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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 193 Documents
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The Impact of YouTube Viewing Intensity and Content Type on the Language Politeness of Early Childhood (A Study of 5-6-year-Old Children in Sirnabaya Village, Karawang) Wahyuni, Sri; Rina Syafrida; Nur Rochimah
Journal of Early Childhood Education (JECE) Vol. 7 No. 2 (2025): Journal of Early Childhood Education
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/jece.v7i2.49033

Abstract

This study aims to examine the influence of YouTube viewing intensity and content type on the language politeness of children aged 5–6 years in Sirnabaya Village, Karawang Regency. This research employed a quantitative approach with an Ex Post Facto design and involved 68 respondents selected through a simple random sampling technique. Data were collected using validated questionnaires covering three variables: YouTube viewing intensity (X1), type of YouTube content (X2), and language politeness (Y). Data analysis was conducted using multiple linear regression, supported by classical assumption tests including normality, linearity, multicollinearity, and heteroscedasticity. The results showed that variable X1 had a positive and significant effect on language politeness (Sig. = 0.007), while variable X2 had a negative and significant effect on language politeness (Sig. = 0.001). The regression equation obtained was Y = 88.075 + 0.357X1 – 0.348X2. The simultaneous test (F-test) indicated that both variables jointly had a significant effect on Y, with a significance value of 0.001 and an F-value of 12.116, which is greater than the F-table value of 3.138. The coefficient of determination (R² = 0.272) showed that 27.2% of the variation in language politeness could be explained by the intensity and type of YouTube content, while the remaining 72.8% was influenced by other factors such as parenting style, social environment, and other digital media. These findings highlight the importance of parental supervision regarding the duration and type of content children watch to ensure the resulting impact is positive. Early digital literacy education is also crucial in shaping polite language behavior in children.
Literasi Gizi pada Anak Usia 5-6 Tahun Melalui Kegiatan Market Day di Tk Nasional Salomo Lestari, Trifena Eva Dwi; Anita Chandra; Nila Kusumaningtyas
Journal of Early Childhood Education (JECE) Vol. 7 No. 2 (2025): Journal of Early Childhood Education
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/jece.v7i2.49034

Abstract

Unhealthy eating habits among early childhood children are a critical issue requiring educational intervention. This study examines the effectiveness of Market Day activities as a contextual learning method to enhance nutrition literacy in children aged 5–6 at TK Nasional Salomo. Nutrition literacy is defined as a child's ability to understand, recognize, and choose healthy foods. A descriptive qualitative approach was employed, with 26 children (Groups A and B) and their teachers as subjects. Data were collected through observation, interviews, and documentation. The findings indicate that Market Day significantly boosted children's enthusiasm for recognizing healthy foods, understanding their benefits, and making nutritious food choices. The active roles of teachers and parental support were identified as key success factors. This activity was proven effective in instilling nutrition literacy values from an early age, and its findings recommend the continued development of real-world, experience-based learning methods.
Peran Guru dan Orang Tua dalam Mengembangkan Kemandirian Anak Usia 5-6 Tahun di Kelurahan Talang Benih Kecamatan Curup Gayatri, Niken; Akbari
Journal of Early Childhood Education (JECE) Vol. 7 No. 2 (2025): Journal of Early Childhood Education
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/jece.v7i2.49153

Abstract

Early childhood independence is a fundamental aspect shaped through the interaction between home and school environments. However, previous studies have focused more on urban contexts and emphasized the role of one party, either parents or teachers, without examining their synergy in a rural community setting. This study aims to describe the roles of parents and teachers in developing the independence of children aged 5-6 years in Talang Benih Village, Curup District, a rural area with distinct socio-cultural characteristics. A descriptive qualitative approach was applied, with data collection techniques including participatory observation, semi-structured interviews, and documentation. The research subjects involved parents, teachers, and children aged 5-6 years selected purposively. The results reveal that children's independence develops through three main roles performed synergistically by parents and teachers: as guides, motivators, and facilitators. Parents tend to use emotional and contextual approaches at home, while teachers emphasize structure, procedure, and social reinforcement at school. This synergy creates a consistent and supportive environment for children to internalize the values of independence. The study concludes that close collaboration between parents and teachers, albeit with different approaches, is key to effectively fostering early childhood independence in a rural environment. These findings provide an important contribution to the development of contextual and culturally-based early childhood education models.

Page 20 of 20 | Total Record : 193

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