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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 7 Documents
 1 
Search results for , issue "Vol 7, No 1 (2025)" : 7 Documents clear
THE INFLUENCE OF THE OPEN ENVIRONMENT ON THE DEVELOPMENT OF CREATIVE THINKING SKILLS IN CHILDREN AGED 5-6 YEARS AT RA NURUL ISTIQOMAH Sakdia, Kholifatus; DP, Terza Travelancya; Ali, Mahfudz
Journal of Early Childhood Education (JECE) Vol 7, No 1 (2025)
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/jece.v7i1.46374

Abstract

This study aims to determine the influence of the open environment on the development of creative thinking in children aged 5-6 years at RA Nurul Istiqomah. Nature-based learning environments provide hands-on experience through interaction with real objects, so that they can stimulate children's curiosity, imagination, and ability to explore new ideas. The method used in this study is a descriptive qualitative approach with data collection techniques in the form of observation, interviews, and documentation. The study subjects were group B children who participated in open environment learning activities. The study results show that activities such as playing in nature, using natural materials in learning, and exploring the surrounding environment directly can improve children's ability to think divergently, solve problems, and come up with original ideas. In addition, teachers also play an important role in facilitating and directing children's activities to remain under learning goals. These findings reinforce the importance of an open-environment learning approach as an effective strategy for supporting the development of creative thinking in early childhood.
EXPERT CONSENSUS ON COMPUTATIONAL THINKING LEARNING SEQUENCES FOR KINDERGARTEN USING FUZZY DELPHI METHOD Komalasari, Elis; Masnan, Abdul Halim; Norazilawati, Norazilawati
Journal of Early Childhood Education (JECE) Vol 7, No 1 (2025)
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/jece.v7i1.46568

Abstract

This study aims to develop a structured and developmentally appropriate sequence for teaching Computational Thinking (CT), specifically designed for kindergarten. In response to the increasing importance of 21st-century skills and the global push to integrate CT into early childhood education, this research addresses the gap in pedagogical strategies suitable for young learners. The Fuzzy Delphi Method was employed, involving 12 experts in early childhood education, CT, and curriculum development. The expert panel evaluated six core elements of CT: logical reasoning, abstraction, decomposition, pattern recognition, algorithm design, and evaluation. The results showed a high level of consensus (≥90.91%) with threshold values ranging from 0.101 to 0.197 and fuzzy values between 0.509 and 0.564, indicating strong agreement on the relevance and feasibility of implementing CT in kindergartens. These elements were contextualized through screen-free, interactive, and play-based activities tailored to young children's cognitive characteristics. This study contributes to early childhood education by offering a CT learning sequence grounded in empirical data and contemporary educational theory. It also addresses contextual challenges in Indonesia, such as limited digital infrastructure, by proposing cost-effective and culturally relevant pedagogical strategies. The findings demonstrate that early exposure to CT can foster foundational skills in logical thinking, creativity, and problem-solving—essential for lifelong learning. The study highlights the need for policy support, teacher training, and curriculum development to effectively integrate CT into early childhood education.
STRATEGY FOR THE DEVELOPMENT OF EARLY CHILDHOOD INSTITUTIONS WITH THE USE OF SOCIAL MEDIA IN IMPROVING THE BRANDING OF KB ASSYARBANI Diana, Sakinah Elma Putri; DP, Terza Travelancya; Kiromi, Ivonne Hafidlatil
Journal of Early Childhood Education (JECE) Vol 7, No 1 (2025)
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/jece.v7i1.46375

Abstract

This study aims to examine the strategic use of social media, particularly Instagram, as a means to strengthen branding at the Early Childhood Education institution KB Assyarbani, and to evaluate its impact on the ainstitution's visibility and reputation in the public eye. The research uses a qualitative descriptive approach, with data collected through observation, interviews, and documentation. The study focused on a social media management training program provided to ECE staff, which included skills in content editing, hashtag usage, and consistent publishing. The findings reveal that well-planned and creative social media strategies enhance audience engagement, broaden the school's promotional reach, and contribute to building a positive institutional image. Visual documentation of children's activities, parent testimonials, and student achievements, as well as uniform design and unique educational programs, were found to be key elements in crafting a strong branding narrative. However, challenges such as the risk of disseminating inaccurate information highlight the need for clear digital policies and continuous content monitoring. The implications of this study suggest that professional training and management of social media represent a crucial investment in shaping the identity of educational institutions. In conclusion, social media can serve as a strategic tool for strengthening ECE branding when used consistently, creatively, and in alignment with the institution's vision.
THE INFLUENCE OF EDUCATIONAL GAME MEDIA ON THE MATHEMATICAL ABILITY OF CHILDREN Fadhila, Rizka Amalia Nur; Kurniawati, Asih Budi; Nopiana, Nopiana
Journal of Early Childhood Education (JECE) Vol 7, No 1 (2025)
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/jece.v7i1.46422

Abstract

This study was motivated by the low mathematical ability of children aged 5–6 years, which is mostly caused by learning methods that are less interesting and tend to be monotonous. Learning at the ECE level generally still focuses on the use of worksheets and teacher-dominated approaches, so that children are less actively involved in the learning process. The purpose of this study was to determine the extent to which educational game media, especially the modified monopoly board game, can improve children's mathematical understanding. This study used a quantitative approach with a quasi-experimental design (non-equivalent control group design). The sample consisted of 18 children selected through purposive sampling techniques. Data collected through structured observation and analyzed using the N-Gain formula and the Mann-Whitney U test. The results showed that the N-Gain value of 0.84 was classified as high, and the Mann-Whitney test showed a significance of 0.000 <0.05. This means that there is a significant difference between the experimental and control groups, so that the alternative hypothesis is accepted. Thus, the monopoly game is proven to be effective in improving the mathematical abilities of early childhood children.
TEACHERS’ CHALLENGE IN TEACHING THE PREVENTION OF SEXUAL ABUSE IN DISABILITIES Sudirman, Siska Bradinda Putri; Afriandi, Irvan; Winarno, Gatot N.A; Rusmil, Kusnandi; Arisanti, Nita
Journal of Early Childhood Education (JECE) Vol 7, No 1 (2025)
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/jece.v7i1.46592

Abstract

Individuals with disabilities are one of the most vulnerable people due to sexual abuse. A recent study found that 31.7% of children with disabilities experience violence, and these children are at twice the risk of being subjected to violence compared to children without disabilities. This alarming disparity underscores the crucial role of educators. Teachers, given their professional roles with special needs students, are uniquely positioned to provide essential sexual education and protective guidance in schools. To explore the challenge faced by teachers in special schools in teaching the prevention of sexual abuse among children with special needs. The methodology used included a qualitative method with a phenomenology approach using in-depth interviews with 11 teachers in special schools and analysis of data was done using qualitative thematic analysis. Four themes emerged summarizing such as type of disabilities, teacher’s competence, environment, and implementation of health reproduction in school. Most teachers revealed that the challenge in teaching sexual abuse prevention is a limitation in a student's ability to learn, teacher’s limited knowledge in handling the students, neglectful parenting, lack of training for teachers, and non-inclusive health reproduction programs. This study showed that the experience of special school teachers in preventing sexual abuse is considered to have been done well but not maximized due to the challenges felt by teachers. Programs should encourage development of skills and knowledge of special school teachers. Sexual abuse prevention education for children with disabilities can be made a special program in special schools.
INTRODUCTION OF HOUSES OF WORSHIP TO INSTILL THE VALUES OF RELIGIOUS MODERATION FOR GROUP B STUDENTS IN KINDERGARTEN KARTIKA XX-12 Rading, Astira; Tadzkirah, Tadzkirah; Bahtiar, Bahtiar; Natsir, Tri Ayu Lestari
Journal of Early Childhood Education (JECE) Vol 7, No 1 (2025)
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/jece.v7i1.46546

Abstract

Instilling the values of religious moderation from an early age is a strategic step in forming a tolerant and inclusive character in children. This study aims to describe the introduction of houses of worship as a medium for learning the values of religious moderation in group B students in Kartika XX-12 Kindergarten. The approach used is a qualitative approach with a descriptive method. Introduction activities are carried out through various methods, such as illustrated stories, virtual visits to houses of worship (mosques, churches, temples, and monasteries), and simple discussions tailored to the child's developmental level. The results of the activity showed that children began to get to know various types of houses of worship along with their social functions and noble values contained in them, such as mutual respect, empathy, and coexistence in differences. The child's response was very positive, shown by high curiosity and the ability to correctly pronounce the names of houses of worship and related religions. Teachers play an important role as facilitators in guiding discussions and directing children's understanding in a moderate and inclusive direction. In conclusion, the introduction of houses of worship is effective as an educational means of instilling the values of religious moderation in early childhood. This activity also supports the development of character values by the Merdeka Curriculum (an Indonesian Curriculum), which emphasizes the importance of tolerance and diversity. 
BETWEEN SCREENS AND SUPERVISION: A SYSTEMATIC REVIEW OF PARENTAL AND TEACHER ROLES IN MANAGING TECHNOLOGY USE IN EARLY CHILDHOOD Syafrida, Rina; Muzzamil, Ferdy; Rahayu, Ega Trisna
Journal of Early Childhood Education (JECE) Vol 7, No 1 (2025)
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/jece.v7i1.46646

Abstract

The application of digital technology in early childhood poses challenges in balancing educational benefits and potential risks. This study aims to systematically review the role of parents and teachers in guiding the use of technology by children aged 0–6 years. Using the PRISMA guidelines, 22 empirical studies and literature reviews from 2017–2025 were analysed through a thematic approach. Three main themes were identified: (1) analysing parental mediation strategies; (2) identifying the forms and effectiveness of collaboration between parents and teachers; (3) examining gadget management and screentime; (4) exploring the relationship between mediation strategies, parent collaboration and screentime regulation. The review highlights the importance of aligned collaboration between teachers and parents to foster healthy digital habits from an early age. This study recommends the development of integrated policies, professional training for teachers, and digital education for parents as strategic steps toward building a supportive technological environment for children.

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