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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
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Implementing a Deep Learning Approach to Foster Social-Emotional Development in Early Childhood: A Qualitative Study Surianti; Ahmadin; Ade S Anhar
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.v5i1.16663

Abstract

This study aims to analyze the implementation of deep learning based instruction in developing early childhood social-emotional development in Kindergarten. Using a qualitative descriptive design, the research involved children aged 5–6 years from one classroom group who were selected purposively based on their active participation in learning activities. Teachers were included as key informants to provide information regarding the planning and implementation of learning. Data were collected through classroom observations, semi-structured interviews with teachers, and documentation such as children’s development records and learning materials. Data analysis was conducted through data reduction, data display, and conclusion drawing. In addition, a thematic coding process was applied to identify patterns related to experiential, interactive, and reflective learning practices. To ensure trustworthiness, triangulation of data sources and methods was used by comparing findings from observations, interviews, and documentation. The novelty of this study lies in providing a qualitative account of how deep learning principles experiential, interactive, and reflective learning are integrated into daily classroom practices in early childhood education. The findings indicate that learning activities based on real experiences and active participation encourage the development of cooperation, emotional regulation, empathy, and independence among children. Children also showed increased emotional engagement and more positive interactions with peers during learning activities. Overall, the results suggest that experience-oriented learning strategies can support social-emotional development in early childhood classrooms within the context of the studied kindergarten. These findings provide practical insights for educators in designing meaningful and participatory learning environments to support holistic child development.
BUSAK PAUD Application: An Innovation in Monitoring Early Childhood Literacy Development Vamelia Vamelia; Nita Priyanti; Chandra Apriyansyah
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.v5i1.16708

Abstract

Early childhood literacy development forms the foundation of long-term academic achievement, yet monitoring practices in Early Childhood Education (ECE) settings are often manual, fragmented, and insufficiently integrated. This study aimed to develop and evaluate the BUSAK PAUD Application as an innovative digital system for monitoring early childhood literacy development. Employing a Research and Development approach using the ADDIE model, the study integrated qualitative needs analysis with quantitative expert validation and effectiveness testing. The findings indicate that the application achieved a highly feasible rating based on expert evaluations and demonstrated strong effectiveness in improving teachers’ efficiency, enabling structured and data-driven literacy monitoring, and strengthening collaborative communication between schools and parents. The study concludes that the BUSAK PAUD Application represents a technology-based managerial innovation that aligns literacy monitoring with developmental principles in early childhood education. Broader implementation, continuous user training, and further integration of comprehensive digital assessment features are recommended, while future research should examine scalability and long-term impact across diverse ECE contexts.
Real-Time Interactive Quizzes as Formative Assessment in Child Protection Education: A Quasi-Experimental Study Nesna Agustriana; Siyyella Tika Nasution
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.v5i1.16754

Abstract

This study aims to examine the effectiveness of real-time interactive quizzes as a formative assessment instrument in enhancing Early Childhood Education Teacher Education (PGPAUD) students' understanding of child violence and rights violations. Using a one-group pretest-posttest quasi-experimental design, the study involved 25 students enrolled in the Child Protection course at Bengkulu University. Participants completed a live digital quiz consisting of multiple-choice questions covering key dimensions of child protection. The findings indicate a statistically significant improvement in students' understanding following the intervention, with a large effect size demonstrating substantial learning gains. The greatest improvement was observed in evidence-based intervention concepts, while notable gains were also found in students' understanding of economic exploitation and systemic discrimination. Most participants demonstrated improved performance, with the largest gains occurring among initially lower-performing students, consistent with Vygotsky's concept of the zone of proximal development. This study contributes to the literature by demonstrating the value of interactive quizzes as formative assessment tools in the underexplored context of PGPAUD child protection education in Indonesia and highlighting the usefulness of indicator-level diagnostic feedback for instructional decision-making. However, the findings should be interpreted with caution due to the absence of a control group and the limited sample drawn from a single institution.
Teachers Perceptions of Microteaching and Its Conceptual Implications for Early Childhood Education: A Phenomenological Study Roby Naufal Arzaqi; Namira Tri Mareta; Najwa Azizah Ramadhani; Ghea Alza Jazilia; Aisah Karunia Rahayu; Esya Anesty Mashudi; Deri Hendriawan
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.v5i1.16766

Abstract

Educational transformation requires enhancing the professionalism of early childhood education (PAUD) teachers, one approach being microteaching training to develop fundamental teaching skills. However, microteaching is often perceived primarily as a technical exercise, which does not fully align with early childhood learning practices that are relational and developmentally oriented. This study explores PAUD teachers’ understanding of microteaching skills and their conceptual implications for the quality of early childhood learning. A qualitative approach using Interpretative Phenomenological Analysis (IPA) was employed. Six PAUD teachers were purposefully selected as participants. Data were collected through semi-structured interviews and classroom observations, and thematic analysis was conducted systematically, including coding, pattern identification, and validation of themes across participants. Trustworthiness was ensured through triangulation, member checking, and peer debriefing. The findings revealed four main themes: microteaching as non-internalized knowledge, experiential learning and community of practice, the gap between microteaching simulations and the realities of early childhood learning, and relational pedagogy in practice. The results indicate that teachers often perceive microteaching as a primarily technical exercise, whereas early childhood education requires relational, reflective, and contextually grounded pedagogical competencies. This study contributes novel insights into how microteaching is interpreted in practice, highlighting both conceptual and pedagogical implications for teacher training and professional development in early childhood education.  
Developing Big Puzzle Learning Media to Enhance Cooperation Skills in Early Childhood Umaemah Marsuki AR; Kartini Marzuki; Azizah Amal; Muhammad Akil Musi; Herlina Herlina
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.v5i1.16822

Abstract

The development of social–emotional competencies, particularly cooperation skills, is a crucial aspect of early childhood education as it supports children’s ability to interact effectively, share responsibilities, and engage in group activities. However, limited use of innovative and engaging learning media often hinders the optimal development of these skills. This study aims to develop Big Puzzle learning media and examine its effectiveness, validity, and practicality in improving the cooperation skills of children aged 5–6 years. This research employed a Research and Development (R&D) approach. Data were collected through interviews, observations, and questionnaires. The findings reveal that the design process of the Big Puzzle learning media includes the development of both the puzzle product and a supporting guidebook. The effectiveness of the media was categorized as very effective, with a score of 3.4. Furthermore, the level of development in enhancing children’s cooperation skills obtained a score of 3.5, indicating an improvement category. In terms of product quality, the Big Puzzle learning media achieved a very valid classification based on expert validation results. Additionally, the practicality level reached a score of 3.4, which falls into the practical and highly practical category for classroom use. These results indicate that the developed Big Puzzle learning media is valid, practical, and effective in enhancing the cooperation skills of children aged 5–6 years. Therefore, this media can be utilized as an alternative learning tool to support the development of social interaction and collaborative abilities in early childhood education.
Development of a Parent-Oriented Module for Optimizing Independence in Early Childhood Awanda Erna; Azizah Amal; Muhammad Yusri Bachtiar; Hasmawaty Hasmawaty; Herlina Herlina
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.v5i1.16827

Abstract

The development of early childhood independence requires active parental involvement supported by structured and practical guidance that can be applied in everyday home environments. This study aims to develop a parent-oriented module to optimize early childhood independence and to examine its feasibility and effectiveness in improving parents’ understanding. This research employed a Research and Development approach involving stages of needs analysis, product design, development, validation, and field testing. Data were collected through interviews, questionnaires, observations, and pre-test and post-test assessments. The results of the needs analysis indicate that parents require practical and structured guidance to support children’s independence at home. The developed module was validated by experts and categorized as valid with minor revisions. User responses in both small- and large-scale trials show that the module is highly acceptable and feasible for independent use by parents. Furthermore, the effectiveness test reveals a significant improvement in parents’ understanding, as indicated by an increase in the mean score from 52.00 in the pre-test to 80.75 in the post-test, supported by statistical analysis showing a significant difference (p < 0.05). These findings indicate that the module is effective as a practical learning resource that enhances parental involvement and supports the development of early childhood independence.
Development of Animated Series-Based Learning Media to Stimulate Oral Expression Skills in Children Aged 5–6 Years Jusnidar Jusnidar; Abdul Saman; Azizah Amal; Herlina Herlina; Hasmawaty Hasmawaty
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.v5i1.16835

Abstract

The development of oral expression skills in early childhood requires engaging and developmentally appropriate learning media that can stimulate children’s ability to communicate ideas, thoughts, and experiences effectively. This study aims to develop animated series-based learning media to stimulate the oral expression skills of children aged 5–6 years and to examine its feasibility and effectiveness. This research employed a Research and Development approach using the 4D model, including define, design, develop, and disseminate stages. Data were collected through needs analysis, expert validation, observation, questionnaires, and field trials. The results of the needs analysis indicate that teachers require innovative and interactive media to support children’s language development, particularly in oral expression. The developed media was validated by experts and categorized as valid with minor revisions. User responses in both small- and large-scale trials show that the media is highly feasible and effective in classroom implementation. Furthermore, the effectiveness test reveals an improvement in children’s oral expression skills, including increased speaking confidence, ability to retell stories sequentially, use of varied vocabulary, and clearer articulation. These findings indicate that animated series-based learning media is effective as an innovative learning tool that enhances children’s oral expression skills and supports language development in early childhood education.
A Guided Digital Interaction Digital Parenting Strategy for Early Childhood Cognitive Development among Working Mothers Pria Dita Anis Wari; Dewi Eko Wati; Muqowim Muqowim; Khamim Zarkasih Putro; Noviarti Noviarti; Febriyanti Aulia Maulida; Siska Herna Putri
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.v5i1.16863

Abstract

Digital exposure in early childhood has become an increasingly significant factor influencing cognitive development, particularly in attention, memory, and information processing. In this context, parental mediation plays a critical role in shaping how children interact with digital devices. This study aims to explore how Guided Digital Interaction is implemented as a digital parenting strategy by working mothers to support early childhood cognitive development. This qualitative case study involved working mothers from various professional backgrounds, including teachers, midwives, and notary clerks. Data were collected through in-depth interviews and non-participant observations, and analyzed using the Miles and Huberman interactive model. The findings show that effective digital parenting is not determined by the amount of time mothers spend physically with their children, but by the quality of mediated interaction. Five key dimensions of Guided Digital Interaction were identified: proactive technological adaptation, transforming digital media into learning tools through reflective discussion, active co-engagement in digital activities, dialogic communication to encourage reasoning, and consistent environmental regulation. These strategies function as scaffolding that shifts children from passive digital consumption to active cognitive engagement. The study concludes that structured and interactive digital mediation can serve as an effective parenting strategy to support cognitive development and build cognitive resilience in early childhood, particularly among working mothers managing dual roles.
Development of an Augmented Reality-Based Body Parts Concept Book for Early Childhood Tria Meidiana Tria; Dewi Fitriani; Umar bin Abd Aziz; Safrul Muluk
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.v5i1.16872

Abstract

Introducing body parts is an important basic concept for early childhood; however, the available learning media are still dominated by two-dimensional images that are less interactive. This study aimed to develop and examine the feasibility of an Augmented Reality (AR)-based body parts concept book integrating three-dimensional (3D) object visualization and interactive audio in accordance with the learning characteristics of early childhood. The novelty of this study lies in the integration of marker-based AR, full-body 3D visualizations, and learning activities within a single concept book specifically designed for children aged 4–5 years. This study employed a Research and Development (R&D) method using the ADDIE model. The research subjects consisted of 17 children aged 4–5 years at TKIT Baitushalihin Banda Aceh. The research instruments included expert validation sheets (material and media experts) and children’s response observation sheets. Data were analyzed using quantitative descriptive percentage analysis and qualitative descriptive analysis. The results showed that the validation by material experts and media experts reached 100% (very feasiable). Children’s responses in the small-group trial (n=8) obtained a percentage of 91.25% (very feasiable), while the large-group trial (n=17) obtained 80.88% (feasiable). These findings indicate that AR media can support children’s attention, engagement, and understanding of body parts concepts through more concrete visual and auditory experiences. Therefore, the developed media is appropriate to be used as an innovative alternative in early childhood learning, although further effectiveness testing using an experimental design is still needed.
Teacher Burnout as a Barrier to Social-Emotional Support in Early Childhood Education: A Case Study Fitri Fitri; Tria Marini; Mar'atus Sholihah; Desmawati Roza
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.v5i1.16885

Abstract

Burnout among early childhood education (ECE) teachers significantly affects teacher-child interactions and the quality of social-emotional support. This study aimed to examine how teacher burnout functions as a barrier to the provision of social-emotional support in early childhood education by identifying its forms, underlying causes, and consequences for teacher-child interactions. This qualitative case study explores the forms, triggers, and consequences of burnout among eight purposively selected ECE teachers in Rao Selatan District, Pasaman Regency, Indonesia. Data were collected through semi-structured in-depth interviews and analyzed using thematic analysis involving coding, categorization, and theme development. Trustworthiness was strengthened through source triangulation, member checking, and peer debriefing. Findings revealed four key barriers: diminished relational sensitivity, psychological disengagement, helplessness in managing dual roles, and parental pressure arising from unrealistic academic expectations. These barriers collectively weakened teachers’ ability to provide effective social-emotional support. The study highlights the importance of systemic interventions, including administrative reform, teacher mental health support, and contextual professional development programs to improve teacher well-being and educational quality.

Page 13 of 14 | Total Record : 132

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