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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 194 Documents
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Enhancing Parenting Quality through a Mobile Learning-Based Parenting Program Ayu, Indri
Journal of Childhood Development Vol. 5 No. 1 (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.v5i1.5649

Abstract

The widespread use of WhatsApp in parenting learning processes today is a highly intriguing phenomenon. Parents learn a great deal from social media and chat applications about parenting techniques. Ideally, this should help improve the quality of parenting in the digital era, though there are also challenges and drawbacks. Based on this background, the purpose of this study is to examine mobile learning-based parenting education in terms of program meaningfulness and parenting quality. This study employs a descriptive quantitative approach, involving 55 participants. Data were collected through a questionnaire created using Google Forms. The findings reveal that the accumulation of messages in WhatsApp groups reduces participant engagement; however, it also improves relationships with their spouses and children at home. The parenting quality of participants was categorized as "very high," while their participation level was categorized as "high." Partially, participation has an influence of 25.6%, while the simultaneous influence of participation and program meaningfulness on parenting quality is 28%. This study contributes to the growing body of knowledge on digital-era parenting by providing empirical evidence of the effectiveness of mobile learning-based programs in enhancing parenting quality. It highlights both the opportunities and limitations of using WhatsApp as a platform for parenting education, offering insights for future program development and implementation.
Teachers’ Perceptions of Quiz Maker: Enhancing Assessment Practices in Early Childhood Education Putri, Winda Eka; Warmansyah, Jhoni; Nirwana, Evi Selva; Utami, Winda Trimelia
Journal of Childhood Development Vol. 5 No. 1 (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.v5i1.5734

Abstract

This study aims to examine teachers' perceptions of using the Quiz Maker application in the assessment of early childhood learning. A quantitative approach was employed using a survey method, with data collected through online questionnaires distributed to 52 kindergarten teachers in West Sumatra Province. The findings reveal that most teachers perceive Quiz Maker as a tool that simplifies and accelerates the assessment process, enhances evaluation effectiveness, and aids in understanding children’s development and thinking patterns. The application is also seen as supportive in improving teachers’ professionalism by enabling more accurate and efficient assessment practices. However, some teachers reported challenges related to technical understanding and the need for stable internet access. Concerns were also raised regarding the potential impact on children's social and emotional development if the application is not used in a balanced pedagogical approach. Despite these concerns, the majority of respondents still consider Quiz Maker a promising digital tool for early childhood education assessment, provided that its implementation is supported by adequate training and thoughtful integration into the learning process. This study contributes to the development of adaptive and child-friendly technology-based assessment practices in early childhood education.
The Impact of Picture Story Method on Language Intelligence Ability for Early Childhood Children with Speech Delay Rahayu, Siti; Yunitasari, Septiyani Endang
Journal of Childhood Development Vol. 4 No. 2 (2024): 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.v4i2.5854

Abstract

Children's speaking abilities can vary, both in speed and ability. Children are considered to have good language intelligence if they can produce sounds or sounds appropriate to their age level. However, disturbances in sound production, voice quality, or articulation may indicate problems in the child's speaking ability. The focus of this research is directed at implementing the picture story method for the language development of children with speech delay, how the early speech development of children with speech delay occurs, how the picture story method is applied, and how the speech development of children with speech delay occurs through the picture story method. In general, the aim of this research is to implement the picture story method to improve the language intelligence of children with speech delay. The method used in this research is a case study method with a qualitative approach to obtain comprehensive information. The subject of this research was a four year old child with speech delay. The results of this research can be seen that the implementation of the picture story method can improve the language intelligence of children with speech delays.
Developing a Magic Pocket Game to Introduce Religious and Moral Values to 5-6 Year Old Children Bety Fatqur Rohmah; Leli Fertiliana Dea; Isnaini Nur Azizah; Jauharotun Nafisah
Journal of Childhood Development Vol. 3 No. 2 (2023): 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.v3i2.6056

Abstract

Games are essential activities for early childhood because they provide enjoyable learning experiences. This study aims to develop and test the effectiveness of the "Magic Pocket" game in fostering religious and moral values in 5–6-year-old children at RA Bustanul Ulum Jayasakti, Anak Tuha District, Central Lampung Regency. The research method used is Research Methodology. and Development (R&D) with the Borg model and Gall . Data collection techniques include observation, interviews, documentation, and questionnaires. The results of the study indicate that the magic pocket game media is suitable for use with an average validation score of 3.25 after revision. This media is considered practical, interesting, fun, and durable, although it still requires teacher guidance when used. In terms of effectiveness, this game has been proven to be able to improve children's religious and moral values, where after implementation there were no more children in the "not yet developed" category. Thus, the magic pocket game is effective in supporting the development of children's religious character
Development of a Plywood-Based Wall Climbing Game to Enhance Cognitive Skills of 5–6-Year-Old Children Irmayanti Devita Sari; Muhammad Yusuf; Leli Fertiliana Dea; Kholida Nur
Journal of Childhood Development Vol. 3 No. 2 (2023): 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.v3i2.6078

Abstract

This study aims to develop an instructional media in the form of a Wall Climbing game made from plywood to enhance cognitive abilities, particularly in problem-solving, among children aged 5–6 years at TK PKK Kotagajah. The research was motivated by preliminary findings indicating that the children’s cognitive development had not yet reached optimal levels despite ongoing classroom instruction. The method employed in this study is Research and Development (R&D), using the Borg and Gall model. Data were collected through observation, interviews, questionnaires, and documentation. The developed product emphasizes educational value, is tailored to the characteristics of early childhood learners, and is designed to be both safe and engaging. The results of the study demonstrate that the Wall Climbing game is effective in improving the cognitive abilities of children aged 5–6 years, particularly their problem-solving skills. This is evidenced by an increase in various cognitive indicators after using the learning media, such as exploratory behavior, application of prior knowledge in new contexts, and the ability to express creative ideas. The game also successfully fostered enthusiasm and motivation for learning throughout the instructional process. Therefore, the plywood-based Wall Climbing game can serve as an innovative and enjoyable alternative learning medium for promoting cognitive development in early childhood education
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.

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