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BOCAH: Borneo Early Childhood Education and Humanity Journal
Published by Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda
ISSN : 28079078     EISSN : 28077857     DOI : https://doi.org/10.21093/bocah
Core Subject : Humanities, Education, Social,
Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other
BOCAH: Borneo Early Childhood Education and Humanity Journal (Online ISSN: 2807-7857; Print ISSN: 2807-9078) is an Early Childhood Journal published by Faculty of Education and Teacher Training of UINSI Samarinda, Indonesia. It is a peer-reviewed open access journal in the fields of Early Childhood. The publication of an article in Bocah: Borneo Early Childhood Education and Humanity Journal is an essential building block in the development of a respected network of knowledge. It is a direct reflection of the quality of the work of the authors and the institutions that support them. Peer-reviewed articles support and embody the scientific method. It is important to agree upon standards of expected ethical behavior for all parties involved in the act of publishing: the author, the journal editors, the peer reviewers, and the publisher.
Arjuna Subject : Umum - Umum
Articles 65 Documents
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Media Flashcard untuk Mendukung Pengenalan Huruf Anak Usia 5–6 Tahun di Aisyiyah Bustanul Athfal III Nonita Hajra; Credo G. Betty; Yohana Yuniati; Kamelia Olga Litna
BOCAH: Borneo Early Childhood Education and Humanity Journal Vol. 5 No. 2 (2026): BOCAH: Borneo Early Childhood Education and Humanity Journal, July 2026
Publisher : Faculty of Education and Teacher Training of UINSI Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/bocah.v5i2.13020

Abstract

This study aims to describe the use of flashcard media in supporting letter recognition skills among children aged 5–6 years at TK Aisyiyah Bustanul Athfal III. This study employed a qualitative approach with a descriptive research design. Data were collected through observation, interviews, and documentation. The research participants consisted of the school principal, the B1 classroom teacher, and four children aged 5–6 years, purposively selected based on initial observations because their letter recognition skills had not yet developed optimally. The findings show that flashcard media was used gradually, repeatedly, systematically, and through enjoyable, play-based activities that were appropriate to the characteristics of early childhood learners. The use of flashcard media supported children’s active participation in learning activities, including paying attention to letter cards, identifying letter symbols, matching letters to pictures, grouping pictures by the same initial sounds, and gradually reading and writing their own names. However, several children still required additional guidance and repeated instruction from the teacher because each child’s developmental progress varied. Therefore, flashcard media can be used as an alternative learning medium to support letter recognition skills in early childhood education.
Analisis Keterkaitan Durasi Menonton Animasi Digital dengan Perkembangan Bahasa Anak Usia 4–6 Tahun di TK Sion Oepura Dika Sonia Gloria Lasi; Credo G. Betty; Theodorina Novyani Seran; Angelikus N. Koten
BOCAH: Borneo Early Childhood Education and Humanity Journal Vol. 5 No. 2 (2026): BOCAH: Borneo Early Childhood Education and Humanity Journal, July 2026
Publisher : Faculty of Education and Teacher Training of UINSI Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/bocah.v5i2.13054

Abstract

This study aims to analyze the relationship between digital animation viewing duration and language development among children aged 4–6 years at TK Sion Oepura. This study employed a qualitative descriptive method. The subjects consisted of four children aged 4–6 years, with four parents and two classroom teachers serving as supporting informants. Data were collected through direct observation and interviews and were analyzed through data collection, data reduction, data display, and conclusion drawing. Data trustworthiness was ensured through source and technique triangulation. The findings indicate that limited viewing duration of approximately one hour per day, accompanied by adult supervision, was associated with better language development tendencies, such as increased vocabulary, greater speaking confidence, and improved ability to understand instructions. Conversely, longer viewing duration, approximately 1.5–2 hours per day, particularly without consistent supervision, was indicated to be associated with lower concentration, unclear articulation, and reduced verbal social interaction. These findings highlight the importance of regulating viewing duration, selecting educational content, and providing active parental and teacher support so that digital animation can support children’s language development more proportionally.
The Effect of Marble-Based Educational Games on Early Literacy Skills in 5–6-Year-Old Children Arifa An Nur An Nur; Azizah Amal; Sri Rika Amriani
BOCAH: Borneo Early Childhood Education and Humanity Journal Vol. 5 No. 2 (2026): BOCAH: Borneo Early Childhood Education and Humanity Journal, July 2026
Publisher : Faculty of Education and Teacher Training of UINSI Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/bocah.v5i2.13293

Abstract

This study examined the use of marble-based educational games in supporting the early literacy skills of children aged 5–6 years at TK Negeri Kelurahan Rangas. A quantitative quasi-experimental method with a non-equivalent control group design was used. The sample consisted of 40 children, with 20 children in the experimental group and 20 in the control group. The experimental group received Marble-based educational game treatment for six meetings, while the control group participated in regular literacy learning. Data were collected through tests, observation, and documentation, and analyzed using descriptive statistics, the Mann-Whitney U test, and normalized gain (N-Gain). The results showed that the experimental group’s mean score increased from 14.67 to 24.73, while the control group's increased from 13.87 to 19.13. The Mann-Whitney U test on post-test scores showed a significant difference between the two groups (p = 0.029). The N-Gain analysis also showed a higher improvement in the experimental group (M = 0.6805) than in the control group (M = 0.5465), with a significant difference between groups (U = 126.500, Z = -2.011, p = 0.044). Within the scope of this quasi-experimental, non-randomized design, marble-based educational games were associated with greater improvements in early literacy skills. Therefore, Marble can be considered a potential alternative medium for early literacy learning when used with appropriate teacher guidance.
Pengembangan Media Pembelajaran Interaktif Berbasis Visual untuk Menstimulasi Perkembangan Kognitif Anak Usia Dini Rini Fitriyani; Sukma Erita; Inaya Olivianita
BOCAH: Borneo Early Childhood Education and Humanity Journal Vol. 5 No. 2 (2026): BOCAH: Borneo Early Childhood Education and Humanity Journal, July 2026
Publisher : Faculty of Education and Teacher Training of UINSI Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/bocah.v5i2.13368

Abstract

Cognitive development is an important aspect that needs to be stimulated during early childhood. However, the use of conventional learning media often makes children less active and less interested in learning activities. This study aimed to develop a feasible, visually based interactive learning medium to stimulate the cognitive development of young children at TK Kehidupan Efhaluy Tenggarong. The study employed a Research and Development (R&D) approach using the ADDIE model, which comprises Analysis, Design, Development, Implementation, and Evaluation stages. A descriptive qualitative approach was used. Data were collected through observation, interviews, documentation, and validation sheets completed by media and material experts. The results showed that the developed visual-based interactive learning medium received feasibility scores of 92% from the material expert and 93.25% from the media expert, placing it in the highly feasible category. The teacher responded positively to the ease of using the medium in the learning process, while children showed good enthusiasm, attention, and engagement during learning activities. Furthermore, the medium helped children recognize colors, shapes, and objects, as well as engage in simple problem-solving activities. Therefore, the visual-based interactive learning medium is considered a feasible instructional tool to support cognitive development in early childhood education.
Development of an AI-Assisted Authentic Assessment Model to Enhance The Monitoring of Early Childhood Development Kulsum Nur Hayati; Pria Dita Anis Wari; Dwi Enggal Wahyuni
BOCAH: Borneo Early Childhood Education and Humanity Journal Vol. 5 No. 2 (2026): BOCAH: Borneo Early Childhood Education and Humanity Journal, July 2026
Publisher : Faculty of Education and Teacher Training of UINSI Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/bocah.v5i2.13592

Abstract

This study aimed to develop AI-assisted authentic assessment templates to support the monitoring of early childhood development. Preliminary findings from five early childhood education institutions in Bantul Regency, Special Region of Yogyakarta, Indonesia, revealed that teachers faced difficulties in implementing authentic assessment due to fragmented documentation and challenges in interpreting and narrating children’s developmental records. To address these issues, this study employed a Research and Development (R&D) approach using the ADDIE model, involving teachers and school principals throughout the Analysis, Design, Development, Implementation, and Evaluation phases. The developed product consisted of structured, authentic assessment templates, including work assessment templates, observation checklists, anecdotal notes, and assessment rubrics integrated with NotebookLM to support AI-assisted analysis of children’s developmental data. Expert validation yielded an average score of 4.4 out of 5.0 (88%), indicating that the developed assessment templates were feasible for implementation. The implementation results showed that the templates enabled teachers to document children’s development more systematically, organize assessment data, and generate individualized narrative reports with AI assistance. Teachers remained responsible for reviewing, validating, and interpreting AI-generated outputs before using them to make decisions about appropriate stimulation strategies for children at school and at home.

Page 7 of 7 | Total Record : 65

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