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Muhammad Abdul Latif
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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. 2 (2025)" : 5 Documents clear
Exploring the Influence of Madura Etnoparenting on Social Intelligence Development in Early Childhood: A Case Study Dwi Aprilia, Winda; Fadjryana Fitroh, Siti; Abdul Latif, Muhammad; Yuandana, Tarich
Nak-Kanak: Journal of Child Research Vol. 2 No. 2 (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.v2i2.110

Abstract

Background of the study: Ethnoparenting is a parenting model shaped by cultural values embraced by a community. In Madura, ethnoparenting plays a crucial role in nurturing children's character and social intelligence from an early age. Traditional Madurese parenting emphasizes togetherness, mutual cooperation, respect, and discipline within both family and community settings. Aims and scope of paper: This study aims to explore how the values embedded in Madurese ethnoparenting contribute to the development of children’s social intelligence. It focuses on the application of cultural practices in early childhood upbringing and their implications for interpersonal and social competencies. Methods: This study employed a qualitative ethnographic approach to explore Madurese parenting practices in fostering early childhood social intelligence. Data were collected through observations, semi-structured interviews, and document analysis involving parents and educators from various early childhood education centers in Bangkalan. The data were analyzed using reduction, display, and conclusion drawing to identify cultural patterns and parenting strategies that support social intelligence development. Results: The findings indicate that Madurese ethnoparenting fosters multiple dimensions of social intelligence in early childhood, including communication skills, empathy, cooperation, politeness, adaptability, and a sense of social responsibility. These attributes are instilled through daily routines and interpersonal interactions within both familial and communal settings. Contribution: This study underscores the pivotal role of culturally informed parenting practices in cultivating socially competent children. It emphasizes the value of preserving and adapting Madurese ethnoparenting traditions in modern parenting contexts. By highlighting the connection between culture and child development, the research contributes to broader discussions on culturally responsive parenting and early childhood education.
Enhancing Social Skills in Early Childhood through Cooperative Learning: A Case Study Ayu, Candra; Dameaty Hutagalung, Fonny; Savana, Cayla; Indahsari , Anita; Jannah, Miftakhul
Nak-Kanak: Journal of Child Research Vol. 2 No. 2 (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.v2i2.144

Abstract

Background of the study: Social skills are essential in early childhood development, shaping how children interact, collaborate, and communicate with others. Cooperative learning has emerged as an effective instructional model to nurture these skills within early education settings. At TK Permata Hati, a cooperative learning approach has been implemented to address challenges related to low confidence and limited social interaction among children. The school seeks to create a supportive, inclusive environment that encourages participation and peer engagement. Aims and scope of paper: This study aims to examine the implementation of the cooperative learning model at TK Permata Hati and its role in enhancing the social skills of young learners. The focus is on how structured group activities, such as discussions and role-play, foster collaboration, sharing, and verbal communication among students. Methods: This study used a qualitative case study design, the research involved observation, semi-structured interviews, and document analysis. Participants included the school principal, teachers, and students from Group A and B. This approach provided a comprehensive understanding of teaching practices and children’s responses in the cooperative learning environment.. Results: Findings revealed that cooperative learning significantly improved children’s social abilities. Children became more willing to cooperate, take turns, and express themselves verbally. Previously reserved students showed increased confidence and engagement. Activities like role-playing enhanced both academic understanding and empathy. However, challenges such as varied developmental levels and time constraints were identified. Solutions included balanced group arrangements and the use of engaging learning media. Contribution: The study affirms cooperative learning as a valuable strategy in early childhood education. It supports children’s social and academic growth while emphasizing the need for adaptive teaching methods. The findings offer practical implications for educators in fostering inclusive and interactive classrooms that support holistic development.
Implementation of Adaptive Methods in Individualized Learning for Early Childhood Students with Intellectual Disabilities: A Case Study Dava Damara, Septian; Aditya Hidayah , Muhamad; Ratriani, Sintia; Dwi Mu'azzizah, Martha; Farel Al fawazi, Muhammad
Nak-Kanak: Journal of Child Research Vol. 2 No. 2 (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.v2i2.147

Abstract

Background of the study: Children with intellectual disabilities require specialized educational approaches that accommodate their unique learning needs. Adaptive individualized learning has become an essential strategy in special education, particularly at the early childhood level, to support cognitive, social, and motor development. SLBN Keleyan in Socah, Bangkalan, has been recognized for its efforts in implementing such approaches despite various limitations. Aims and scope of paper: This study aims to examine the types of adaptive individualized learning implemented for early childhood students with intellectual disabilities at SLBN Keleyan, Socah. The primary focus is on the application of special education approaches that address individual needs and the roles played by teachers, the school principal, and the school environment in creating meaningful learning experiences. Methods: This research employed qualitative methods, including direct observation, semi-structured interviews, and document analysis. Data were collected from teachers, the school principal, and supporting documentation within the school environment. Results: The findings indicate that SLBN Keleyan implements individualized learning strategies through the use of visual aids, educational games, and simple motor activities. The principal plays a pivotal role in fostering collaboration between the school, parents, and therapists to ensure cohesive support for each student. Despite challenges such as limited facilities, the learning process remains effective. Contribution: This study underscores the importance of adaptive individualized learning in the education of children with special needs. It also reinforces previous findings (Fakhiratunnisa & Desiningrum, 2022; Harsiwi & Wulandary, 2024) that identify SLBN Keleyan as a potential model for inclusive and adaptive special education practices in the Bangkalan region.
The Implementation of Nature-Based Learning to Foster Creativity and Independence in Early Childhood Permatasari, Gadis; Putri, Eka; Lailatul, Ariesca; Andriani, Dhini; Putri Yuniar, Dias
Nak-Kanak: Journal of Child Research Vol. 2 No. 2 (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.v2i2.148

Abstract

Background of the study: Early childhood is a crucial stage of rapid development across cognitive, motor, social, and emotional domains. To support this growth, learning approaches that foster creativity and independence are essential. Nature-based learning provides opportunities for children to interact directly with their environment, offering rich multisensory experiences that stimulate imagination, creativity, and problem-solving. Through exploration and hands-on engagement with nature, children also develop autonomy, responsibility, and risk assessment skills. This study explores the role of nature-based learning in fostering creativity and independence in the context of Early Childhood Education (ECE) in Indonesia. Aims and scope of paper: This paper examines how nature-based learning can enhance creativity and independence in children aged 0–6 years. It discusses key theories, principles, and benefits, provides practical applications from ECE settings, and highlights the role of educators in designing effective nature-based learning experiences. Methods: A literature review approach was used, drawing from academic journals, books, and relevant articles. The data were analyzed qualitatively to identify concepts, benefits, and teaching strategies related to nature-based learning in early childhood. Results: The findings suggest that nature-based learning significantly supports the development of creativity and independence. Activities like outdoor play, exploration, and gardening enhance children's ability to express ideas and solve problems, while also fostering decision-making and self-regulation. Educators play a vital role as facilitators in creating safe, engaging environments that promote meaningful exploration. Contribution: This study offers practical guidance for ECE educators and contributes to the academic discussion on holistic, contextual learning models that support young children's development.
Shaping Prosocial Behavior in Kindergarten Children Through Bedtime Storytelling Yuni Istikomah, Ela; Bawono, Yudho; Purwo Wibowo, Wasis
Nak-Kanak: Journal of Child Research Vol. 2 No. 2 (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.v2i2.150

Abstract

Background of the study: Prosocial behavior typically begins to emerge when a child is around two years old, an age that falls within the early childhood stage. Children of kindergarten age are also considered to be in early childhood. At this stage, children tend to exhibit prosocial behaviors primarily toward those closest to them, such as family members, teachers, and classmates. The development of prosocial behavior is crucial for early childhood, as it prepares children to become members of a community and helps them adapt and interact within a broader social environment in the future. Factors that support the emergence of prosocial behavior include a positive environment, effective communication, observable role models, good habits, and parental involvement. One way parents can contribute is by engaging in bedtime storytelling. Aims and scope of paper: This study aims to explore and understand prosocial behavior in kindergarten-aged children who are regularly told bedtime stories. Methods: This research employs a qualitative method with a case study approach. The sampling technique used is purposive sampling, involving three participants aged 4–6 years who are enrolled as students at TK Anak Sholeh, Bangkalan. Data were collected through interviews and analyzed using Stake’s data analysis model. The validity of the data was ensured through source triangulation. Results: The study found that all three participants demonstrated prosocial behavior across several key aspects. These behaviors include the ability to express empathy, collaborate, share tasks with peers, help others, donate willingly, and acknowledge their mistakes. In summary, the results indicate that the three kindergarten-aged participants exhibited prosocial behaviors such as sharing, cooperation, helping, donating, and honesty. Contribution: This study concludes that bedtime storytelling can effectively foster prosocial behavior in kindergarten-aged children. Therefore, it is recommended that parents pay closer attention to their children's prosocial development and support it by establishing a consistent bedtime storytelling routine.

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