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Muhammad Abdul Latif
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INDONESIA
Nak-Kanak: Journal of Child Research
Published by Universitas Trunojoyo Madura
ISSN : 3047504X     EISSN : 30471168     DOI : https://doi.org/10.21107/njcr.v1i4
Core Subject : Humanities, Education, Art,
Arts Humanities Education
Publishes original articles on the latest issues and trends in early childhood education in Indonesian, including; the development of moral and religious values, physical motor development, emotional social development, cognitive development, language development, artistic and creative development, parenting, parenting, management institution of early childhood, early child development assessment, child development psychology, child empowerment, learning strategy, Educational tool play, instructional media, innovation in early childhood education and various fields related to Early Childhood Education.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 5 Documents
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Search results for , issue "Vol. 2 No. 1 (2025)" : 5 Documents clear
The Local Wisdom of Madura in Ethnoparenting for Shaping Early Childhood Emotions Trisetiawati, Jelita; Fadjryana Fitroh, Siti; Abdul Latif, Muhammad; Yuandana, Tarich; Rashid Said Al Mushaiqri, Mahfouda; Venketsamy, Roy
Nak-Kanak: Journal of Child Research Vol. 2 No. 1 (2025)
Publisher : Program Studi Pendidikan Guru Pendidikan Anak Usia Dini, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Trunojoyo Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21107/njcr.v2i1.109

Abstract

Background of the study: Parenting styles are deeply influenced by cultural values and traditions. Ethnoparenting refers to parenting practices rooted in local wisdom and passed down through generations, which significantly shape children's emotional development. In Madura, particularly in the Bangkalan area, parenting practices are strongly embedded in local traditions, which influence how children learn to manage and express their emotions. However, research on the impact of Madurese ethnoparenting on early childhood emotional development remains limited. Aims and scope of paper: This study explores how Madurese ethnoparenting stimulates the emotional development of young children. It seeks to identify traditional parenting values and practices that contribute to children's emotional intelligence, including empathy, self-confidence, and social skills. Methods: This research utilizes a qualitative approach using a case study method in several Madurese families that implement ethnoparenting. Data collection was conducted through in-depth interviews, observations, and documentation. The collected data was then analyzed to identify recurring themes and patterns in ethnoparenting practices. Results: Findings indicate that ethnoparenting in Madura significantly contributes to early childhood emotional development. The practices of loving discipline, learning through cultural traditions, and emphasizing community values help children develop emotional regulation, social adaptability, and self-confidence. Parents instil emotional resilience by teaching respect, responsibility, and empathy through everyday interactions and traditional customs. Contribution: This research highlights the importance of integrating local wisdom into parenting to foster children's emotional growth. It emphasizes that parents, educators, and the community should preserve and adapt cultural values to enhance emotional intelligence in early childhood. Understanding the role of ethnoparenting can help shape policies and programs that support culturally responsive child development practices.
Parental Involvement in Early Childhood Education: A Bibliometric Analysis in the Era of the Independent Curriculum Nurfadilah, Lira Rizqi; Hasanah, Nor; Febriyani, Febriyani; Khoirunnisa, Diana; Hartanti, Rayani Dinar; Yuniar, Dias Putri
Nak-Kanak: Journal of Child Research Vol. 2 No. 1 (2025)
Publisher : Program Studi Pendidikan Guru Pendidikan Anak Usia Dini, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Trunojoyo Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21107/njcr.v2i1.105

Abstract

Background of the study: The Independent Curriculum (Kurikulum Merdeka), which has been widely implemented in Indonesia since 2021, emphasizes flexibility, student-centered learning, and contextualized teaching. In early childhood education (ECD), the role of parents is crucial in supporting holistic development and the successful implementation of this curriculum. However, research focusing specifically on the extent and nature of parental involvement in ECD within the framework of the Independent Curriculum remains limited and fragmented. Aims and scope of paper: This paper aims to review and analyze existing studies on parental involvement in early childhood education in the context of the Independent Curriculum era. The focus is on how collaboration between parents, teachers, and schools contributes to enhancing children's learning experiences and developmental outcomes. By conducting a bibliometric analysis, this review also seeks to map the current state of research and identify gaps for future studies. Methods: This study uses a systematic review method with a bibliometric approach. Secondary data were collected from two major academic databases: Google Scholar and Scopus. The publication timeframe analyzed spans from 2020 to 2024 to capture recent developments related to the implementation of the Independent Curriculum. Articles were selected based on their relevance to parental involvement and early childhood education. Results: The analysis identified 11 relevant journal articles that highlight the significant role of parents in supporting early childhood education during the Independent Curriculum era. These studies consistently emphasize the importance of active parental collaboration with teachers and schools. Such collaboration has been shown to improve children's engagement, emotional well-being, and academic readiness, thereby reinforcing the goals of the curriculum. Contribution: This review contributes to the growing body of literature by offering a synthesized overview of how parental involvement is addressed in the context of Indonesia's Independent Curriculum. It provides insights for educators, policymakers, and researchers on the importance of fostering strong partnerships between families and educational institutions. Moreover, the findings serve as a foundation for future research that can explore effective strategies and intervention models to strengthen parental engagement in early education.
The Role Play Learning Center Model: Strategies for Enhancing Children's Self-Confidence Dhawil Ilmiyah Albirkiy, Nur; Farikhatin Bella, Leni; Ayu Safitri, Revilina; Aqyum, Zumrotus; Nur Santi, Evi
Nak-Kanak: Journal of Child Research Vol. 2 No. 1 (2025)
Publisher : Program Studi Pendidikan Guru Pendidikan Anak Usia Dini, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Trunojoyo Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21107/njcr.v2i1.135

Abstract

Background of the study: The Role-Play Center Learning Model is a child-centered educational approach conducted through Circle Time and thematic learning centers. In the role-play center, children are encouraged to explore their abilities according to their interests and talents, stimulating various aspects of multiple intelligences through guided play. This approach is designed to foster not only cognitive growth but also emotional and social development in early learners. Aims and scope of paper: This study aims to investigate whether the implementation of the role-play center learning model at TK Darunnajah Kamal effectively supports the development of multiple intelligences and enhances children’s self-confidence. Methods: The study employed a qualitative field research design. Participants included the principal, the role-play center teacher, and students. Data collection techniques involved observation (focused on children's activities and the learning environment), in-depth interviews, and documentation. Data analysis was conducted using the Miles and Huberman interactive model, which includes data display and conclusion drawing. Results: The findings indicate that the role-play center at TK Darunnajah Kamal allows children the freedom to choose their own activities under the guidance of teachers. Most of the children demonstrated increased self-confidence during learning activities. They were able to express their desires without fear of making mistakes, showing progress in both autonomy and communication skills. Contribution: This study contributes to the field of early childhood education by providing evidence of the effectiveness of center-based learning in supporting multiple intelligences and self-confidence. It also offers practical implications for educators seeking to design more inclusive and empowering learning environments in early childhood settings.
Enhancing Children's Creativity Through Art-Based Learning in Early Childhood: A Strategy to Stimulate Gross and Fine Motor Development Hasanah, Uswatul; Kamila, Fi’isatil; Wulandari, Rika; Caesar Rahmawati Khoirina, Riila
Nak-Kanak: Journal of Child Research Vol. 2 No. 1 (2025)
Publisher : Program Studi Pendidikan Guru Pendidikan Anak Usia Dini, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Trunojoyo Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21107/njcr.v2i1.138

Abstract

Background of the study: Early childhood is a critical period for fostering creativity and developing motor and socio-emotional skills. Integrating art into early childhood education has the potential to stimulate these aspects in a holistic manner. However, there is still limited research on how art-based learning strategies affect children's overall development, especially in the context of Indonesian early childhood institutions. Aims and scope of paper: This study aims to explore the effectiveness of implementing art as an integrated learning strategy at RA Bakti Telang. It focuses on examining the impact of art activities on the development of children’s creativity, gross and fine motor skills, and socio-emotional abilities. Methods: A qualitative case study approach was employed. Data were collected through classroom observations, in-depth interviews with teachers and parents, and documentation of art activities conducted at the school. Thematic analysis was used to interpret the findings. Results: The study found that art activities such as traditional dance, hadroh (Islamic percussion performance), and coloring significantly enhanced children's creativity and positively stimulated both gross and fine motor development. Dance activities improved body coordination and balance, while coloring refined fine motor control through the use of writing tools. Additionally, participation in group art projects fostered social skills such as cooperation and empathy. A key challenge identified was the limited involvement of parents, particularly fathers, in supporting these activities. Contribution: This study contributes to the development of a more inclusive and adaptive model of art education for early childhood settings. It offers practical recommendations for increasing family engagement and provides guidance for other early childhood education institutions seeking to implement more effective and comprehensive art-based programs.
The Effect of Token Economy Implementation on Disruptive Behavior in Early Childhood Okta Nihayah, Fifin; Nur Aisiyah, Laily; Haidlor, Muhammad
Nak-Kanak: Journal of Child Research Vol. 2 No. 1 (2025)
Publisher : Program Studi Pendidikan Guru Pendidikan Anak Usia Dini, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Trunojoyo Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21107/njcr.v2i1.149

Abstract

Background of the study: Disruptive behavior refers to actions that tend to oppose or interfere with a child's interactions with peers and adults. This type of behavior has a negative impact because it can disrupt the learning process, and therefore, requires proper intervention. In general, such negative behaviors need to be modified in order to be reduced. The token economy technique is a form of behavior modification designed to increase targeted positive behaviors and decrease undesired behaviors through the use of tokens as reinforcement. Aims and scope of paper: This study aims to determine the effect of implementing a token economy on disruptive behavior in children. Methods: The research method used was a quasi-experimental design with a non-equivalent control group. This study was conducted at ARNI Kindergarten in Jember. The sampling technique used was convenience sampling, involving children from groups A2 and A3, totaling 28 children as research subjects. Data on children's disruptive behavior were collected through observation using an observation sheet instrument containing indicators of disruptive behavior. Data analysis was conducted using an Independent Sample T-test, with all analyses performed using the SPSS program. Results: The results of the Independent Sample T-test showed that the calculated t-value was greater than the critical t-value (t = 2.818 > 1.782) and in a negative direction (-), indicating a significant difference in children's disruptive behavior before and after the implementation of the token economy. This suggests that the token economy effectively reduces disruptive behavior in group A children at ARNI Kindergarten, Jember. Contribution: This study specifically examines the impact of using a token economy on children’s disruptive behavior. It provides valuable insights for teachers in addressing disruptive behavior through the application of token economy strategies. Reducing such behavior can help children learn more effectively and contribute to creating a comfortable and conducive learning environment.

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