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 132 Documents
 10   11   12   13   14 
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.
Building Spirituality from an Early Age in the Digital Era: Innovative Strategies for Islamic Religious Education Elsa Anjar Martiana; Fajar Syarif; Ergun Yildirim
Indonesian Journal of Early Childhood Educational Research (IJECER) Vol. 3 No. 1 (2024)
Publisher : Universitas Islam negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/ijecer.v3i1.16705

Abstract

The digital era has profoundly transformed early childhood education, creating both opportunities and challenges for Islamic Religious Education (PAI). Young children are increasingly exposed to digital media that influences their cognitive, emotional, and moral development from an early age. This condition requires innovative educational strategies that not only enhance religious knowledge but also foster spirituality, moral character, and ethical awareness rooted in Islamic values. This study employs a qualitative literature review approach, analyzing scholarly works published between 2018 and 2023 related to early childhood spirituality, Islamic education, digital literacy, and character education. The findings reveal that effective spiritual development in Islamic early childhood education requires an integrated framework that combines the internalization of aqidah, ibadah, and akhlaq with value-based digital literacy, child-centered pedagogy, and character-oriented curriculum design. Furthermore, the success of these strategies depends on strong collaboration among educators, families, and communities, as well as continuous formative evaluation. This study contributes a conceptual foundation for developing spiritually grounded, pedagogically innovative, and contextually responsive Islamic early childhood education in the digital era.
Innovative Strategies for Building Children's Spirituality: Reconstructing Islamic Religious Education in the Metaverse Ecosystem Elsa Anjar Martiana; Muh. Ubaidillah Alghifary Slamet; Triono Ali Mustofa
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.v3i2.16706

Abstract

The post-digital transformation of education has fundamentally reshaped learning ecosystems, positioning digital technologies as integral to pedagogical practices, identity formation, and value construction. Within this context, the emergence of the metaverse introduces immersive virtual environments that profoundly influence children’s spiritual development. While virtual culture presents risks such as identity fragmentation, diminished reflective capacity, and the erosion of traditional spiritual practices, it also offers opportunities for innovative, experiential, and relational learning. This study employs a qualitative literature review to examine the intersection of post-digital education, children’s spirituality, and the metaverse, with particular attention to the reconstruction of Islamic Religious Education. Drawing on interdisciplinary scholarship in education, digital culture, spirituality, and identity studies, the article synthesizes key challenges and pedagogical possibilities arising from immersive technologies. The findings suggest that a reconstructed approach to religious education—grounded in ethical governance, experiential learning, and cultural sensitivity—can function as a strategic framework for nurturing children’s spirituality within metaverse ecosystems. The study argues that fostering spiritual well-being in post-digital contexts requires not resistance to technological innovation, but intentional pedagogical design that aligns immersive digital environments with transcendent values and holistic human development.
The Integrating Food Pedagogy and Project-Based Learning to Promote Healthy Eating in Early Childhood: A Systematic Literature Review Waliatun isnaini; Zakirman; Erie Siti Syarah; Siti Aisyah; Noviana Mustapa; Catherine Lie
Indonesian Journal of Early Childhood Educational Research (IJECER) Vol. 5 No. 1 (2026)
Publisher : Universitas Islam negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/ijecer.v5i1.16367

Abstract

Food insecurity remains a critical issue affecting early childhood health. Early food knowledge significantly shapes children’s dietary behaviors, underscoring the need for effective pedagogical integration within early education settings. This study aims to systematically examine the integration of food pedagogy and Project-Based Learning (PjBL) and to analyze its impact on children’s health knowledge and healthy food choices. This systematic literature review followed PRISMA guidelines. Peer-reviewed empirical studies published between 2014 and 2024 were retrieved from the Scopus database using predefined inclusion and exclusion criteria. Articles focusing on early childhood populations, food or nutrition education, and project-based or experiential learning approaches were selected. Data were extracted and synthesized thematically to identify instructional patterns and reported outcomes. The findings indicate that integrating food pedagogy within PjBL enhances nutritional knowledge, fosters positive attitudes toward healthy foods, and supports informed dietary decision-making. Evidence consistently shows that experiential and collaborative projects contribute to sustainable healthy eating behaviors in early childhood. Overall, food pedagogy implemented through project-based learning represents a promising approach to strengthening early preventive efforts against food insecurity.
Digital Management of Online Student Admission (PPDB) in Islamic Early Childhood Education: A Case Study Norhikmah Norhikmah; Musyarapah Musyarapah; Emine Yildiz
Indonesian Journal of Early Childhood Educational Research (IJECER) Vol. 5 No. 1 (2026)
Publisher : Universitas Islam negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/ijecer.v5i1.16460

Abstract

The digital transformation of Islamic early childhood education requires adaptive, transparent, and ethical student admission management. This study aims to analyze the management of online student admission in Islamic early childhood education within the framework of digital transformation and Islamic educational values. A qualitative case study approach was employed, using in-depth interviews, non-participant observation, and institutional documentation. Data were analyzed through Miles and Huberman’s interactive model and interpreted using Islamic management principles, including amanah, ‘adl, shidq, mas’uliyyah, and khidmah. nThe findings indicate that online admission management enhances administrative efficiency, data organization, transparency, and reporting accuracy through structured digital planning and implementation. The process includes collaborative decision-making, digital registration systems, and developmental screening mechanisms. Key challenges involve internet instability, variations in parental digital literacy, data privacy concerns, and technical overload. These challenges are addressed through guidance, assistance, and service-oriented practices aligned with Islamic ethical values. The study concludes that effective digital student admission management in Islamic early childhood education requires balancing technological innovation with ethical governance, digital competence strengthening, data protection, and continuous system evaluation to ensure equitable and transparent services.
Strategies to Support Children’s Readiness for Elementary School: A Case Study at Sekolah Indonesia Kuala Lumpur Maera Auliani Riyadi; Suci Utami Putri; Aan Mulyani
Indonesian Journal of Early Childhood Educational Research (IJECER) Vol. 5 No. 1 (2026)
Publisher : Universitas Islam negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/ijecer.v5i1.16470

Abstract

The transition from Early Childhood Education (ECE) to Elementary School represents a critical developmental phase that requires children’s readiness across independence, social-emotional competence, and cognitive development. In many contexts, school readiness is often narrowly interpreted as academic mastery; however, holistic preparation aligned with developmental stages is essential. This study aims to describe the strategies implemented by Sekolah Indonesia Kuala Lumpur (SIKL) in preparing children at the Early Childhood Education (ECE) level for entry into elementary school. A descriptive qualitative approach was employed, with data collected through interviews involving the school principal, ECE Group B teachers, and first-grade elementary teachers. The findings indicate that although SIKL does not implement a specific transition program, school readiness is systematically integrated into daily ECE learning activities. Strategies include fostering independence, strengthening character development, enhancing social-emotional skills, and adjusting children’s routines through structured yet playful learning experiences. Collaboration with parents and the application of responsive and flexible teaching methods were identified as key supporting factors, while challenges emerged from children’s diverse learning habits and varying levels of independence. The study concludes that effective school readiness preparation should be developmentally appropriate, gradual, and collaborative rather than solely focused on early literacy and numeracy skills. It is recommended that institutions develop structured transition frameworks and strengthen parent–teacher partnerships to ensure smoother adjustment to elementary education.
IoT-Integrated Android Learning Application for Early Agricultural Career Awareness: Development and Feasibility Study Ahmad Farid Utsman; Siti Labiba Kusna
Indonesian Journal of Early Childhood Educational Research (IJECER) Vol. 5 No. 1 (2026)
Publisher : Universitas Islam negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/ijecer.v5i1.16564

Abstract

The declining interest of younger generations in agricultural professions has become a growing concern, highlighting the need to introduce agricultural literacy from an early age. Integrating technology into early childhood education offers a promising approach to make agricultural concepts more engaging and meaningful for young learners. This study aims to develop and evaluate the feasibility of an IoT-integrated Android-based learning media designed to introduce agricultural professions to early childhood students in Raudhatul Athfal. The research employed a Research and Development (R&D) approach using the ADDIE model, which includes the stages of analysis, design, development, implementation, and evaluation. A small-scale field trial was conducted with 24 Group B students during classroom learning activities over a two-week implementation period. The developed application incorporates three main features: plant identification with voice narration, a simple planting simulation, and real-time greenhouse monitoring using IoT-based temperature and humidity sensors. The results of expert validation showed a high level of feasibility, with an average score of 3.53 out of 4, categorized as very feasible. In addition, student response analysis indicated strong engagement, with an average score of 3.6. The findings also demonstrated improvements in students’ ability to recognize plants and an increased interest in agricultural professions. In conclusion, the integration of IoT-based environmental monitoring with Android learning media can create meaningful and experiential learning opportunities for early childhood learners. This approach not only enhances agricultural literacy but also fosters early awareness of agricultural careers. It is recommended that future studies expand the implementation on a larger scale and explore additional interactive features to further optimize learning outcomes in early childhood education.
Enhancing Eye–Hand Coordination in Early Childhood through Sensorimotor Play with Clamp Media: A Classroom Action Research Rini Kurniawati; Moh Safik Almubarok; Nadiah Ismaeil
Indonesian Journal of Early Childhood Educational Research (IJECER) Vol. 5 No. 1 (2026)
Publisher : Universitas Islam negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/ijecer.v5i1.16626

Abstract

Eye–hand coordination is a fundamental component of fine motor development, underpinning essential skills such as writing and cutting, and therefore needs to be optimally stimulated from an early age. However, many early childhood learners still demonstrate limited visual–motor integration, indicating the need for effective and engaging learning strategies. This study aims to improve the eye–hand coordination of children aged 4–5 years through the application of a sensorimotor play method using clamp media. The research employed a Classroom Action Research (CAR) design based on the Kemmis and McTaggart model, conducted in two cycles. The participants consisted of 18 children enrolled in Raudhatul Athfal. Data were collected through observation, documentation, and performance-based assessment, and analyzed descriptively across each cycle. The results revealed a significant improvement in children’s eye–hand coordination from the initial condition to the end of the second cycle. The use of clamp media proved effective in stimulating visual–motor coordination, as it required children to perform precise gripping, transferring, and controlled hand movements in response to visual stimuli. Furthermore, children demonstrated increased focus and better integration between visual perception and motor control. In conclusion, the implementation of sensorimotor play using clamp media is an effective and practical strategy for enhancing eye–hand coordination and supporting fine motor development in early childhood. It is recommended that educators incorporate similar interactive and manipulative media to create more engaging and developmentally appropriate learning experiences.
Stimulating Self-Help Skills in Early Childhood through Natural Materials Center-Based Learning: A Qualitative Case Study Siti Zakiyah Siswanti; Mufassirul Alam; Vongdy Xayakong
Indonesian Journal of Early Childhood Educational Research (IJECER) Vol. 5 No. 1 (2026)
Publisher : Universitas Islam negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/ijecer.v5i1.16628

Abstract

The development of self-help skills is a fundamental aspect of early childhood education, as it supports children’s self-help skill, responsibility, and readiness for daily life activities. However, many early childhood learners still demonstrate limited self-help skill, indicating the need for effective and developmentally appropriate learning approaches. One promising approach is center-based learning utilizing natural materials, which provides meaningful, hands-on experiences and encourages active engagement. This study aims to explore the formation of self-help skills in children aged 4–5 years through the implementation of a natural materials center-based learning model. The study employed a qualitative case study design involving nine children as participants. Data were collected through observations, interviews, and documentation, and analyzed using pattern matching techniques to identify consistent themes and behavioral patterns. The findings revealed that children demonstrated increased self-help skills, including the ability to complete tasks independently, initiate simple problem-solving, maintain personal hygiene, and interact confidently with peers. These improvements were supported by structured and consistent scaffolding provided during center-based learning activities, which facilitated active participation and strengthened children’s confidence. In conclusion, the natural materials center-based learning model effectively promotes the development of self-help skills in early childhood by positioning teachers as facilitators who provide appropriate guidance based on children’s developmental needs. It is recommended that educators integrate natural materials and structured scaffolding strategies into center-based learning environments to optimize the development of children’s self-help skill.  
The Implementation of Green Adventure Learning to Enhance Gross Motor Skills in Children Aged 5–6 Years Khusnul Khatimah; Sukrin; Hermansyah
Indonesian Journal of Early Childhood Educational Research (IJECER) Vol. 5 No. 1 (2026)
Publisher : Universitas Islam negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/ijecer.v5i1.16662

Abstract

This study aims to examine the implementation of Green Adventure Learning in supporting the development of gross motor skills in early childhood. The research employed a descriptive qualitative approach conducted at Qonita Preschool, involving Group B children as the research participants. Data were collected through classroom observations, documentation, and field notes to obtain a detailed description of learning activities and children's motor skill engagement during the program. Data analysis was carried out using the stages of data reduction, data display, and conclusion drawing. To ensure the trustworthiness of the findings, the study applied source triangulation, prolonged observation, and careful documentation of learning activities. The findings indicate that the implementation of Green Adventure Learning involved outdoor exploration, movement-based games, and direct interaction with natural environments. These activities provided opportunities for children to practice balance, coordination of movement, agility, and muscle use during learning sessions. Observations during the learning process showed that children participated actively in physical activities and demonstrated greater involvement in movement tasks provided by the teacher. The learning environment also reflected contextual and child-centered practices, where children were encouraged to explore and engage physically with their surroundings. Overall, the implementation of nature-based learning activities through Green Adventure Learning offers meaningful experiences that can support gross motor skill development in early childhood education settings.

Page 12 of 14 | Total Record : 132

 10   11   12   13   14 

Filter by Year

2022 2026


Reset
Filter By Issues
All Issue Vol. 5 No. 1 (2026) Vol. 4 No. 2 (2025) Vol. 4 No. 1 (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