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Asian Journal of Early Childhood and Elementary Education
Published by Lembaga Yasin Alsys
ISSN : 30257565     EISSN : 30256917     DOI : https://doi.org/10.58578/ajecee
Core Subject : Education, Social,
Education Languange, Linguistic, Communication & Media Social Sciences
Asian Journal of Early Childhood and Elementary Education [3025-7565 (Print) and 3025-6917 (Online)] is a double-blind peer-reviewed, and open-access journal to disseminating all information contributing to the understanding and development of Early Childhood and Elementary Education. Its scope is international in that it welcomes articles from academics, researchers, graduate students, and policymakers. The articles published may take the form of original research, theoretical analyses, and critical reviews. AJECEE publishes 6 editions a year in February, April, June, August, October, and December. This journal has been indexed by Harvard University, Boston University, Dimensions, Scilit, Crossref, Web of Science Garuda, Google Scholar, and Base.
Arjuna Subject : Umum - Umum
Articles 110 Documents
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Exploration of Children's Creativity through Learning Center Balok at 4–5 Years Old Asma, Asma; Kusumawardani, Ratih; Asmawati, Luluk
Asian Journal of Early Childhood and Elementary Education Vol 3 No 4 (2025): Asian Journal of Early Childhood and Elementary Education
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/ajecee.v3i4.6369

Abstract

This study explores the implementation of the Beam Center Learning Model (Balok Center Learning) in optimizing the creativity of children aged 4–5 years. Employing a descriptive qualitative research method, data were collected through observation, interviews, documentation, and field notes. The primary objective was to assess the effectiveness of structured learning through beam center activities in enhancing early childhood creativity. The findings reveal that the creativity of children in this age group was significantly optimized, as evidenced by the frequent and observable emergence of creative behaviors across various domains in nearly all participants. This suggests a strong correlation between the learning model and children's creative development. The study concludes that the Beam Center Learning Model is effective in fostering creativity among children aged 4–5 years, as demonstrated in the learning environment at Irma Serang Kindergarten. These results underscore the importance of structured, play-based learning environments in early childhood education to support cognitive and creative growth.
Peran Lingkungan Keluarga dalam Meningkatkan Bahasa Anak Usia Dini di Lingkungan III Pasar Sibuhuan Kecamatan Barumun Kabupaten Padang Lawas Khoirunnisah, Khoirunnisah; Khadijah, Khadijah; Nasution, Zulkipli
Asian Journal of Early Childhood and Elementary Education Vol 3 No 4 (2025): Asian Journal of Early Childhood and Elementary Education
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/ajecee.v3i4.6466

Abstract

This study is motivated by the crucial role of the family in developing early childhood language skills, particularly in Lingkungan III Pasar Sibuhuan, Barumun District, Padang Lawas Regency. The research aims to identify family programs that support the enhancement of early childhood language abilities, describe their implementation, and analyze the supporting factors involved in the process. A descriptive qualitative approach was employed, with families and parents as the subjects, and data were analyzed using the Miles & Huberman model, which includes data reduction, data display, and conclusion drawing. The findings indicate that family programs aimed at supporting children's language development remain suboptimal, primarily due to limited language stimulation, the dominance of regional languages, and restricted access to educational media. The process of language development is significantly influenced by family interaction, peer relationships, and the role of early childhood education institutions. Key supporting factors include active parental involvement, the intensity of social interaction, and institutional support from educational settings. The study concludes that there is a need to raise family awareness and implement further educational programs to optimize early childhood language development within the home environment.
Pengembangan Bahan Ajar Interaktif berbentuk Flipbook Berbasis VCT pada Pembelajaran Pendidikan Pancasila di Kelas IV Sekolah Dasar Fitriani, Siska; Rahmatina, Rahmatina
Asian Journal of Early Childhood and Elementary Education Vol 3 No 4 (2025): Asian Journal of Early Childhood and Elementary Education
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/ajecee.v3i4.6731

Abstract

The limited use of interactive instructional materials based on information technology by teachers has contributed to low student motivation in learning. This study aims to develop interactive instructional materials in the form of a flipbook based on the Value Clarification Technique (VCT) for teaching Pendidikan Pancasila in fourth-grade elementary school. The research employed the ADDIE development model, which consists of five stages: Analysis, Design, Development, Implementation, and Evaluation. Data were collected through validation questionnaires completed by content, language, and media experts, as well as practicality questionnaires filled out by teachers and students. The trial subjects included 18 fourth-grade students from UPT SDN 23 Batipuah Baruah, while the main research subjects were 12 students from UPT SDN 24 Gunuang Rajo. The results showed a validity score of 94.16% (categorized as highly valid), with expert assessments as follows: content expert 87.5%, language expert 97.5%, and media expert 97.5%. The practicality test yielded 96.25% from the teacher and 93.35% from the students (both categorized as highly practical), while the effectiveness test scored 94.33% (highly effective). These findings confirm that the VCT-based interactive flipbook is valid, practical, and effective for use in Pendidikan Pancasila instruction in fourth-grade elementary classrooms.
Pengembangan Media Pembelajaran Komik Berbasis Aplikasi Comic Page Creator menggunakan Model Problem Based Learning pada Mata Pelajaran IPAS di Kelas IV Sekolah Dasar Wulandari, Ananda Putri; Rahmatina, Rahmatina; Zahara, Leni; Hamimah, Hamimah
Asian Journal of Early Childhood and Elementary Education Vol 3 No 4 (2025): Asian Journal of Early Childhood and Elementary Education
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/ajecee.v3i4.6732

Abstract

The limited use and lack of diversity in learning media are among the factors contributing to the low effectiveness of teaching and learning processes in elementary schools. This study aims to develop a comic-based instructional medium using Comic Page Creator, which has been validated and classified as both valid and practical for classroom use. The research employed a development approach using the ADDIE model, comprising five stages: Analysis, Design, Development, Implementation, and Evaluation. Data were collected through validation questionnaires completed by content, language, and media experts, as well as practicality questionnaires involving teachers and students. The trials were conducted with fourth-grade students at three elementary schools: SDN 12 Pagaruyung, SDN 08 Pagaruyung, and SDN 15 Pagaruyung. The validation results showed that the comic media achieved a content validity score of 78% (valid category), language validity of 90% (highly valid), and media validity of 96% (highly valid). Practicality tests showed scores of 88% from teachers and 91.86% from students, both categorized as highly practical. These findings confirm that the comic-based instructional media developed using Comic Page Creator is valid and practical, with strong potential to enhance the quality of IPAS learning in fourth-grade elementary classrooms.
Peningkatan Keterampilan Membaca Pemahaman Peserta Didik menggunakan Model Cooperative Integrated Reading Composition berbantuan Canva di Kelas V SDN 03 Binuang Kecamatan Pauh Andhina, Jihan Aulia; Desyandri, Desyandri
Asian Journal of Early Childhood and Elementary Education Vol 3 No 4 (2025): Asian Journal of Early Childhood and Elementary Education
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/ajecee.v3i4.7199

Abstract

Reading comprehension is a fundamental skill for elementary school students; however, observations in Grade V at SDN 03 Binuang, Pauh District, revealed that this skill remains low, particularly in identifying main ideas, analyzing new vocabulary, and summarizing texts. This study aims to improve reading comprehension skills through the implementation of the Cooperative Integrated Reading and Composition (CIRC) model supported by Canva. The method used was Classroom Action Research (CAR) conducted over two cycles, each consisting of planning, implementation, observation, and reflection stages. The research subjects included the classroom teacher as observer, the researcher as practitioner, and 28 students. Instruments used included observation sheets, reading skill tests, and documentation. The results showed a significant improvement in reading comprehension skills. In the second cycle, the teaching module received a 100% rating, teacher activity reached 100%, student activity increased to 95%, and the average student reading comprehension score rose from 66.23 in the first cycle to 86.68 in the second. These findings demonstrate that the application of the CIRC model supported by Canva is effective in enhancing the reading comprehension skills of Grade V students at SDN 03 Binuang.
Pengembangan Media Edukasi Game berbantuan Wordwall pada Evaluasi Mata Pelajaran Pendidikan Pancasila Kelas VI di SD Fitri, Adela Khalisa; Zuardi, Zuardi
Asian Journal of Early Childhood and Elementary Education Vol 3 No 4 (2025): Asian Journal of Early Childhood and Elementary Education
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/ajecee.v3i4.7201

Abstract

The development of Wordwall-assisted educational game media was carried out to address the low engagement, interest, motivation, and learning outcomes of students in Pancasila Education at SD Negeri 36 Payakumbuh. This media was selected for its user-friendliness, alignment with technological developments, and potential to enhance learning activity. The study aimed to produce a valid, practical, and effective learning medium. The research employed a Research and Development (R&D) approach using the ADDIE model (Analyze, Design, Development, Implementation, Evaluation), with Grade V students as the research subjects. Instruments included validation sheets (by content, media, and language experts), practicality questionnaires (for teachers and students), and effectiveness tests (learning outcomes tests and learning activity questionnaires). The results indicated that: (1) content expert validity reached 94%, media expert 83%, and language expert 87%, all within the “highly valid” category; (2) teacher practicality was 95.75% and student practicality 93.96% classified as “very practical”; (3) learning activity effectiveness was 91.17%—“very effective”; and (4) post-test scores were higher than pre-test scores, indicating improved learning outcomes. Thus, the Wordwall-assisted educational game media met the criteria of being valid, practical, and effective, and is suitable for enhancing learning activity and outcomes in Pancasila Education at the elementary level.
Peningkatan Keterampilan Menulis Teks Eksposisi menggunakan Model Problem Based Learning (PBL) di Kelas V UPTD SDN 04 Mungka Kabupaten 50 Kota Didriantosi, Nadilla Putri; Muhammadi, Muhammadi
Asian Journal of Early Childhood and Elementary Education Vol 3 No 4 (2025): Asian Journal of Early Childhood and Elementary Education
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/ajecee.v3i4.7202

Abstract

This study was motivated by the low writing skills of fifth-grade students at UPTD SDN 04 Mungka, Kabupaten 50 Kota, which were attributed to a teacher-centered learning process. The aim of the research was to describe the improvement of students’ writing skills through the implementation of the Problem-Based Learning (PBL) model. This research employed Classroom Action Research (CAR) with both qualitative and quantitative approaches, conducted over two cycles. Cycle I consisted of two meetings, while Cycle II comprised one meeting, each involving four stages: planning, implementation, observation, and reflection. The research subjects included the classroom teacher and 20 fifth-grade students (9 boys and 11 girls). Data were collected through lesson plan assessments, observations, tests, and non-test instruments. The results showed improvements in: (a) lesson plan quality, from 85.4% in Cycle I to 95.8% in Cycle II; (b) teacher activity, from 82.14% to 96.42%, and student activity from 78.56% to 96.42%; (c) students’ writing skills, with the average score increasing from 74.4 in Cycle I to 85.96 in Cycle II. These findings demonstrate that the implementation of the PBL model effectively enhances the writing skills of fifth-grade students at SDN 04 Mungka.
Parenting under Pressure: The Impact of Socioeconomic and Environmental Stressors on Family Stability and Child Development Baharudin, Haiza Hayati
Asian Journal of Early Childhood and Elementary Education Vol 3 No 5 (2025): Asian Journal of Early Childhood and Elementary Education
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/ajecee.v3i5.7409

Abstract

Rising concerns over public safety, financial instability, and housing insecurity are making parenting increasingly difficult in today’s socio-economic climate. This essay explores how these challenges impact both parents and children, exacerbating long-term developmental and social issues. Parents are struggling to meet their children's basic needs amid rising living costs, stagnant wages, and unpredictable job markets. Unstable housing and frequent relocations disrupt children's social development, emotional stability, and academic performance. These findings are supported by the latest economic and social data. In communities marked by crime, drugs, and violence, children face additional barriers to safe recreation and positive peer interaction. Overly cautious or rigid parenting, often a response to unsafe environments, can impair children's social and problem-solving abilities. Chronic parental stress—often tied to financial hardship—is associated with inconsistent discipline, mental health challenges, and neglectful conditions such as hypothermia. For children, this results in increased anxiety, emotional instability, developmental delays, and compromised physical and mental health. These cumulative factors contribute to a cycle of generational poverty and trauma, significantly impairing children's long-term cognitive development, school readiness, and well-being. To address these issues, the second part of the essay proposes a range of research-informed interventions suitable for students from diverse academic backgrounds. Recommendations include funding programs focused on personal safety education, establishing secure community centers, offering child care subsidies, improving access to affordable housing, and providing financial literacy training. The essay concludes by positioning stable parenting not only as a private concern but as a critical public investment. It calls for coordinated efforts among schools, community organizations, healthcare providers, and government agencies to break the intergenerational cycle of disadvantage and secure a more equitable future for all children.
Adaptive Learning Systems: Bridging Instructional Technology and Personalized Pedagogy through Design Thinking Nwachukwu, Emmanuel Lucas; Egbue, Nwamaka Goodness; Victor-Nwakaku, Ijeoma
Asian Journal of Early Childhood and Elementary Education Vol 3 No 6 (2025): Asian Journal of Early Childhood and Elementary Education
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/ajecee.v3i6.7610

Abstract

This review examines how adaptive learning systems, when guided by design thinking principles, can effectively bridge the disconnect between instructional technology and personalized pedagogy. While technological innovations continue to reshape educational environments, their transformative potential is often constrained by a lack of alignment with learner-centered instructional practices. The review contends that meaningful educational change requires more than the introduction of digital tools; it demands their deliberate integration through pedagogical strategies that respond to the needs of both learners and educators. Key instructional challenges addressed include large class sizes, learner heterogeneity, limited digital literacy, and insufficient feedback loops. Through the iterative stages of design thinking—empathizing, defining, ideating, prototyping, and testing—educators can systematically develop and refine solutions that address these complex issues. Within this framework, adaptive learning systems are positioned as critical enablers of personalized learning, offering differentiated pathways, real-time formative feedback, and data-driven instructional support. The review outlines a structured approach for integrating these systems into teaching practice, emphasizing the need to empower educators with actionable analytics, individualize learning trajectories, and cultivate inclusive classroom ecosystems. The findings underscore the pedagogical value of harmonizing design thinking with adaptive technologies to foster equity, responsiveness, and engagement in diverse educational settings. The review concludes that this integration transforms technology from a passive tool into an active pedagogical partner, with significant implications for educational innovation, teacher professional development, and policy frameworks aimed at advancing equitable, student-centered learning.
Utilizing Waste Materials as Art Learning Media in Early Childhood Education Erdaliameta, Annisha; Fitriana, Laila; Utami, Winda Sherly
Asian Journal of Early Childhood and Elementary Education Vol 3 No 6 (2025): Asian Journal of Early Childhood and Elementary Education
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/ajecee.v3i6.8052

Abstract

This study examines the use of diverse media and gaming technologies to provide tangible learning experiences in early childhood education, focusing specifically on learning media made from residual waste. The use of residual waste as a learning medium is grounded in its accessibility in children’s everyday environments and its potential to teach recycling and waste reduction. Adopting a qualitative research method with a descriptive approach, this study aims to describe the use of residual waste as a medium for early childhood art learning. The research was conducted at TK Negeri 6 Yogyakarta with 15 participants comprising the principal, teachers, and group B2 children. Data were collected through observation, documentation, and interviews, and were analyzed using the Miles and Huberman model, which involves data reduction, data display, and conclusion drawing or verification. The findings show that the use of residual waste as a learning medium is organized into three stages: implementation, planning, and evaluation. The use of residual waste has proven to be effective in art learning for young children because, through such learning media, children are free to create according to their own creativity and imagination.

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