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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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Character Development through Educational Play Materials at TK Cemerlang Rembele Rizkia Shaulita; Mutia Hidayah; Wulan Dea; Hilda Harini; Nurhaliza
Kepompong Children Centre Journal Vol. 1 No. 1 (2023): Kepompong Children Centre Journal
Publisher : Perkumpulan Peneliti Pendidikan dan Pengembangan Anak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62031/artm2705

Abstract

This study explored how educational play materials (Alat Permainan Edukatif, APE) were used to cultivate character in early childhood and identified the character values expressed during classroom activities at TK Cemerlang Rembele, Bukit, Bener Meriah. A descriptive qualitative design with a narrative orientation was employed. The participating class comprised 15 children aged 5–6 years, including five boys and ten girls. Information was collected through classroom observation, documentation, and interviews with the principal, three teachers, and two parents or guardians. Analysis followed an interactive process of data reduction, data display, and conclusion drawing, with triangulation across sources and methods. The findings describe character education as a process embedded in selecting, sharing, using, and returning play materials. Blocks, puzzles, number cards, role-play props, and motor-activity materials provided opportunities to practise discipline, responsibility, cooperation, independence, and emotional regulation. Empathy, respect, and social communication were also evident in accounts of peer interaction. Teachers supported these processes by explaining rules, modelling appropriate behavior, mediating minor conflicts, and gradually allowing children greater responsibility. Parent accounts suggested continuity between school routines and behavior at home. The findings indicate that the educational value of play materials depends on guided interaction and consistent routines rather than on the objects alone. As a single-site qualitative study, the research offers a contextual explanation of classroom practice rather than a causal estimate of effectiveness or evidence of lasting character change.
The Development of Magnetic Flashcard Media for English Vocabulary Acquisition among Children Aged 5–6 Years Nadya Oktavia; Diana Diana; Yuniarti Yuniarti
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: 10.62031/0c8ebt16

Abstract

This was motivated by the limited availability of English learning media, as the media commonly used by teachers are still simple and lack variety, causing children to become easily bored and less enthusiastic about participating in learning activities. Based on this condition, this study aimed to develop magnetic flashcards as learning media that meet the criteria of validity, practicality, and effectiveness in supporting the improvement of English vocabulary mastery among children aged 5–6 years.This study employed the ADDIE development model, which consists of five stages: Analysis, Design, Development, Implementation, and Evaluation. The research subjects were 13 children from Class B4 at TK Islamiyah Pontianak. Data were collected using expert validation sheets and observation sheets to assess the children's abilities. The data were analyzed using descriptive quantitative techniques to determine the validity and effectiveness of the developed media.The results showed that the magnetic flashcards obtained a validity score of 1.00 from media and material expert validators, placing the media in the very valid category. Meanwhile, the results of the media effectiveness assessment based on the children's assessment rubric showed an average percentage of 67.31%, which was categorized as moderately effective.
Pedagogical Transformation of Early Childhood Teachers: Learning Challenges and Opportunities for Generation Alpha Shifa Nur Hasanah; Roza Yenita; Chandra Apriyansyah
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: 10.62031/0800hg20

Abstract

This study aims to describe the pedagogical transformation of early childhood teachers in responding to the characteristics of Generation Alpha, analyze the challenges encountered during the learning process, and identify the opportunities arising from this transformation at TK Islam Al Kautsar. The research was motivated by the distinctive characteristics of Generation Alpha—children born between 2010 and 2025 who have grown up entirely in the digital era—requiring teachers to adopt more adaptive, innovative, interactive, and child-centered approaches. A qualitative descriptive method was employed. Data were collected through passive participant observation, semi-structured interviews, Focus Group Discussions (FGD), and documentation involving the foundation chairperson, school principal, and classroom teachers. Data validity was ensured through source triangulation and member checking. The findings reveal that teachers have implemented pedagogical transformation by shifting from teacher-centered to student-centered learning, employing play-based activities, utilizing varied learning media, integrating technology proportionally, and creating active and collaborative learning environments. Teachers serve as facilitators, motivators, and mentors. The challenges encountered include children's limited attention span, dependence on digital devices, diverse learner characteristics, limited technology-based facilities, and the need to enhance teachers' pedagogical competence and digital literacy. Conversely, pedagogical transformation provides opportunities to increase children's active participation, foster creativity, critical thinking, and communication skills, and create more meaningful learning experiences. This study contributes a contextual understanding of early childhood pedagogy transformation in the Indonesian context and offers a reference for developing generationally responsive pedagogical practices.
Implementation of the Montessori Method with Sandpaper Letters in Developing Letter Recognition Skills in Children Aged 4–5 Years Siti Alda Nuraisah; Yon A.E; 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: 10.62031/793f1p70

Abstract

This study describes the implementation of the Montessori method using Sandpaper Letters to develop letter recognition skills among children aged 4–5 years at Tadika RKI Jatiluhur 1, Bekasi, Indonesia. A qualitative descriptive approach was employed. Data were collected through participant observation, semi-structured interviews with the class teacher and principal, and documentation of lesson plans, field notes, and photographs. Ten Group A children participated. Data analysis followed Miles and Huberman’s interactive model: data reduction, data display, and conclusion drawing/verification. Trustworthiness was ensured through source, technique, and time triangulation and member checking. The findings show that Sandpaper Letters were implemented through systematic planning, gradual modeling, multisensory tracing, sound pronunciation, and letter-pointing activities. The teacher introduced vowels first, demonstrated two-finger tracing, invited children to imitate, and provided repeated practice. Children responded with high enthusiasm and sustained attention. Their ability to recognize, point to, and distinguish visually similar letters—such as b/d, p/q, and m/n—improved, although progress varied. Supporting factors included the tactile texture of the media, active child participation, repetition, and consistent teacher scaffolding. Challenges included high enthusiasm requiring turn-taking and some children needing longer support. The study implies that Sandpaper Letters are a concrete, multisensory alternative for early literacy instruction. Teachers should use the media consistently, provide repeated practice, and individualize guidance.
The Role of Role Playing Method in Developing Speaking Skills of Early Childhood Maulida Fitria; 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/my1nrs62

Abstract

This qualitative study with a phenomenological orientation explores the role of role playing in developing speaking skills at TK Islam Al-Kautsar, Bekasi. Data were obtained through classroom observations, teacher interviews, and documentation concerning 11 children in Group B1. The participant records indicate an age range of 5–7 years, although the initial narrative describes the group as aged 5–6 years. Before implementation, the research account describes limited vocabulary, brief responses, hesitation, and low speaking confidence. Role playing was organised through five stages: selecting familiar themes, explaining stories and modelling dialogue, practising in small groups, performing for classmates, and providing feedback. Six sessions offered opportunities to communicate in shopping, medical, family, school, restaurant, and postal situations. The teacher reported broader vocabulary use, more elaborated sentences, greater willingness to speak, and improved confidence. Supportive conditions included manageable roles, appealing props, sensitive teacher guidance, and a classroom atmosphere that accepted mistakes. Time constraints, limited adult availability, uneven concentration, and initial shyness complicated implementation. Family communication was identified as a relevant contextual influence through the teacher’s perceptions. The findings suggest that structured role playing can provide meaningful speaking opportunities when accompanied by responsive facilitation. However, the single-class qualitative design and incompletely specified descriptive measures do not establish causal effectiveness. The study offers practical insight into implementation processes while highlighting the need to verify demographic records and assessment procedures.
Developing Indonesian Phonological Awareness through Islamic Songs, Rhymes and Syllable Play for Children Aged 5–6 Years: An Integrative Review Juniara Fitri Cibro; Syaharani Syaharani; Rahmadaini Fitri; Nur Fadhilah; Sauma Mah Bengi
Kepompong Children Centre Journal Vol. 2 No. 1 (2024): Kepompong Children Centre Journal
Publisher : Perkumpulan Peneliti Pendidikan dan Pengembangan Anak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62031/q9x3pk52

Abstract

Phonological awareness, the ability to notice and manipulate the sound units of spoken language, is one of the strongest foundations of early reading. In Indonesian early childhood education, however, pre-reading activities often move quickly to letter drills, while the oral sound play that prepares children for letters receives less systematic attention. Islamic early childhood education (PIAUD) already possesses rich oral traditions, including Islamic children’s songs, rhymes and the rhythmic recitation of prayers, which could serve this purpose. This study aims to formulate a developmental framework for building Indonesian phonological awareness through Islamic songs, rhymes and syllable play for children aged 5–6 years. Using an integrative literature review design, it applies thematic analysis to international research on phonological awareness, reading acquisition across orthographies, music and phonological development, and bilingual literacy, together with recent studies published in this journal. The review yields four findings: phonological awareness predicts later reading across languages; the transparent orthography and simple syllable structure of Indonesian make syllable awareness a natural entry point; music and rhythm support phonological awareness, especially for larger sound units; and play-based, meaningful activities sustain young children’s engagement. The study proposes a four-level progression from word and rhyme, to syllable, to initial sound and phoneme, and finally to letters and reading. It contributes a practical framework for PIAUD teachers and recommends empirical testing through classroom action research and quasi-experimental designs.
Islamic Picture Storybook Dialogic Reading for Indonesian Oral Language Development of Children Aged 5–6 Years from Multilingual Homes: An Integrative Review Juniara Fitri Cibro; Dea Tiara Corsiva; Dinda Arrum Tri Suci; Mah Arami; Meriyah Jeki
Kepompong Children Centre Journal Vol. 1 No. 2 (2024): Kepompong Children Centre Journal
Publisher : Perkumpulan Peneliti Pendidikan dan Pengembangan Anak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62031/wyvr1v29

Abstract

Indonesian is the language of instruction in early childhood education, yet many children in regions such as the Gayo highlands of Aceh grow up speaking a regional language at home. At the same time, Islamic early childhood education (PIAUD) aims to nurture religious and moral values alongside language development. Picture storybooks offer a natural meeting point for these two goals, but their use in Indonesian classrooms is often limited to teacher-centred read-alouds. This study aims to formulate a model of dialogic reading using Islamic picture storybooks to develop the Indonesian oral language of children aged 5–6 years from multilingual homes. Using an integrative literature review design, it applies thematic analysis to international research on shared and dialogic book reading, scaffolding, language input and bilingual development, together with recent studies published in this journal. The review produces four findings: dialogic reading consistently strengthens children’s oral language; the quality of teacher talk and scaffolding determines its effectiveness; children’s home languages can be used as a bridge to Indonesian rather than treated as an obstacle; and the narrative form of Islamic stories allows values to be internalized through conversation rather than instruction. The study proposes a four-phase Islamic Dialogic Reading model (preparation, dialogue, moral reflection and home extension). It contributes a practical framework for PIAUD teachers and teacher educators and recommends empirical testing of the model through classroom action research and quasi-experimental studies.
Profession-Themed Role Play and Social-Emotional Development among Children Aged 5–6 Years Selfi Jafri; Andi Sri Wahyuni Asti; Angri Lismayani
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/xhdsmr58

Abstract

This study examined the effect of profession-themed role play on the social-emotional development of children aged 5–6 years at TK Pembina Sendana. A quantitative quasi-experimental approach employed a nonequivalent control group pretest–posttest design. Thirty children participated, with 15 in the experimental group and 15 in the control group. The experimental group engaged in role play involving teachers, doctors, soldiers, and police officers, while the control group followed the school’s usual learning activities. Data were collected through observation and documentation. The observation indicators covered self-awareness, self-management, responsibility, and relationship skills, including recognizing feelings, regulating emotions, following rules, waiting for turns, tidying materials, cooperating, and communicating with peers. The reported analysis compared normalized gain (N-Gain) ranks using the Mann–Whitney test. The experimental group obtained a mean rank of 21.47 and a rank sum of 322.00, compared with a mean rank of 9.53 and a rank sum of 143.00 in the control group. The reported two-tailed asymptotic significance was p < .001. Classroom observations also described more positive participation following the intervention. The findings support profession-themed role play as a promising classroom approach for social-emotional learning in this setting. However, nonrandom group allocation, limited measurement information, and the absence of raw pretest–posttest scores constrain causal interpretation and the estimation of improvement magnitude. Further studies should document intervention fidelity, instrument quality, and longer-term outcomes.

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