cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Suharsiwi
Contact Email
editorkccj@gmail.com
Phone
+6285810196930
Journal Mail Official
editorkccj@gmail.com
Editorial Address
Cluster Talbiyya 2 No. 1 kampung Serab, Tirtajaya. Sukmajaya, Depok, Indonesia
Location
Kota depok,
Jawa barat
INDONESIA
Kepompong Children Centre Journal
Published by Perkumpulan Peneliti Pendidikan dan Pengembangan Anak
ISSN : 3026720X     EISSN : 3026720X     DOI : https://doi.org/10.62031
Core Subject : Education, Social,
Education Social Sciences Other
Kepompong Children Centre Journal (ISSN. 3026-720X) is a high-quality, open-access, peer-reviewed research journal published by Perkumpulan Peneliti Pendidikan dan Pengembangan Anak. Kepompong Children Centre Journal provides a platform for researchers, academics, professionals, practitioners and students to impart and share knowledge through high-quality empirical and theoretical research papers, case studies, literature reviews and book reviews. The Kepompong Children Centre Journal welcomes and acknowledges high-quality original theoretical and practical research papers, case studies, review articles, literature reviews, book reviews, conceptual frameworks, analytical and simulation models, and technical notes from researchers, academics, professionals, practitioners and students throughout the world. world.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 58 Documents
 2   3   4   5   6 
The Effect of Role-Playing on Moral Development of Children Aged 5-6 Years Lisa Ameliani; Supriyadi Supriyadi; Roza Yenita
Kepompong Children Centre Journal Vol. 3 No. 2 (2026): Kepompong Children Centre Journal
Publisher : Perkumpulan Peneliti Pendidikan dan Pengembangan Anak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62031/xhvwna80

Abstract

This study was motivated by problems in the moral development of children aged 5-6 years at TK Negeri Duren Sawit 01, including children's inconsistent ability to follow rules, demonstrate discipline, take responsibility, respect others, and use polite language. This study aimed to determine the implementation of role-playing activities and analyze their effect on the moral development of children aged 5-6 years. The study employed a quantitative approach using a quasi-experimental method with a Posttest-Only Control Group Design. The sample consisted of 40 children, including 20 children in the experimental group and 20 children in the control group. Data were collected through structured observation and documentation. Data analysis involved normality testing, homogeneity testing, and an independent samples t-test using SPSS 25. The results showed that role-playing activities had a significant effect on children's moral development. The t-test results obtained a t-value of 8.125, with df = 38 and a significance value of 0.000 < 0.05. The mean posttest score of the experimental group was 44.70, which was higher than that of the control group at 39.35. These findings indicate that role-playing can serve as an effective learning strategy for stimulating children's moral development through direct experiences, particularly in developing discipline, responsibility, honesty, and respect for others.
The Influence of Democratic Parenting Patterns on the Character Development of Early Childhood Juheriah Juheriah; Supriyadi Supriyadi; Arie Widiyastuti
Kepompong Children Centre Journal Vol. 3 No. 2 (2026): Kepompong Children Centre Journal
Publisher : Perkumpulan Peneliti Pendidikan dan Pengembangan Anak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62031/265awq66

Abstract

This study aims to determine the influence of democratic parenting patterns on the character development of early childhood at SPS Al-Ahqaf Jatimakmur, Bekasi City. The research employed a quantitative approach with a comparative method (ex post facto). The sampling technique used saturated sampling with 30 parents and 30 children as respondents. Data analysis used descriptive and inferential statistics. The results of simple linear regression analysis obtained a correlation coefficient (R) of 0.812, indicating a very strong relationship between parenting patterns and children's character development. The coefficient of determination (R Square) of 0.660 indicates that parenting patterns contribute 66.0% to early childhood character development, while the remaining 34.0% is influenced by other factors outside the study. The t-test results showed a t-value of 7.373 with a significance value of 0.000 (< 0.05), so H₀ was rejected and H₁ was accepted. These findings indicate that the better the parenting patterns applied by parents, the better the children's character development. Parents are expected to apply positive, loving parenting patterns and provide good examples so that children's character development can grow optimally according to their developmental stages.
Improving Color Recognition Skills in Early Childhood Through Colored Block Media Wine Sugiharti; Yon A.E.; Wening Rahayu
Kepompong Children Centre Journal Vol. 3 No. 2 (2026): Kepompong Children Centre Journal
Publisher : Perkumpulan Peneliti Pendidikan dan Pengembangan Anak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62031/g3naa828

Abstract

This study aims to improve color recognition skills in children aged 4-5 years through colored block media at KB Negeri 30 Duri Kepa. Color recognition ability is an important aspect of early childhood cognitive development that needs to be stimulated from an early age. The research employed Classroom Action Research (CAR) using the Kemmis and McTaggart model, consisting of four stages: planning, action, observation, and reflection. The study was conducted in two cycles with each cycle consisting of 5 meetings involving 10 children (3 boys and 7 girls). Data collection instruments included observation and documentation with five indicators of color recognition ability: pointing to colors, grouping colors, naming colors, distinguishing colors, and matching colors. The results showed a significant improvement in children's color recognition ability from the pre-cycle stage (0% VWB) to Cycle I (10% VWB), and further increased to 90% VWB in Cycle II. This improvement was also evident in the developing (D) indicator reaching 70% in Cycle I and 0% in Cycle II, and developing as expected (DE) reaching 50% in Cycle I and 40% in Cycle II. Colored block media proved effective because it provides concrete and manipulative learning experiences that align with the characteristics of early childhood. This study recommends the use of colored block media as an alternative learning media to improve color recognition skills in early childhood.
Improving Discipline in Children Aged 4-5 Years Through Reward Provision Maesaroh Maesaroh; Yon A.E.; Fitrah Mulyanti
Kepompong Children Centre Journal Vol. 3 No. 2 (2026): Kepompong Children Centre Journal
Publisher : Perkumpulan Peneliti Pendidikan dan Pengembangan Anak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62031/ke85qw06

Abstract

This study aims to improve the discipline of children aged 4-5 years through reward provision at KBN 30. The study was motivated by the children's low level of discipline, evidenced by a lack of adherence to classroom rules, difficulty following teacher instructions, and a lack of habituation regarding waiting for their turn, tidying up play equipment, and completing learning activities in an orderly manner. The research employed Classroom Action Research (CAR) using the Kemmis and McTaggart model, consisting of planning, action implementation, observation, and reflection stages. The study was conducted in two cycles involving 15 children aged 4-5 years at KBN 30. Data collection techniques included observation, documentation, and field notes, while data analysis was performed using quantitative descriptive methods supported by qualitative descriptive analysis. The results indicate that children's discipline improved from 50.33% in the pre-cycle stage to 69.66% in Cycle I, and further increased to 83% in Cycle II. Thus, reward provision proved effective in improving the discipline of children aged 4-5 years at KBN 30.
The Effect of the Cantol Roudhoh Method on Pre-Reading Skills of Children Aged 5-6 Years Calista Putri Andini; Supriyadi Supriyadi; Nina Yuminar Priyanti
Kepompong Children Centre Journal Vol. 3 No. 2 (2026): Kepompong Children Centre Journal
Publisher : Perkumpulan Peneliti Pendidikan dan Pengembangan Anak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62031/tgfqg364

Abstract

This study aims to determine the effect of the Cantol Roudhoh method on pre-reading skills of children aged 5-6 years at TK Mitreka Jatimakmur. Pre-reading skills are an important stage in early childhood literacy development, which include letter recognition, letter sounds, and the ability to associate symbols with meaning. The Cantol Roudhoh method is a learning approach that uses visual associations and storytelling to help children recognize letters and learn to read in an enjoyable way. The research method used is quantitative with a quasi-experimental design using a pretest-posttest control group design. The subjects of the study were children aged 5-6 years at TK Mitreka Jatimakmur, divided into an experimental group (B1) and a control group (B2), with 10 children each. Data collection techniques were conducted through observation and pre-reading skill tests. Data were analyzed using the GLM Univariate statistical test to determine differences in abilities before and after treatment. The results showed an F value of 550.688 with a significance of 0.000 < 0.05, so H₀ was rejected and Hₐ was accepted. The average pre-reading ability of the experimental group increased from 40.2 to 75.8, while the control group increased from 31.9 to 46.9. Thus, the Cantol Roudhoh method has a significant effect on pre-reading skills of children aged 5-6 years at TK Mitreka Jatimakmur.
The Effect of Parenting Styles on the Social-Emotional Development of Early Childhood Fitri Handayani; Supriyadi Supriyadi; Arie Widyastuti
Kepompong Children Centre Journal Vol. 3 No. 2 (2026): Kepompong Children Centre Journal
Publisher : Perkumpulan Peneliti Pendidikan dan Pengembangan Anak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62031/jwb4xg17

Abstract

This study aims to analyze the effect of parenting styles on the social-emotional development of early childhood at PAUD Al-Qur'an Assalam Ciangsana. Social-emotional development is a fundamental aspect that needs to be stimulated from an early age because it relates to children's ability to manage emotions, interact with others, and adjust to their social environment. Parenting styles as the first educational environment for children have a strategic role in shaping these social-emotional competencies. This study employed a quantitative method with a survey approach. The research respondents consisted of 205 parents of early childhood students selected through random sampling technique. Data were collected through structured questionnaires and analyzed using simple linear regression analysis. The descriptive analysis results showed that the parenting style variable (X) had scores ranging from 40 to 65 with a range of 25, while the social-emotional development variable (Y) had a minimum score of 21 and a maximum score of 68. The normality test results indicated that both variables met the normality assumption (Sig. > 0.05), allowing the data to be analyzed using parametric statistical methods. The results showed a regression equation Y = 13.281 + 0.449X with a t-value of 3.531 and p-value of 0.0005 < 0.05, and an F-value of 163.506 with p-value of 0.000 < 0.05. The correlation coefficient (R) of 0.777 and coefficient of determination (R Square) of 0.604 indicate that parenting styles contribute 60.4% to early childhood social-emotional development. Thus, parenting styles have a positive and significant effect on early childhood social-emotional development.
Enhancing Creativity Through the Use of Loose Parts Media for Children Aged 4-5 Years Ina Indra Fatwa Ningsih; Choiriyah Choiriyah; Arie Widiyastuti
Kepompong Children Centre Journal Vol. 3 No. 2 (2026): Kepompong Children Centre Journal
Publisher : Perkumpulan Peneliti Pendidikan dan Pengembangan Anak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62031/hsgjx443

Abstract

This study aims to enhance the creativity of children aged 4-5 years through the use of loose parts media at TKIT Griya Qurany. Creativity is an important aspect of children's cognitive development that needs to be stimulated optimally during the golden age. The study employed Classroom Action Research (CAR) using the David Hopkins model, consisting of stages: start, audit, construct planning, action planning, implementation, and evaluation. The research subjects consisted of 8 children from Group A aged 4-5 years. Data collection instruments included observation, performance assessment, and documentation. The results showed a significant improvement in children's creativity from the pre-cycle stage (25%) to Cycle I (50%), and further increased to 87.5% in Cycle II. This improvement covered four indicators of creativity: fluency, flexibility, originality, and elaboration. Loose parts media proved effective because its open-ended nature provides children with the freedom to explore, manipulate, and create works according to their imagination. This study recommends the use of loose parts media as an innovative learning strategy to develop creativity in early childhood.
Improving Gross Motor Skills of 4-5 Year Old Children Through the Hopscotch Ring Game Cecilia Dianawati Yuningsih; Arie Widiyastuti; Rizawati Rizawati
Kepompong Children Centre Journal Vol. 3 No. 2 (2026): Kepompong Children Centre Journal
Publisher : Perkumpulan Peneliti Pendidikan dan Pengembangan Anak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62031/664g5d41

Abstract

This study aims to improve the gross motor skills of children aged 4-5 years through the Hopscotch Ring game at KB-TK Az Zaitun Bekasi. Gross motor skills are essential to be trained early on to develop body coordination, agility, and balance in young children. The research employed Classroom Action Research (CAR) using the Kemmis and McTaggart model, consisting of four stages: planning, action, observation, and reflection. The study was conducted in two cycles with 10 Group A students consisting of 6 boys and 4 girls as subjects. Data collection instruments included observation sheets and documentation. The results showed a significant improvement in children's gross motor skills from pre-cycle (35.5%) to Cycle I (52%), and further increased to 80.5% in Cycle II. This improvement covered five indicators: jumping with one foot, jumping with two feet, maintaining body balance, landing accuracy, and throwing markers. The Hopscotch Ring game proved effective because it combines enjoyable physical activities with cognitive stimulation, making children more active, confident, and able to control body movements better. This study recommends the use of the Hopscotch Ring game as an innovative learning strategy alternative to develop gross motor skills in early childhood.
Teacher Efforts in Introducing Hijaiyah Letters Through Singing Method for Children Aged 5-6 Years Yuli Astiningsih; Leli Fertiliana Dea; Isnaini Nur Azizah
Kepompong Children Centre Journal Vol. 3 No. 1 (2025): Kepompong Children Centre Journal
Publisher : Perkumpulan Peneliti Pendidikan dan Pengembangan Anak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62031/9qhf8853

Abstract

This study aims to describe teacher efforts in introducing Hijaiyah letters through the singing method for children aged 5-6 years at RA Nurul Ulum Payung Rejo. Understanding Hijaiyah letters is a basic ability that children must have in learning the Qur'an. However, initial observation results showed that most children still experienced difficulties in recognizing the shapes and sounds of Hijaiyah letters due to monotonous learning methods. This study employed a qualitative approach with a descriptive research design. Data collection techniques were conducted through interviews, observation, and documentation. Research subjects included the principal, classroom teachers, and students. The results showed that teachers have implemented learning in a planned manner through the preparation of lesson plans adapted to student characteristics. The implementation of the singing method was supported by various strategies, such as using interesting learning media, creating a conducive classroom atmosphere, individual and emotional approaches, providing motivation and rewards, implementing educative discipline, conducting periodic evaluation and reflection of learning, and collaborating with parents. The singing method proved effective in helping students overcome difficulties in distinguishing Hijaiyah letters, pronouncing sounds, and understanding changes in letter forms within words. Learning became more enjoyable, increasing student activity, self-confidence, and learning motivation. Thus, the singing method can be an effective alternative learning strategy in improving the ability to recognize Hijaiyah letters in students.
Implementation of Parent-Teacher Collaboration on Children's Social-Emotional Development Mukhlisatun Intianah; Leli Fertiliana Dea; Yuning Eka Rahma Wati
Kepompong Children Centre Journal Vol. 3 No. 1 (2025): Kepompong Children Centre Journal
Publisher : Perkumpulan Peneliti Pendidikan dan Pengembangan Anak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62031/sc99h047

Abstract

This study is motivated by the suboptimal social-emotional development of young children, as indicated by low self-confidence, difficulty in managing emotions, dependence on others, lack of responsibility, and limitations in obeying rules and social interaction. These conditions are influenced by the misalignment of stimulation provided in school and home environments, as well as the suboptimal collaboration between teachers and parents, particularly in communication that remains informal, incidental, and unstructured. This study aims to describe the implementation of collaboration between teachers and parents in supporting children's social-emotional development at Hamong Putra Playgroup, Central Lampung. The research employs a descriptive qualitative approach with field research type. Research subjects consist of teachers and parents selected through purposive sampling technique. Data collection techniques include observation, in-depth interviews, and documentation. The results show that teacher-parent collaboration is implemented through four stages: planning, communication, implementation, and evaluation. In the planning stage, teachers design thematic activities such as Market Day and involve parents in preparing children's needs. In the communication stage, interactions occur through WhatsApp and direct communication during pick-up times, though still limited. In the implementation stage, parents are involved in school activities, but their involvement remains passive and limited. In the evaluation stage, collaboration has not been conducted systematically and sustainably. The impact of these conditions is evident in the varied social-emotional development of children, where some children are able to interact well, while others still lack self-confidence, have difficulty controlling emotions, are not yet independent, and have not optimally adapted. The conclusion emphasizes the need for strengthened collaboration that is more structured, intensive, and sustainable to create alignment between school and home environments in supporting children's social-emotional development.

Page 4 of 6 | Total Record : 58

 2   3   4   5   6 

Filter by Year

2023 2026


Reset
Filter By Issues
All Issue Vol. 3 No. 2 (2026): Kepompong Children Centre Journal Vol. 3 No. 1 (2025): Kepompong Children Centre Journal Vol. 2 No. 2 (2025): Kepompong Children Centre Journal Vol. 2 No. 1 (2024): Kepompong Children Centre Journal Vol. 1 No. 2 (2024): Kepompong Children Centre Journal Vol. 1 No. 1 (2023): Kepompong Children Centre Journal