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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. 4 (2025)" : 5 Documents clear
Enhancing Gross Motor Skills through Competition-Based Obstacle Play: An Effectiveness Study at TK Khadijah Surabaya Tamala, Aprilia Putri; Nazarullail, Fikri; Fitroh, Siti Fadjryana; Fitriyono, Angga; Oktavianingsih, Eka Oktavianingsih
Nak-Kanak: Journal of Child Research Vol. 2 No. 4 (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.v2i4.182

Abstract

Background of the study: Gross motor skills constitute one of the essential developmental domains in early childhood education. Their development is equally important as cognitive, social–emotional, and language development. Therefore, early childhood educators must possess the ability to design learning experiences that effectively stimulate children’s physical and motor development. However, learning activities targeting gross motor skills in many early childhood institutions remain limited, particularly in the use of structured, engaging, and competition-based play that can enhance children’s balance, agility, and strength. Aims and scope of paper: This study aims to examine the effectiveness of competition-integrated obstacle games in improving the gross motor skills of children aged 4–5 years at TK Khadijah Surabaya. Methods: This study employed a quantitative approach using an experimental method. A pre-experimental design with a one-group pretest–posttest model was implemented. The sample consisted of 31 children in Group A at TK Khadijah Surabaya selected through a non-probability sampling technique. The instrument used was an observation sheet assessing three gross motor categories: balance, agility, and strength. Data analysis included prerequisite tests—normality and homogeneity—and hypothesis testing using a paired sample t-test. Reliability testing yielded a coefficient of 0.966, normality values were 0.130 (pretest) and 0.196 (posttest), and the homogeneity test produced a value of 0.217. Results: The paired sample t-test showed a significance value of 0.000 at alpha = 0.05, indicating a statistically significant difference between the pretest and posttest scores. The mean pretest score was 36.5, while the mean posttest score increased to 55.1, demonstrating that competition-based obstacle games effectively enhanced children’s gross motor development. Contribution: This study provides empirical evidence that competitive obstacle play can serve as an effective pedagogical strategy for stimulating gross motor development in early childhood. Practically, the findings offer guidance for early childhood educators in designing engaging, play-based learning activities that optimize children’s physical development in educational settings.
The Free Nutritious Meal Program and Early Childhood Learning Readiness: A Case Study from Indonesia Eka Agholin Rahayu, Ferlinda; Muhtarisul Lisaniyah, Vinandiya; Almuk Minun, Syifa; Ahmed Aqeel Alzoubi, Khaled; T. Kotsis, Konstantinos; Endang Setia Ningsih, Fani
Nak-Kanak: Journal of Child Research Vol. 2 No. 4 (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.v2i4.203

Abstract

Background of the study: Nutritional problems in early childhood remain a major challenge in Indonesia, particularly among low-income families who struggle to meet children’s nutritional needs. According to the 2023 Indonesian Health Survey, the national stunting prevalence reached 21.5%, indicating that one in five children experiences growth impairment due to chronic malnutrition. In response to this issue, the Indonesian government launched the Free Nutritious Meal (FNM) Program in January 2025 as a strategic initiative to reduce stunting and improve human resource quality from an early age. Aims and scope of paper: This study aims to analyze the implementation of the FNM program at RA Muta’alimin Labang, focusing on the types of services provided, the implementation process, challenges encountered, and the program’s initial benefits for children’s nutritional status and learning motivation. Methods: The study employed a qualitative approach using a case study design. Research participants included the school principal, classroom teachers, and parents, selected through purposive sampling. Data were collected over four months through participatory observation, in-depth interviews, and document analysis. Data analysis followed the Miles and Huberman interactive model, consisting of data reduction, data display, and conclusion drawing. Data validity was ensured through source, technique, and time triangulation. Results: The findings indicate that the FNM program was implemented consistently from Monday to Friday at 09:00 a.m. and had a positive impact on children’s attendance and learning enthusiasm. Children who received adequate nutritional intake demonstrated improved concentration, higher levels of classroom participation, and increased learning engagement. Contribution: This study provides empirical evidence that the FNM program enhances children’s physical health and cognitive readiness for learning. Beyond its empirical findings, the study makes a conceptual contribution to the international early childhood education literature by reframing nutrition-based interventions as a foundational component of the learning readiness framework. It demonstrates how nutritional status operates as a mediating mechanism linking physical health, cognitive preparedness, and early learning outcomes, offering a theoretically transferable model that is applicable across diverse early childhood education contexts, particularly in settings where nutritional vulnerability shapes educational trajectories.
School-Based Health Service Programs and Early Childhood Growth and Development: Evidence from an Indonesian Kindergarten Mursita Sari, Anggie; Mumtazah, Nailah; Asikin, Nur
Nak-Kanak: Journal of Child Research Vol. 2 No. 4 (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.v2i4.205

Abstract

Background of the study: Health services in early childhood education are crucial for supporting holistic growth and development. Integrating health programs in early learning settings facilitates early detection of developmental delays, promotes nutritional health, and strengthens family and institutional engagement. Research on the practical implementation of such programs in Indonesian early childhood education remains limited. Aims and scope of paper: This study examines the implementation of health service programs at Mutiara Idaman Kindergarten, focusing on early detection of child growth and development, collaboration with community health centers (Puskesmas) and other health institutions, and the role of parental and institutional involvement in program effectiveness. Methods: A qualitative descriptive approach was employed. Data were collected through in-depth interviews with the principal and vice principal, and through direct observations of program activities. Data analysis followed the stages of reduction, display, and conclusion drawing. Results: Two main programs were identified: the “Toddler Excursion” program in collaboration with the Puskesmas, including growth assessments, nutrition provision, and health facility orientation; and the Early Detection of Growth and Development program with Anna Medika and Muntia Husada University, focusing on developmental screening prior to kindergarten enrollment. Both programs feature intensive collaboration between educational and health institutions, active parental participation, and procedural adaptations to contextual challenges, including the COVID-19 pandemic. Main challenges include logistics coordination, sensitive communication with parents, and program continuity. Contribution: The programs demonstrate the effectiveness of integrating health services within early childhood education to support holistic child development. They enable early identification of developmental delays, promote family awareness and engagement in child health, and generate reliable data for evidence-based follow-up interventions. This study contributes to global understanding of best practices for school-based health programs and provides actionable recommendations for early learning institutions seeking to implement collaborative, health-oriented initiatives that optimize child growth and developmental outcomes.
Teachers’ Roles in Fostering Environmental Awareness in Early Childhood Education: A Qualitative Study Fitriyah, Fitriyah; Imelda Indah Lestari; El Atmani, Zineb
Nak-Kanak: Journal of Child Research Vol. 2 No. 4 (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.v2i4.207

Abstract

Background of the study: Escalating ecological challenges caused by unsustainable human activities have intensified the global urgency to cultivate environmental awareness from an early age. Early Childhood Education (ECE) plays a strategic role in shaping pro-environmental values, attitudes, and behaviors. However, empirical studies examining how teachers enact environmental education practices in local early childhood settings, particularly in underrepresented regions of Indonesia, remain limited. Aims and scope of paper: This study aims to explore the role of teachers in fostering environmental awareness among young children by examining their roles as role models and facilitators, identifying instructional strategies employed in daily learning activities, and analyzing supporting and inhibiting factors influencing the development of environmentally responsible character in early childhood education. Methods: A qualitative descriptive approach was employed to gain an in-depth understanding of naturalistic practices in an early childhood education setting in Indonesia. Data were collected through direct classroom observations, in-depth interviews with teachers, the school principal, and parents, as well as documentation analysis. Data analysis was conducted iteratively through data reduction, data display, and conclusion drawing/verification to ensure analytical rigor and credibility. Results: The findings reveal that teachers play a central role as moral exemplars in internalizing environmental values, as evidenced by children’s active participation in routine environmental activities. Instructional strategies included concrete and experiential practices such as watering plants, waste sorting, and the use of visual learning media, which significantly enhanced children’s engagement and sense of environmental responsibility. Supporting factors included structured habituation and adequate school facilities, while challenges were mainly related to inconsistencies in individualized guidance. Contribution: This study contributes to the international early childhood education literature by providing empirical evidence that environmental education is most effective when embedded holistically within school culture and grounded in teacher role-modelling practices. The findings underscore the importance of sustained collaboration between teachers and parents to ensure the continuity and long-term impact of pro-environmental behaviors in early childhood.
Enhancing Early Childhood Cognitive Development through Play-Based Learning: A Case Study Zuva, Joseph; Mutseekwa, Christopher; R. Slate, John; Rachid, Bendraou; L. Kahare, Muhini; P. Takona, James
Nak-Kanak: Journal of Child Research Vol. 2 No. 4 (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.v2i4.210

Abstract

Background of the study: This study examines cognitive development in early childhood within the context of play-based learning at Al-Hidayah Kindergarten. Grounded in constructivist perspectives, the research emphasizes that cognitive development in early childhood is shaped not merely by stimulus–response mechanisms, but by children’s active engagement and individual learning processes. Accordingly, learning processes are considered more critical than final outcomes, given the variability in children’s cognitive developmental trajectories. Aims and scope of paper: The study aims to explore how structured play activities—specifically puzzle-solving and block-stacking—support cognitive learning processes, including problem-solving and creativity, in a preschool setting. It also investigates the implementation of group-based learning models and identifies challenges encountered in fostering cognitive development through play. Methods: A qualitative research design was employed, with data collected through classroom observations and semi-structured interviews with teachers. The analysis focused on children’s interactions during play activities and how these interactions reflected their cognitive development. Results: The findings indicate that play-based learning significantly supports the development of children’s cognitive abilities, particularly in problem-solving and creative thinking. Nevertheless, several challenges were identified, including children’s tendency to lose interest quickly and the emergence of egocentric behaviors, such as limited willingness to share and cooperate with peers. Contribution: This study contributes to the global discourse on early childhood education by providing empirical insights into how play-based learning and responsive pedagogical strategies support cognitive development in preschool settings. It extends existing literature by illustrating the interplay between cognitively enriching play activities and children’s behavioral responses within everyday classroom contexts. By identifying both enabling factors and behavioral challenges inherent in play-based learning environments, this study offers transferable pedagogical implications for early childhood educators seeking to enhance the effectiveness of instructional practices across diverse educational contexts.

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