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Journal of Childhood Development
Published by Universitas Ma'arif Lampung
ISSN : -     EISSN : 27768082     DOI : https://doi.org/10.25217/jcd.v1i1.1468
Core Subject :
Journal of Childhood Devlopment includes prenatal and birth development, physical, cognitive, psychosocial, moral and religious values, physical motor development, social emotional development, language development, artistic and creative development, assessment of early childhood development, multiple intelligence, and innovation in early childhood education.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 6 Documents
 1 
Search results for , issue "Vol. 5 No. 2 (2025): Journal of Childhood Development" : 6 Documents clear
A Person-Centered Therapy Approach in Counseling for Early Childhood Children Experiencing Separation Anxiety at School Ansori, Rahmat; Komsi, Dwi Noviana; Mabruria, Arni
Journal of Childhood Development Vol. 5 No. 2 (2025): Journal of Childhood Development
Publisher : Program Studi Pendidikan Islam Anak Usia Dini, Institut Agama Islam Ma'arif (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/jcd.v5i2.6151

Abstract

This study aims to describe the application of the Person-Centered Therapy (PCT) approach in counseling to help early childhood children experiencing separation anxiety while attending school in Lubuk Linggau City. Separation anxiety arises when children feel afraid and insecure when separated from their parents, characterized by crying, refusal to go to school, and a desire for parents to accompany them. This study used a qualitative approach with a case study method through observation, interviews, and documentation of children, teachers, parents, and school counselors. The results showed that the application of PCT, which emphasizes empathy, unconditional acceptance, and authenticity of the counselor, can create a safe and comfortable counseling atmosphere for children. Through this process, children learn to recognize, express, and manage their feelings better. This approach is effective in reducing separation anxiety, increasing self-confidence, and helping children adapt to the school environment. The success of this approach lies not only in the counseling technique, but also in the quality of the empathetic relationship between the counselor, child, teacher, and parent. With the support of an accepting environment, children can develop a sense of security, self-confidence, and readiness to adapt to the school environment.
Implementation Character Building of Tolerance through Religious Moderation in Early Childhood Education Institutions Apriani, Misna; Sari, Meilida Eka; Putra, Bramana Nanditya; Sari, Miya Rahmawati
Journal of Childhood Development Vol. 5 No. 2 (2025): Journal of Childhood Development
Publisher : Program Studi Pendidikan Islam Anak Usia Dini, Institut Agama Islam Ma'arif (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/jcd.v5i2.6870

Abstract

This study aims to describe the implementation of character building of tolerance through religious moderation in Early Childhood Education (PAUD) institutions in Musi Rawas Regency. The research approach used is descriptive qualitative with research subjects consisting of teachers, principals, and parents of students in several PAUD institutions. Data were collected through observation, in-depth interviews, and documentation, then analyzed using the Miles and Huberman model which includes data reduction, data presentation, and drawing conclusions. The results show that the instillation of character building of tolerance through religious moderation is implemented through integrated learning with moderation values ​​such as mutual respect, appreciation of differences, cooperation, and empathy. Teachers act as role models and facilitators in shaping children's behavior through role-playing activities, storytelling, singing, and collaborative activities that foster a moderate attitude and mutual respect. Supporting factors for successful implementation include the commitment of teachers and principals, the support of a harmonious social environment, and the active role of parents. The main obstacles lie in teachers' limited understanding of the concept of religious moderation and the lack of supporting learning media. This study confirms that instilling a character of tolerance through religious moderation in PAUD institutions plays an important role in shaping a generation of children who are noble, peace-loving, and ready to live in diversity from an early age.
Strategies to Increase Student Interest in the Superior Al-Qur'an Memorization Program in Elementary Schools Sari, Anita; Sari, Meilida Eka; Heru Prasetyo; Jefryadi, Jefryadi
Journal of Childhood Development Vol. 5 No. 2 (2025): Journal of Childhood Development
Publisher : Program Studi Pendidikan Islam Anak Usia Dini, Institut Agama Islam Ma'arif (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/jcd.v5i2.6918

Abstract

This study aims to analyze the strategies used to enhance students’ interest in the Tahfidz Al-Qur’an program at SD Aisyiyah Lubuk Linggau, one of the school’s flagship programs designed to strengthen religious competence and character formation at the elementary level. Using a qualitative descriptive approach, data were collected through observation, interviews, and documentation to explore pedagogical practices, managerial arrangements, and supporting factors within the learning environment. The findings indicate that students’ interest grows significantly when learning activities are designed to be enjoyable, relevant, and meaningful. Teachers employ various pedagogical strategies, including games, kinesthetic activities, rhythmic repetition, talaqqi, and inspirational storytelling, which successfully increase students’ engagement and intrinsic motivation. Managerial strategies—such as flexible scheduling, ability-based grouping, and continuous evaluation—contribute to reducing learning pressure and increasing students’ confidence. Social support from parents, reinforced through daily hafalan control books and school appreciation events like Tahfidz graduation ceremonies, further strengthens students’ consistency and sense of belonging to the Tahfidz community. The study concludes that the effectiveness of the Tahfidz program relies not only on structured curriculum design but also on integrated strategies that respond to students’ psychological needs and developmental characteristics. These findings offer theoretical and practical implications for improving Tahfidz programs in elementary schools and highlight the need for further research using broader and comparative approaches.
Empathy-Based Learning Model to Enhance Social-Emotional Development in Early Childhood Syaiful Amri; Putra, Bramana Nanditya; Dwi Noviana Komsi
Journal of Childhood Development Vol. 5 No. 2 (2025): Journal of Childhood Development
Publisher : Program Studi Pendidikan Islam Anak Usia Dini, Institut Agama Islam Ma'arif (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/jcd.v5i2.6923

Abstract

This study aims to analyze the influence of empathy-based learning models on the social and emotional development of early childhood in Lubuk Linggau City. The background to this research stems from the fact that many early childhood education institutions still focus on academic skills, resulting in underdevelopment of social and emotional aspects. This is despite the fact that the ages of 4–6 are considered the golden age. Age is a period when empathy, emotional regulation, and social interaction skills experience rapid development and are greatly influenced by the quality of the learning environment. This study used a quantitative approach. The research sample consisted of children aged 5–6 years and teachers from several early childhood education institutions in Lubuk Linggau City selected through purposive sampling. The research instruments were validated questionnaires and observation sheets, while data analysis was conducted using paired t-tests and simple regression. The results showed a significant increase in children's social-emotional abilities after participating in an empathy-based learning model. The average score increased from 62.14 (moderate category) to 81.72 (good category), with a t-value of 9.87 and a significance level of 0.000 (p < 0.05). Improvements occurred in all social-emotional indicators, namely empathy (32%), prosocial behavior (31%), positive social interaction (29%), emotional regulation (28%), and the ability to cooperate (25%). These findings confirm that the empathy-based learning model is effective in improving the social-emotional competence of early childhood. This study recommends that PAUD institutions integrate empathy-oriented learning strategies more systematically to strengthen social-emotional skills as the foundation of child development.
Positive Teacher Feedback on Learning Motivation and Mental Health of Early Childhood Firmansyah, Aidil Ikal; Putra, Bramana Nanditya; Komsi, Dwi Noviana
Journal of Childhood Development Vol. 5 No. 2 (2025): Journal of Childhood Development
Publisher : Program Studi Pendidikan Islam Anak Usia Dini, Institut Agama Islam Ma'arif (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/jcd.v5i2.7008

Abstract

This study aims to describe the role of positive teacher feedback in improving learning motivation and mental health of early childhood children at Silampari Islamic School Kindergarten, Lubuk Linggau. Using a qualitative approach with observation, interviews, and documentation methods, this study explores how forms of positive reinforcement are provided and how children respond to these practices. The results show that positive feedback, such as verbal praise, affective expressions, and nonverbal reinforcement, can create a supportive, safe classroom atmosphere and boost children's self-confidence. Teachers, children, and the principal confirmed that an appreciative classroom climate contributes to increased learning motivation, a sense of comfort, and reduced anxiety in children during the learning process. This study confirms that a culture of appreciation is an important strategy in early childhood education to support both academic development and emotional well-being.
Interpersonal Communication and Teacher Attention to Learning Interests of Elementary Students Saputri, Ayu Amelli; Jefryadi, Jefryadi; Putra, Bramana Nanditya
Journal of Childhood Development Vol. 5 No. 2 (2025): Journal of Childhood Development
Publisher : Program Studi Pendidikan Islam Anak Usia Dini, Institut Agama Islam Ma'arif (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/jcd.v5i2.7010

Abstract

This study aims to analyze the influence of interpersonal communication and teacher attention on students' learning interest in Madrasah Ibtidaiyah. The research approach used is quantitative with descriptive correlational method. The study population consisted of 150 students in grades I-III at MI in Pagar Alam area, with a sample of 109 students selected through simple random sampling technique. Data were collected using a closed questionnaire with a Likert scale of 1-4 which has been tested for validity and reliability. The results of the study indicate that teacher interpersonal communication is in the high category (mean = 3.42), teacher attention is in the high category (mean = 3.45), and student learning interest is in the high category (mean = 3.3). Based on multiple linear regression analysis, the equation Y = 1.12 + 0.41X1 + 0.37X2 is obtained. The results of the partial test show that teacher interpersonal communication has a significant effect on learning interest (t-hit = 4.812, sig. 0.000), as well as teacher attention (t-hit = 4.209, sig. 0.000). Simultaneous tests prove that both variables together have a significant effect on learning interest (F-hit = 42.51, sig. 0.000) with a coefficient of determination of 59.3%. The conclusion of this study confirms that interpersonal communication and teacher attention are important determinants in fostering learning interest in Madrasah Ibtidaiyah students. The practical implications of this study emphasize the importance of developing interpersonal communication competencies and the ability to provide sincere attention for teachers in creating a conducive and motivating learning environment.

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