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Khirani: Jurnal Pendidikan Anak Usia Dini
Published by Sekolah Tinggi Agama Buddha Nalanda
ISSN : 29859670     EISSN : 29859190     DOI : 10.47861
Core Subject : Economy, Humanities, Education, Art, Social,
Arts Humanities Economics, Econometrics & Finance Education Law, Crime, Criminology & Criminal Justice
Bidang kajian dalam jurnal ini termasuk, pendikan anak usia dini, linguistik, sastra, filsafat, psikologi, hukum, sosial dan studi budaya.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 197 Documents
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Integration of Digital Technologies in Early Childhood Education: A Critical Review of Benefits, Risks, and Pedagogical Implications Rita Zubaidah; Hilda Fitriani; Miari Edlin Kuswardani; Khairunnisak Khairunnisak; Fefy Gusmarlia
Khirani: Jurnal Pendidikan Anak Usia Dini Vol. 4 No. 2 (2026): KHIRANI: Jurnal Pendidikan Anak Usia Dini
Publisher : Institut Nalanda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47861/khirani.v4i2.2317

Abstract

This critical narrative review examines the integration of digital technologies in early childhood education (ECE), synthesizing contemporary evidence on pedagogical benefits, developmental risks, and implementation challenges. Drawing on literature published between 2020 and 2026 retrieved from Google Scholar, the analysis reveals that technology-enhanced learning can support cognitive development, language acquisition, and fine motor skills when implemented through intentional, play-based pedagogies with active adult mediation. Conversely, excessive or unstructured screen exposure is consistently associated with speech delays, socio-emotional difficulties, reduced physical activity, and emerging privacy vulnerabilities. Significant barriers—including teacher preparedness gaps, infrastructural inequities, and the absence of validated assessment frameworks—further complicate equitable and effective integration. The findings underscore that digital tools must function as complements to, rather than substitutes for, embodied and socially interactive learning experiences grounded in developmentally appropriate practice. Recommendations include prioritizing context-sensitive pedagogical guidelines, sustained professional development focused on technological pedagogical content knowledge (TPACK), and policy interventions that address the urban-rural digital divide. This review contributes a nuanced, evidence-informed perspective to guide educators, curriculum designers, and policymakers in navigating the complex intersection of technological innovation and early childhood development.
Analisis Kepuasan Orang Tua terhadap Kualitas Pelayanan SD Birrul Walidain Muhammadiyah Sragen Tutik Ernawati; Ari Qudriyati; Harun Joko Prayitno; Dhany Efita Sari
Khirani: Jurnal Pendidikan Anak Usia Dini Vol. 4 No. 2 (2026): KHIRANI: Jurnal Pendidikan Anak Usia Dini
Publisher : Institut Nalanda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47861/khirani.v4i2.2365

Abstract

The quality of educational services in elementary schools is an important factor in building trust and satisfaction among parents as the primary stakeholders. The increasing expectations of parents toward educational services, which focus not only on academic outcomes but also on the quality of the learning process, encourage schools to evaluate the level of parental satisfaction. This study aims to analyze the level of parents’ satisfaction with the quality of services at SD Birrul Walidain Muhammadiyah Sragen and to identify service aspects that need improvement. The study employed a descriptive quantitative approach with a survey design. The respondents consisted of 98 parents of first-grade students, and data were collected through a Google Form–based questionnaire. Data analysis was conducted using descriptive statistical techniques (percentages and means) as well as Importance Performance Analysis (IPA) to measure the gap between service expectations and performance. The results showed that the overall level of parents’ satisfaction was categorized as good, with indicator conformity levels above 85%. The main strengths were found in teachers’ attention and the provision of learning motivation. However, several aspects still need improvement, particularly in teaching methods, assignment distribution, and opportunities for students to ask questions in class. These findings emphasize the importance of improving learning quality as a key factor in increasing parents’ satisfaction. Nevertheless, the results of this study are limited to first-grade respondents and therefore cannot yet be generalized to all grade levels.
Pemanfaatan Interactive Flat Panel (IFP) dalam Pengembangan Kemampuan Kognitif Anak Usia 5-6 Tahun Lutfiah Lutfiah; Akhmad Iqbal
Khirani: Jurnal Pendidikan Anak Usia Dini Vol. 4 No. 2 (2026): KHIRANI: Jurnal Pendidikan Anak Usia Dini
Publisher : Institut Nalanda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47861/khirani.v4i2.2483

Abstract

The development of early childhood cognitive abilities requires learning media that is concrete, interactive, and in accordance with the stages of child development. This study aims to examine the use of Interactive Flat Panel (IFP) in supporting the development of cognitive abilities of children aged 5–6 years in KB Babus Salam. The research uses a qualitative approach with a case study design, involving the principal, teachers, and children as informants. Data is collected through interviews, observations, and documentation, then analyzed through the stages of data reduction, data presentation, and conclusion drawn. The validity of the data was tested by triangulation of sources and techniques. The results showed that the use of IFP supports children's cognitive development, especially in the ability to think symbolically, think logically, and solve simple problems. This media makes learning more interesting, so that children show better activity, enthusiasm, and understanding when the material is presented visually and interactively. Although some children still need the teacher's help in completing assignments, the use of IFP is able to create an interactive classroom atmosphere and encourage children's involvement in various learning activities. These findings confirm that IFP plays a role as a relevant interactive digital media to support early childhood cognitive development and can be an alternative learning media in early childhood institutions according to children's learning characteristics.
Media Interaktif Si Nana Pemberani untuk Pengenalan Coding dan Pengembangan Kemampuan Berpikir Kritis Anak Usia Dini Rina Wijayanti; Akbar, Mochammad Ramli; Afnia, Bella Nur; Ahsan, Moh
Khirani: Jurnal Pendidikan Anak Usia Dini Vol. 4 No. 2 (2026): KHIRANI: Jurnal Pendidikan Anak Usia Dini
Publisher : Institut Nalanda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47861/khirani.v4i2.2507

Abstract

The increasing use of digital technology among young children has been largely consumptive, focusing on watching YouTube, TikTok, and sending messages, with limited adaptive digital-based learning media for introducing coding concepts in early childhood education (ECE). This study aims to develop interactive media Nana the Brave as a tool to introduce coding concepts and enhance critical thinking skills in children aged 4–5 years. The research employed a Research and Development (R&D) approach using the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The media was created with Canva and Articulate Storyline, featuring the main character “Nana” and a robot companion “Cappucina,” and included nine game-based activities covering algorithms, sequencing, problem-solving, and pattern recognition. A trial was conducted with 24 children in Group A at TK Muslimat NU 10 Pandanmulyo Tajinan, Malang Regency. Validation results indicated excellent feasibility, with ratings of 96% from material experts, 90% from media experts, and 95% from ECE practitioners. Implementation demonstrated that the media effectively stimulated children’s critical thinking skills, including classification of shapes and colors, pattern comparison, instruction comprehension, and simple problem-solving. The findings conclude that Nana the Brave is highly feasible for use in introducing coding concepts in early childhood learning and has strong potential to strengthen children’s digital literacy readiness from an early age.
Peran Teacher-Student Relationship dan Emotional Exhaustion terhadap Teacher Subjective Well-being pada Guru Sekolah Dasar Silvi Juwita; Putri Sukma Deri
Khirani: Jurnal Pendidikan Anak Usia Dini Vol. 4 No. 2 (2026): KHIRANI: Jurnal Pendidikan Anak Usia Dini
Publisher : Institut Nalanda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47861/khirani.v4i2.2508

Abstract

Teacher subjective well-being is an important factor in supporting teachers’ psychological health, professional satisfaction, and teaching effectiveness in elementary education. This study aimed to examine the role of teacher-student relationship and emotional exhaustion in predicting teacher subjective well-being among elementary school teachers. A quantitative approach was employed involving 250 elementary school teachers selected through purposive sampling. Data were collected using research instruments relevant to the study variables and analyzed using multiple linear regression to determine partial and simultaneous effects. The results showed that teacher-student relationship had a positive and significant effect on teacher subjective well-being (β = 0.250; p = 0.002), indicating that positive interactions with students are associated with higher levels of teacher well-being. Conversely, emotional exhaustion had a negative and significant effect on teacher subjective well-being (β = -0.669; p < 0.001), suggesting that increased emotional fatigue reduces teachers’ well-being. Simultaneously, both variables significantly predicted teacher subjective well-being (F = 25.585; p < 0.001) and explained 17.2% of its variance (R² = 0.172). These findings emphasize the importance of strengthening supportive teacher-student relationships and reducing emotional exhaustion effectively.
Analisis Perkembangan Bahasa Ekspresif Anak dengan Gangguan Bicara pada Usia 5 Tahun Syarifa Dita Nadia; Sri Indriani Harianja; Asih Nur Ismiatun
Khirani: Jurnal Pendidikan Anak Usia Dini Vol. 4 No. 2 (2026): KHIRANI: Jurnal Pendidikan Anak Usia Dini
Publisher : Institut Nalanda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47861/khirani.v4i2.2527

Abstract

This study aims to analyze and describe the expressive language development of 5-year-old children at TK Kemala Bhayangkari 29 Jambi City and to identify the factors that influence the expressive language development of 5-year-old children at TK Kemala Bhayangkari 29 Jambi City. This research used a qualitative method with a descriptive approach. The study was conducted at TK Kemala Bhayangkari 29 Jambi City during the even semester of the 2025/2026 academic year. The informants in this study were selected using purposive sampling, consisting of teachers and parents. Another informant was one student from TK Kemala Bhayangkari 29 who became the research subject. Data collection techniques were carried out through in-depth interviews, observations, and documentation. Data analysis techniques used the Miles and Huberman model, including data collection, data reduction, data presentation, and conclusion drawing/verification. This study used source, technique, and time triangulation to test the credibility of the collected data. The results showed that the expressive language ability of AYB, a 5-year-old child, had not developed optimally. AYB was able to understand simple conversations, answer questions, and participate in short conversations; however, the child still experienced difficulties in expressing ideas, feelings, and experiences in a structured manner. The child tended to use short sentences, some word pronunciations were unclear, and still needed stimulation to initiate communication, especially in the school environment. Therefore, AYB requires continuous stimulation and guidance to improve sentence construction skills, enrich vocabulary, improve pronunciation, and build confidence in communicating.
Internalisasi Nilai Karakter Religius Melalui Kegiatan Khataman Al-Qur’an di SMA Pasundan 1 Bandung Reinal Muhtarizal Agnyawan; Rahmat Rahmat; Aang Supriatna
Khirani: Jurnal Pendidikan Anak Usia Dini Vol. 4 No. 1 (2026): Maret: KHIRANI: Jurnal Pendidikan Anak Usia Dini
Publisher : Institut Nalanda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47861/khirani.v4i1.2536

Abstract

This study was motivated by the role of schools in addressing juvenile delinquency and promiscuity through the instillation of religious character values within the educational environment. The study aims to describe and analyze the process of internalizing religious character values through the Al-Qur'an completion ceremony at Pasundan 1 High School in Bandung. A descriptive qualitative approach was used, with data collection techniques including observation, in-depth interviews, and documentary analysis. The results indicate that the instillation of religious character is carried out in a structured manner through decentralized Quran recitation sessions in each class every Monday through Friday from 8:30–8:45 a.m. WIB, supported by the practice of bringing a physical copy of the Qur’an, guidelines on hijab etiquette, restrictions on the use of electronic devices, contemplative methods led by Islamic Education teachers to contextualize religious values, and teachers serving as role models. The study concluded that the Qur’an completion (khataman) activity successfully integrated the “Nyantri, Nyunda, Nyakola” philosophy of YPDM Pasundan into the school ecosystem, while also fostering a transformation in students’ motivation toward independent spiritual awareness that arises from their inner needs.

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