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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
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Implementation of Maternal Parenting Patterns on the Development of Independence in Children Aged 4-5 Years Devi Selomitha Putri; 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/xayt0y29

Abstract

This study aims to describe the implementation of maternal parenting patterns on the development of independence in children aged 4-5 years at Kober Nusa Indah Hadimulyo Timur. Early childhood independence is an important aspect that needs to be developed from an early age through habituation and family environmental support. The research employed a qualitative approach with a descriptive design. Research subjects consisted of parents, teachers, and children selected using purposive sampling technique. Data collection was conducted through observation, in-depth interviews, and documentation. The results showed that there are three types of parenting patterns applied by parents: democratic, permissive, and authoritarian parenting. Democratic parenting was more dominantly applied and showed positive impacts on children's independence development, as parents provide freedom while still accompanied by guidance and clear rules. Children's independence levels varied across physical, emotional, social, and cognitive aspects. Children who are accustomed to being independent at home tend to be more capable of doing activities independently, confident, and brave in making simple decisions. Conversely, children who are too often helped or restricted tend to be more dependent on others. Factors of educational background, socioeconomic status, and cultural environment influence the parenting patterns applied. In conclusion, parenting patterns have an important influence on early childhood independence development. The application of appropriate parenting patterns, especially those that provide a balance between freedom and guidance, can help children develop into more independent individuals.
Implementation of Teacher Strategies in Developing Children's Social-Emotional Development Alisa Alisa; Leli Fertiliana Dea; Siti Roudhotul Jannah
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: 10.62031/6qegq817

Abstract

This study aims to analyze and describe the implementation of teacher strategies in developing social-emotional abilities of young children at RA Al Huda Tulung Balak. The urgency of this research is based on the importance of social-emotional development as a foundation for character formation, social adaptation abilities, and children's emotional control. Initial observation results showed that most children have achieved social-emotional development appropriate for their age, but several children still face challenges in managing emotions, demonstrating self-confidence, and interacting effectively with their social environment. This study employed a qualitative approach with a descriptive design. Research subjects included teachers and children aged 5-6 years. Data collection techniques included participatory observation, in-depth interviews, and documentation studies. Data analysis was conducted systematically through data reduction, data presentation, and conclusion drawing stages to obtain comprehensive understanding of learning strategy implementation. The results showed that the implementation of teacher strategies in developing children's social-emotional development is integrated into learning activities through positive behavior habituation, role-playing activities, group activities, storytelling methods, and teacher role modeling in daily interactions. Teachers also play a role in creating conducive, supportive, and responsive learning climates to children's emotional needs. Supporting factors include a supportive school environment and collaboration between teachers and parents, while inhibiting factors include diversity of children's characteristics, limited learning time, and family environment influences. Thus, it can be concluded that the implementation of teacher strategies at RA Al Huda Tulung Balak has been carried out systematically and contributes positively to children's social-emotional development.
The Relationship Between Teacher Competence in the Utilisation of Artificial Intelligence and Critical Thinking Skills in Early Childhood Rizka Annisya Hartini; Arie Widyastuti; Lily Yuntina
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/yc3thv22

Abstract

This study aims to determine the correlation between teacher competence in the utilisation of artificial intelligence and the critical thinking abilities of early childhood learners. This type of research is an associative quantitative study with a correlational quantitative design. To obtain data, instruments measuring critical thinking skills in children and teacher competence were used in the form of a Likert scale. The research sample consisted of 43 teachers from a total of 48 teachers in cluster 12 of Sunter Agung Kindergarten. The sampling technique employed was cluster random sampling. The data analysis techniques used were descriptive statistical analysis, inferential statistics, and the necessary analysis requirements tests. The research results indicated that the t-test yielded a calculated t value of 19.879, which is greater than the critical t value of 2.0195 with a significance level of <0.001. This indicates that teacher competence in the utilisation of artificial intelligence significantly affects early childhood learners' critical thinking skills. In other words, the better the teacher competence in applying artificial intelligence, the higher the critical thinking abilities of early childhood learners. The coefficient value obtained (R²) is 0.906, meaning that 90.6% of a teacher's competence in utilising artificial intelligence influences the critical thinking skills of young children, whilst the remainder is influenced by other factors such as teaching methods at school, peer interactions, the wider family environment, learning materials, and the children's biological and psychological factors.
The Role of Teachers in Developing Children's Social-Emotional Skills Through Loose Parts Play Novi Arnita; Muhammad Yusuf; Leli Fertiliana Dea
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: 10.62031/12fmv381

Abstract

This study aims to determine the role of teachers in developing children's social-emotional skills through loose parts play activities at TK Tunas Muda Way Pengubuan. The background of this study is based on the importance of early childhood social-emotional development, which needs to be supported through appropriate and enjoyable learning activities. One of the approaches used is loose parts play, which provides children with opportunities to explore and express their creativity freely. This research employed a qualitative approach with a descriptive method. The research subjects consisted of teachers and children at TK Tunas Muda Way Pengubuan. Data were collected through observation, interviews, and documentation. The data were then analyzed using data reduction, data display, and conclusion drawing techniques. The results of the study indicate that teachers play a crucial role as facilitators, guides, and motivators in loose parts play activities. Teachers are able to create a conducive and enjoyable learning environment while allowing children the freedom to explore and create. Loose parts play activities have proven to be effective in enhancing children's social-emotional development, as evidenced by improvements in cooperation, social interaction, empathy, and emotional regulation. In addition, children show positive behavioral changes, such as becoming more independent, confident, and capable of resolving simple conflicts. In conclusion, loose parts play is an effective learning strategy to support early childhood social-emotional development.
Analysis of Children's Experiences Using the WordWall Application in Developing Vocabulary of Children Aged 5-6 Years Annisa Febrianti; Chandra Apriansyah; Agustin Hamidah H
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: 10.62031/9vcdkx80

Abstract

This study analyzes children's experiences using the WordWall application in developing vocabulary of children aged 5-6 years at Sekolah Alam Qur'ani Ar-Rahman. A qualitative approach was employed with children aged 5-6 years as participants. Data were collected through observation, interviews, documentation, and Focus Group Discussion, then analyzed using the Miles and Huberman model. The results show that WordWall helps children recognize and remember new vocabulary, associate pictures with words, arrange letters into words, and supports early reading. WordWall also develops expressive and receptive language through activities such as saying vocabulary, answering questions, and understanding instructions. Children's interest, enthusiasm, and involvement increased. However, WordWall cannot replace concrete media, so it needs to be combined with other media. This study recommends WordWall as a supporting media for early childhood vocabulary learning.
The Role of Teachers in Preventing Bullying in Early Childhood Khairunnisa Khairunnisa; Diana Diana; Sudarti Sudarti
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/v9draz30

Abstract

This study aims to describe the role of teachers in preventing bullying in early childhood and identify supporting and inhibiting factors. Bullying is a serious problem because it negatively impacts children's psychological and social development. PISA data (2018) shows 41.1% of students in Indonesia have experienced bullying, far above the OECD average (22.7%). The study employed a descriptive qualitative approach with four Group B teachers at TK IT Al Karima, Kubu Raya as subjects. Data were collected through observation, interviews, questionnaires, and documentation, then analyzed using the Miles and Huberman model. The results show bullying prevention runs effectively through synergy between teachers, schools, and parents. The teacher's role as a learning source reached 78%, facilitator 85%, motivator 82%, and evaluator 81%. Supporting factors include school support, parental involvement, and positive habituation. Inhibiting factors come from children's characters, family environment, limited teacher supervision, and lack of parental understanding about bullying. This study recommends strengthening school-parent collaboration and developing sustainable bullying prevention programs.
Efforts to Improve Children's Independence Through Arrangement of Play Environment Based on Practical Life Media for Children Aged 5-6 Years Nurhalimah Nurhalimah; Yon A.E.; Nuligar Hatiningsih
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/a11n4g46

Abstract

This study aims to determine whether the arrangement of the play environment using practical life media can improve independence in children aged 5-6 years at RA An-Nuriyah South Jakarta. This research was motivated by the underdevelopment of children's independence, who still frequently rely on teacher assistance due to a classroom layout that does not support children's independence. The study was conducted using the Classroom Action Research (CAR) approach with the Kemmis and Taggart model, consisting of two cycles. Each cycle includes four stages: planning, action, observation, and reflection. Data collection techniques included observation, interviews, and documentation. The results showed that the arrangement of the environment based on practical life media can improve independence in children aged 5-6 years with pre-cycle results of 49.03%, Cycle I of 59.28%, and Cycle II of 79.28%. It can be concluded that the arrangement of the play environment through practical life media is effective in improving the independence of children aged 5-6 years, resulting in a learning space arranged according to children's needs, so that children take the initiative to tidy up and return items without teacher assistance.
The Effect of Bead Stringing Activities on Fine Motor Skills in Early Childhood Dayang Vivin Nirmalasari; Yuniarti Yuniarti; Sudarti Sudarti
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/tj8t9j82

Abstract

This study examined changes in fine motor skills following bead stringing activities among children aged 5–6 years at RA Amaliyah, Sekadau Hilir. A quantitative pre-experimental, one-group pretest–posttest design was used. Eighteen children participated in four bead stringing sessions, and their performance was assessed through observation of five task-related indicators. The reported mean score rose from 73 before the activities to 98 afterward, an increase of 25 points. The thesis also reports a paired-samples t statistic of −36.927 and a significance value below .001; however, its degrees of freedom and some accompanying statistics are inconsistent, so that test result should be verified against the original dataset. The observations indicate improvement in threading beads, arranging patterns, completing a string within the allotted time, tying the elastic, and coordinating the hands and eyes. The findings support bead stringing as a practical classroom activity, while the absence of a control group limits causal attribution.
Stimulating Early Childhood Language Development through Daily Activities Afidatul Muniroh
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/agh75v63

Abstract

Language development is a crucial component of early childhood growth, as it supports the processes of receiving information, expressing ideas and emotions, and establishing social interactions. This study aims to describe how language can be stimulated through daily activities at TK Tunas Muda Sedayu. A descriptive qualitative approach was employed, focusing on five children from Group A and one teacher. Data were collected through observation, semi-structured interviews, and document analysis, and subsequently processed using data condensation, information presentation, and conclusion drawing. The findings indicate that activities such as conversing, playing, eating together, arranging play equipment, exploring the environment, singing, and storytelling serve as effective means to stimulate language development. This stimulation is evident in the children's ability to understand instructions, answer questions, use vocabulary, express needs, share experiences, and interact with peers. Therefore, daily activities serve as a natural and meaningful context for stimulating language development in young children.
Integrating the Concept of Glück into Kindergarten Curriculum to Strengthen Early Childhood Mental Health Wahyu Eka Supratiwi
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/pyepq979

Abstract

This study aims to analyze the integration of the Glück (happiness) concept into the curriculum of TK Ngesti Putra, Borang Village, Arjosari, as a strategy to strengthen the mental health and well-being of early childhood learners. The concept of Glückspädagogik, which has developed in Germany, emphasizes the importance of happiness education as the foundation for shaping children’s character, resilience, and socio-emotional development. In the Indonesian context, the urgency of happiness-oriented education is increasingly significant due to the challenges faced by children in the digital era, including exposure to technology, changes in parenting patterns, and socio-cultural dynamics. This research employed a qualitative approach with a case study design. Data were collected through classroom observations, interviews with teachers and parents, and curriculum document analysis. The findings reveal that the integration of Glück within the curriculum of TK Ngesti Putra can be implemented through three main strategies: (1) strengthening spiritual, social, and emotional values in play and learning activities, (2) creating a joyful, safe, and supportive learning environment that allows children to express happiness, and (3) enhancing the role of teachers as facilitators of happiness through participatory and reflective teaching methods. These results indicate that the integration of Glück not only contributes to children’s mental health but also supports a holistic education approach aligned with local cultural values and the developmental needs of early childhood in Indonesia.

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