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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 207 Documents
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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.
Empathy-based Counseling Guidance and Teacher Social Support for Children's Self-Confidence Resmin Manik
Journal of Childhood Development Vol. 6 No. 1 (2026): 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.v6i1.7403

Abstract

This study aims to examine the effect of empathy-based counseling and teacher social support on the self-confidence of early childhood children in Palangka Raya City. This study used a quantitative approach with a causal associative method. The study subjects consisted of 150 children aged 5-6 years and 50 early childhood education teachers selected using the proportional method. Cluster Random Sampling. Data collection used a questionnaire for the teacher variable and structured observation for the child's self-confidence variable, which was then analyzed using SmartPLS . The results of the study showed that empathy-based counseling had a positive and significant effect on children's self-confidence (t count 4.512>1.980; p =0.000). Teacher social support has a significant effect on children's self-confidence (t count 3.890>1.980; p =0.002). Simultaneously, both variables contribute a strong influence of 65.4% t count 12.450; R2 = 0.654). This statistical finding is supported by triangulation of observational data, which shows a change in children's behavior from withdrawn to engaged after receiving emotional validation and instrumental support. This study concludes that the integration of counseling guidance carried out by teachers as therapeutic helpers through empathy and social support is an important determinant in shaping children's self-confidence.
Parental Involvement in the Selective Provision of Digital Access for Young Children Saharudin Saharudin; Regita Riani Putri
Journal of Childhood Development Vol. 6 No. 1 (2026): 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.v6i1.7424

Abstract

This research explores parental involvement through the selective provision of children's access to digital technologies. Employing a qualitative exploratory case study design, data were generated through semi-structured interviews with six parents of kindergarten-aged children in a private school context. Interviews were carried out in Bahasa Indonesia, recorded, and transcribed word for word. Thematic analysis was utilized to examine the data for patterns in parental decision-making and regulation practices. The findings reveal three interconnected themes. First, parents enacted involvement through evaluative judgments of age appropriateness, focusing on children’s readiness and content suitability. Second, parents carefully determined the timing of children’s first digital exposure, often introducing devices gradually and intensifying access in response to schooling demands. Third, parental involvement was sustained through conditional access, where device use was regulated through supervision, time limitations, and purpose-driven rules. Overall, the study emphasizes that the digital access decision in early childhood is not a one-time thing, but rather a continual practice by the parents, influenced by the child's development and the specific circumstances. The study contributes to early childhood digital parenting literature by conceptualizing digital access as selective provision and offers policy implications for strengthening age-appropriate guidance and school–parent collaboration in managing children’s digital engagement. Furthermore, the novelty of this study lies in conceptualizing digital access not as mere availability, but as a socially mediated and developmentally negotiated practice of selective provision in early childhood. This study is novel in that it shifts the analytical focus from post-use regulation to pre-access decision-making, highlighting selective provision as a key dimension of parental mediation in early childhood.
Empathy Research Trends in Early Childhood Social-Emotional Development Rika Purnamasari; Bunyamin Maftuh; Mupid Hidayat; Warlim Warlim; Juntika Nurihsan; Ace Suryadi; Yuwan Fijar Anugrah
Journal of Childhood Development Vol. 6 No. 1 (2026): 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.v6i1.7523

Abstract

This study aims to analyze the development of research on the character of empathy in the context of early childhood social-emotional development through a bibliometric approach. Data were obtained from scientific publications using the Publish or Perish application during the period 2016-2026. Bibliometric analysis was used with the help of VOS viewer software to analyze annual trends, dominant keywords, and the number of publications based on data collection on Google Scholar. Furthermore, the analysis results show differences in research publications in Indonesia from 2016 to 2026, which can be periodized as follows: 2016-2019 as a period of research focused on theory formation and instrument development, 2020-2023 as a period of contextualization and relationality, and 2024-2026 as a period focused on intervention. Furthermore, keyword mapping reveals the relationship between empathy and the social-emotional learning approach in early childhood education practices. These findings provide a comprehensive overview of scientific developments and identify opportunities for further research, particularly in the context of early childhood education in Indonesia. This study is expected to serve as a reference for researchers and practitioners in developing innovative and novel studies and practices for strengthening empathy in early childhood.  
Digital Media and Social Interaction in Early Childhood: A Systematic Literature Review Besse Nirmala; Andi Agusniatih; Hesti Putri Setianingsih; Zakiyyatul Imamah; Haerul Annuar; Sirjon Sirjon
Journal of Childhood Development Vol. 6 No. 1 (2026): 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.v6i1.7507

Abstract

Digital media presents both opportunities and challenges for young children’s social interaction development. Previous studies report mixed findings and often examine isolated outcomes, resulting in limited understanding of how digital media shapes early social interaction. This study addresses this gap by synthesizing recent evidence and proposing a contextual framework explaining digital media’s role in young children's social interaction. A systematic literature review was conducted using the Scopus database covering publications from 2016–2025 with keywords related to digital media, social interaction, and early childhood. From 1,067 identified articles, 25 met the inclusion criteria and were analyzed through thematic synthesis. The findings indicate that interactive and collaborative digital media use, supported by parents or teachers, enhances communication, cooperation, and social relationships. Conversely, excessive, passive, and unmediated use may reduce face-to-face interaction quality and is associated with social-emotional, language, and self-regulation challenges. This study proposes a contextual framework highlighting four influencing factors: duration of use, type of activity, technological design, and adult mediation within family and educational environments. These findings contribute theoretically by providing an integrated understanding of digital media’s role and offer practical implications for balanced and guided digital media use in early childhood settings.
Analysis of the Effectiveness of the Animated Video "Siaga Cilik" in Optimizing the Understanding of Flood Disaster Mitigation Concepts in Early Childhood Dhita Paranita Ningtyas; Dhianne Princesse Ningtyas; Choirudin Choirudin
Journal of Childhood Development Vol. 6 No. 1 (2026): 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.v6i1.7591

Abstract

This research is motivated by the high risk of flood disasters in the Kampung Melayu Village area, Jatinegara District, East Jakarta, and the low understanding of early childhood about disaster mitigation. The aim of the study was to analyze the effectiveness of the "Siaga Cilik" animated video in optimizing the understanding of flood disaster mitigation concepts in early childhood at PAUD Ruhul Islam Tanah Rendah. The research method used a quantitative approach with a pre-experimental one-group pretest-posttest design. The research subjects were 23 children aged 5-6 years at PAUD Ruhul Islam. The research instrument was an observation sheet on understanding disaster mitigation which included three indicators: knowledge of flood signs, understanding of evacuation actions, and preparedness for facing floods. Data were analyzed using the Wilcoxon Signed Rank Test and N-Gain Score. The results showed a significant increase in children's understanding after the "Siaga Cilik" animated video intervention. The average pretest score of 45.67 (poor category) increased to 82.34 (good category) in the posttest. The Wilcoxon test results showed a p-value = 0.000 < 0.05, which means there is a significant difference between pretest and posttest. The N-Gain Score analysis showed an average value of 0.67 in the medium category. These findings indicate that the "Siaga Cilik" animated video is effective in optimizing the understanding of flood disaster mitigation concepts in early childhood. This research recommends the use of animated media as a disaster mitigation learning strategy that is appropriate to the characteristics of early childhood.
Islamic Values-integrated Disaster Mitigation Education: A Module Development Study for Pre-Service Early Childhood Teachers Syarfina, Syarfina; Mahriza, Rita
Journal of Childhood Development Vol. 6 No. 1 (2026): 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.v6i1.7582

Abstract

Despite Indonesia’s high disaster risk, disaster mitigation education in early childhood teacher preparation remains largely technocratic, with limited integration of faith-based perspectives that shape learners’ moral reasoning and behavioral responses. Existing studies have predominantly emphasized cognitive preparedness, leaving a gap in pedagogical models that connect disaster knowledge with spiritual and ethical dimensions. This study addresses this gap by developing an Islamic value - integrated disaster mitigation learning module for pre-service early childhood teachers. Using a Research and Development (R&D) approach based on the 4-D model (Define, Design, Develop, Disseminate), the study involved expert validation (content, media, and language) and user-based practicality testing with 32 students in an Early Childhood Islamic Education program in Aceh. The findings indicate that the module achieved a high level of validity (M = 3.75) and practicality (M = 3.72), demonstrating its feasibility and usability in instructional contexts. More importantly, the integration of Islamic values, amanah, ikhtiar, sabr, and tawakkul, functioned not merely as supplementary content but as a pedagogical framework that reorients disaster mitigation learning toward moral responsibility, ecological awareness, and reflective decision-making. Analytically, the study shows that embedding faith-based values transforms disaster education from knowledge transmission into value-driven learning, enabling pre-service teachers to conceptualize disaster preparedness as both a scientific and ethical practice. This research contributes to the field by offering an empirically validated model of faith-integrated disaster education and advancing the discourse on holistic approaches in early childhood teacher preparation. The module provides a practical and scalable resource for integrating spiritual values into disaster mitigation curricula in similar socio-religious contexts.
Electronic Pop-Up Books: Integrating Jambi Culture Icons to Contextualize Numerical Concepts In Early Childhood Islamic Education Yusria, Yusria; Muslimah Nuraida, Elis; Santri, Diah Dwi; Marini, Riri
Journal of Childhood Development Vol. 6 No. 1 (2026): 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.v6i1.7600

Abstract

This research aims to develop an innovative Electronic Pop-Up Book for Early Childhood Islamic Education students, focusing on contextualizing abstract mathematical numbers through Jambi cultural icons. This research method Using a Research and Development (R&D) approach with a Development Studies design, the media underwent rigorous validation by material and media experts, followed by practicality and effectiveness trials involving 21 students. The results categorized the media as "Very Valid" with an average expert score of 91.25%, highlighting its seamless integration of cultural heritage and interactive digital features. Practicality tests showed high student engagement and ease of navigation, while the visual representation of Jambi icons made numerical concepts easier to grasp. Statistical analysis confirmed a significant increase in learning outcomes, proving the Electronik Pop-Up book effectively facilitates a deeper understanding of mathematical fundamentals. In conclusion, this media is a valid, practical, and effective pedagogical tool. By integrating local culture, it enhances mathematical literacy and fosters cultural appreciation, serving as a meaningful, engaging resource for early childhood educators.
2D Motion Graphic Media Through the Applied Behavior Analysis Approach to Stimulate Short Surah Al-Qur'an Reading Ability in Children with Autism Kurniawan, Rahmat; Rina Nurfitri; Idhartono, Amelia Rizky
Journal of Childhood Development Vol. 6 No. 1 (2026): 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.v6i1.7545

Abstract

The increasing global prevalence of Autism Spectrum Disorder (ASD) necessitates the development of adaptive educational media, particularly to address the core challenges faced by autistic children in verbal communication, maintaining focus, and understanding abstract material, including the religious activity of reading Short Surah of the Qur'an. This gap creates an urgent need for effective teaching tools that are both visually engaging and based on tested behavioral interventions. This research aims to develop an inclusive, child-friendly, and adaptive educational medium to overcome learning saturation and enhance the focus of autistic children in recognizing Al-Qur'an readings. The primary strategy is to integrate the visual-auditory advantages of 2D Motion Graphic Media with the structured behavioral framework of Applied Behavior Analysis (ABA). The media development focuses on Surah Al-Ikhlas, Al-Falaq, and An-Nas. The study adopts a Research and Development (R&D) approach, executed through the phases of Design Thinking (Empathize, Define, Ideate, Prototype, and Testing). The development method includes designing content that applies ABA principles, such as 3-5 times repetition, visual prompting, and consistent reinforcement. The media's visual design is carefully crafted to avoid overstimulation (using high-contrast colors, functional animation, and slow narration). The development subjects are Children with Autism at SLB Tamima Mumtaz. This media is expected to function as an inclusive learning innovation that extends the ABA application model into the context of technology-based religious education.
Using Digital Storytelling to Shape Student’s Prosocial Behavior: Is it Effective? Bawono, Yudho; Purwo Wibowo, Wasis; Hawarin Akmalia, Layutsa; Amirotin, Shofiyah; Andini, Intan
Journal of Childhood Development Vol. 6 No. 1 (2026): 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.v6i1.7610

Abstract

The purpose of this study was to determine the effectiveness of providing digital storytelling on the prosocial behavior of elementary school-aged children. The study employed a pre-experimental design with one group pretest-posttest. The treatment given was the provision of digital storytelling. This digital storytelling was taken from the YouTube video sharing platform, “Riri Cerita Anak Interaktif”. This study was a total population study with the research population being all fifth-grade students of As Salam Elementary School, Bangkalan Regency. The method used to collect data was by administering Prosocial Tendencies Measure-Revised (PTM-R). The data were analyzed using SPSS 26.0 for Windows with Paired Sample t-Test. Based on the output table Paired Samples t-Test, the Sig value is known (2-tailed) is 0.001 < 0.05, then H0 is rejected and Ha is accepted. So it can be concluded that there is a difference in the average prosocial behavior of students between the Pre Test and Post Test, which means that there is an influence of the use of digital storytelling on student's prosocial behavior at As Salam Elementary School, Bangkalan Regency. Furthermore, the recommendations is to provide digital storytelling activities for elementary school-aged children, both at home and at school. Parents can provide digital storytelling at home. Meanwhile at school, teachers can use digital storytelling as a learning method given to fifth grade elementary school students. 

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