2023) Vol. 4 No. 2 (2022) Vol 4, No 2 (2022) JECE (Journal of Early Childhood Education) | Vol. 4 No. 2 December 2022 Vol 4, No 1 (2022) JECE (Journal of Early Childhood Education) | Vol. 4 No. 1 June 2022 Vol. 4 No. 1 (2022) Vol 3, No 2 (2021) Vol. 3 No. 2 (2021) JECE (Journal of Early Childhood Education) | Vol. 3 No. 2 December 2021 JECE (Journal of Early Childhood Education) | Vol. 3 No. 1 June 2021 Vol 3, No 1 (2021) Vol. 3 No. 1 (2021) JECE (Journal of Early Childhood Education) | Vol. 2 No. 2 December 2020 Vol 2, No 2 (2020) Vol. 2 No. 2 (2020) JECE (Journal of Early Childhood Education) | Vol. 2 No. 1 June 2020 Vol. 2 No. 1 (2020) Vol 2, No 1 (2020) Vol 1, No 2 (2019) Vol. 1 No. 2 (2019) JECE (Journal of Early Childhood Education) | Vol. 1 No. 2 December 2019 More Issue