cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Jhoni Warmansyah
Contact Email
jhoniwarmansyah@uinmybatusangkar.ac.id
Phone
+6285274614119
Journal Mail Official
ijecer@uinmybatusangkar.ac.id
Editorial Address
Jl. Jenderal Sudirman No.137, Limo Kaum, Kec. Lima Kaum, Kabupaten Tanah Datar, Sumatera Barat 27217
Location
Kab. tanah datar,
Sumatera barat
INDONESIA
Indonesian Journal of Early Childhood Educational Research
Published by Universitas Islam Negeri Mahmud Yunus Batusangkar
ISSN : 29621364     EISSN : 29636760     DOI : http://dx.doi.org/10.31958/ijecer
Core Subject : Education,
Education
The Indonesian Journal of Early Childhood Educational Research (IJECER) is an open-access journal that publishes high-quality research in the field of early childhood education. Theoretical and empirical double-blind peer-reviewed articles are published either in Indonesian or in English. This journal is targeted at researchers, educators, students of early childhood education, and early childhood education professionals, along with stakeholders of early childhood education around the world. This journal is published by Universitas Islam Negeri Mahmud Yunus Batusangkar.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 2 Documents
 1 
Search results for , issue "Vol. 3 No. 2 (2024)" : 2 Documents clear
Teachers’ Perceptions of Project-Based Learning in Strengthening Mathematical Literacy and Problem-Solving Skills Priyanti, Nita
Indonesian Journal of Early Childhood Educational Research (IJECER) Vol. 3 No. 2 (2024)
Publisher : Universitas Islam negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/ijecer.v3i2.16338

Abstract

Preschool education represents an essential foundation for the development of children’s mathematical literacy and problem-solving skills, which are critical for daily life and future learning. This study aims to analyze teachers’ perceptions of the use of Project-Based Learning in strengthening mathematical literacy and problem-solving skills among preschool children. A quantitative approach was employed by collecting data through a questionnaire distributed to early childhood educators via Google Forms. The collected data were analyzed using SPSS and presented in the form of tables and graphical visualizations to provide a systematic and measurable overview of teachers’ responses. The findings indicate that, based on teachers’ perceptions, Project-Based Learning is perceived to enhance children’s engagement, understanding of mathematical concepts, and enthusiasm for learning, which in turn supports the development of their problem-solving skills. These results suggest that Project-Based Learning is viewed by teachers as a relevant and effective pedagogical approach for early childhood education, provided that it is supported by appropriate teacher guidance, well-designed projects, and learning environments that are aligned with children’s developmental levels.
Lifelong Education Programs and Community Welfare: A Case Study of Salimah in Pela Mampang Dwitya Paramita; Syahida Rena; Muh. Ubaidillah Alghifary Slamet
Indonesian Journal of Early Childhood Educational Research (IJECER) Vol. 3 No. 2 (2024)
Publisher : Universitas Islam negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/ijecer.v3i2.16665

Abstract

This study aims to analyze the implementation of lifelong education programs in improving community welfare through a case study of the Salimah mass organization in Pela Mampang, South Jakarta. Lifelong education is conceptualized as a continuous and inclusive learning process that extends throughout the life span and plays a strategic role in addressing socio-economic challenges in urban communities. This research employed a qualitative case study approach, with data collected through in-depth interviews, non-participant observations, and document analysis involving organizational leaders, educators, volunteers, and program participants. The findings reveal that Salimah implements various non-formal lifelong education initiatives, including religious education, parenting education, women’s empowerment, entrepreneurship training, and elderly education programs. These initiatives contribute to strengthening economic capacity, social cohesion, family resilience, and community participation. Supporting factors include a well-structured organizational system and strong community engagement, while limited funding and reliance on volunteer resources remain key challenges. The study concludes that community-based lifelong education programs can effectively complement formal education systems and function as a multidimensional strategy for enhancing community welfare in urban settings.

Page 1 of 1 | Total Record : 2

 1 

Filter by Year

2024 2024


Reset
Filter By Issues
All Issue Vol. 4 No. 2: December 2025 Vol. 4 No. 1: June 2025 Vol 4, No 1 (2025) Vol 4, No 2: Inpress Vol 3 No 2 (2024) Vol. 3 No. 2 (2024) Vol 3, No 2 (2024) Vol 3 No 1 (2024) Vol 2 No 2 (2023) Vol 2 No 1 (2023) Vol 1, No 2 (2022) Vol 1 No 2 (2022) Vol. 1 No. 1 (2022) Vol 1, No 1 (2022) More Issue