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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. 3 No. 1 (2026)" : 5 Documents clear
Contextualizing Martial Arts Pedagogy in Early Childhood Education: Taekwondo and the Development of Gross Motor Competence in Indonesia Damayanti, Anita; Najiha, Ummatun; Mawar Izzatuttadzkiroh, Eka; Beda Nguru, Festo; Angelo Abayog Pacala, Frank; Kyambo William, Francis
Nak-Kanak: Journal of Child Research Vol. 3 No. 1 (2026)
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.v3i1.197

Abstract

Background of the study: Gross motor competence in early childhood predicts later physical literacy, academic readiness, and psychosocial adjustment. Although structured physical activity is increasingly integrated into early childhood education, research on martial arts–based extracurricular programs for preschoolers remains limited, particularly within formal institutional settings in developing contexts. Aims and scope of paper: This study examines how a developmentally adapted Taekwondo extracurricular program supports gross motor development among children aged 5–6 years at TK Kemala Bhayangkari 79, Indonesia. It analyzes both the pedagogical structure of the program and its developmental implications within movement-based early childhood education. Methods: A qualitative phenomenological case study design was employed to explore participants’ lived experiences and institutional practices. Data were collected through non-participant observations of training sessions, semi-structured interviews with the head coach, assistant coach, and school principal, and document analysis. Participants included enrolled children and adult stakeholders involved in implementation. Data were analyzed using the interactive model of Miles and Huberman, including data condensation, display, and conclusion drawing to ensure analytical rigor. Results: The Taekwondo program, initiated in September 2025, was developmentally structured with warm-ups, core technique practice, and cool-down phases emphasizing discipline, emotional regulation, and playful engagement. Supported by tiered supervision from coaches and teachers, the program enhanced children’s balance, coordination, strength, flexibility, body control, concentration, and behavioral self-regulation. Effective implementation relied on coaches’ pedagogical sensitivity and age-appropriate communication. Contribution: This study reconceptualizes martial arts as a developmentally responsive pedagogical intervention rather than merely a competitive sport. Situated in Indonesia as part of the Global South, it provides context-sensitive evidence that challenges Western-centric models of physical literacy and expands theoretical discussions on culturally responsive physical education in early childhood. The findings also call for mixed-method and quasi-experimental research to strengthen causal inference and scalability across diverse educational contexts.
Reframing STEAM in Early Childhood Education: A Qualitative Study of Its Role in Fostering Social Competence in Indonesian Kindergarten Contexts Zahrah, Aisyatuz; Alfin Mazidah, Nur; Aini, Nur; Oktavia R., Rany; Bandara, K. M. N. T. K.; F. Uy Jr, Ricardo; Veda Saphira, Hanandita
Nak-Kanak: Journal of Child Research Vol. 3 No. 1 (2026)
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.v3i1.208

Abstract

Background of the study: Although STEAM (Science, Technology, Engineering, Arts, and Mathematics) is widely implemented in early childhood education to enhance cognitive and creative outcomes, its contribution to social competence remains underexplored, particularly in non-Western contexts. In Indonesian early childhood settings, STEAM practices largely prioritize measurable cognitive achievement, limiting recognition of its potential as a socially mediated learning approach. Aims and scope of paper: This study aims to reconceptualize STEAM in ECE by examining how STEAM-based learning activities facilitate the development of social competence among children aged 5–6 years in an Indonesian kindergarten context. Methods: A qualitative descriptive design was employed at Annahusada Kindergarten. Data were generated through prolonged classroom observations of group-based STEAM project activities, semi-structured interviews with classroom teachers, and analysis of children’s learning documentation. The data were analyzed using thematic analysis involving systematic coding, categorization, and interpretation of recurring interactional patterns. Credibility and trustworthiness were ensured through methodological triangulation across data sources and techniques. Results: The findings indicate that STEAM learning, when structured as collaborative project-based inquiry, creates meaningful contexts for peer interaction and shared problem-solving. Three dominant dimensions of social competence emerged: cooperative behavior, communicative negotiation, and active participatory engagement. Empathic dispositions developed more progressively, particularly through role allocation, peer scaffolding, and task-related assistance. These findings position STEAM not solely as an interdisciplinary cognitive model but as a socio-constructivist learning ecology that supports interpersonal skill development. Contribution: This study contributes to the expanding discourse on STEAM in early childhood education by reframing it as an integrative pedagogical approach that simultaneously advances cognitive and social developmental objectives. By providing empirical evidence from the Indonesian context, the study enriches global STEAM scholarship and offers practical implications for designing socially responsive and culturally grounded STEAM curricula in early learning environments.
Reimagining Early Childhood Education in Southern Africa: Transforming Fragmented Curriculum through Cultural Pedagogy Chikuvadze, Pinias; Mutseekwa, Christopher; Makuvire, Claretah; Zuva, Joseph
Nak-Kanak: Journal of Child Research Vol. 3 No. 1 (2026)
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.v3i1.209

Abstract

Background of the study: This paper centres on cultural pedagogy and its influence on transforming fragmented approaches into holistic, inclusive frameworks that nurture identity, community values, and lifelong learning. Aims and scope of paper: This study aims to transform fragmented Early Childhood Education (ECE) curricula in Southern Africa by embedding cultural pedagogy that nurtures holistic child development and strengthens cultural identity. It focuses on examining existing frameworks to identify gaps in cultural relevance while exploring indigenous knowledge systems, storytelling, play, and community-based practices as tools for curriculum transformation. Finally, the study sought to propose an integrated model that fosters identity formation, social cohesion, and lays strong foundations for lifelong learning. Methods: A systematic review approach guided by the PRISMA framework was employed to cross-examine 79 sources purposively selected from targeted databases (Scopus, Web of Science, DOAJ, AJOL, and Scielo, SA). Thematic analysis was employed to identify trends and gaps linked to cultural pedagogy and curriculum transformation in ECE across Southern Africa. Results: Based on the results, it was drawn that Ubuntugogy and chat theory formed the theoretical underpinning of cultural pedagogy in the ECE space. It was also revealed that curriculum fragmentation and pedagogical marginalisation were influenced by the historical, structural, and institutional factors. The results acknowledged the significance of language, storytelling, music, and play in nurturing culturally grounded ECE. In addition, the reviewed sources argued for inclusive curriculum frameworks, integration of cultural pedagogy into ECE policies, and a paradigm shift towards child-centred and community-based learning. Lastly, the selected sources emphasised the challenges and opportunities in redefining fragmented ECE curriculum across Southern Africa. Contribution: This study contributes by providing a culturally responsive framework that addresses fragmented early childhood curricula in Southern Africa. It offers practical insights for educators, policymakers, and communities to design inclusive programmes that strengthen identity, social cohesion, and lifelong learning foundations.
A Qualitative Framework of Teacher-Mediated Fine Motor Skill Scaffolding in Low-Resource Early Childhood Settings Ademola Oyeyemi, Ahmed; Roubides, Pascal; S. Ballado, Ronato; Vinodhen, Vanessa; Kebede, Workineh; Mosae, Tlalane; Angga Pratama, Ryan; Niyibizi, Onesme
Nak-Kanak: Journal of Child Research Vol. 3 No. 1 (2026)
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.v3i1.220

Abstract

Background of the study: Fine motor development is essential for early academic readiness, autonomy, and self-confidence. Although prior research emphasizes its importance, limited attention has been given to how teachers scaffold fine motor skills in low-resource early childhood settings, where access to standardized materials is often constrained. Aims and scope of paper: This study aims to develop a qualitative framework explaining how teachers scaffold fine motor development through everyday instructional practices in low-resource early childhood settings. It examines strategies for assessing children’s abilities, adapting learning activities, and using locally available materials to address developmental variability among children aged 5–6 years. Methods: A qualitative descriptive approach was employed at Kindergarten Anugerah, an early childhood education institution. Data were collected through classroom observations and semi-structured interviews with early childhood teachers. Observational data captured real-time learning activities and teacher–child interactions, while interviews elicited teachers’ pedagogical reasoning and professional reflections. Data were analyzed using an interactive thematic analysis model to identify recurring patterns and instructional practices. Results: The findings indicate that teachers actively engage in diagnostic observation to identify variations in children’s fine motor development. Instructional scaffolding was implemented through the adaptive use of low-cost and locally available materials, including beach sand, modeling clay, textured objects, and art-based activities such as tearing, folding, and collage-making. Teachers emphasized creativity, hands-on engagement, and flexible instructional responses as key mechanisms for supporting children with delayed fine motor skills. Contribution: This study develops a qualitative framework of teacher-mediated fine motor scaffolding in low-resource early childhood settings. The framework explains how assessment, material adaptation, and responsive instruction interact to support fine motor development. By foregrounding the role of educators in resource-constrained environments, the study extends fine motor pedagogy beyond resource-rich contexts and provides transferable insights for early childhood education in the Global South.
Deep Learning in Early Childhood Education: A Systematic Review of Mindful, Joyful, and Meaningful Pedagogical Integration in the Indonesian Context Tri Miftakhul Jannah, Bunga; Vera Yuliana, Dwi; Putri Yuniar, Dias
Nak-Kanak: Journal of Child Research Vol. 3 No. 1 (2026)
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.v3i1.231

Abstract

Background of the study: Early Childhood Education (ECE) is a foundational developmental stage shaping cognitive and socio-emotional growth. However, instructional practices in many contexts—particularly in developing countries—remain dominated by surface-learning approaches that emphasize memorization over conceptual understanding and reflection. Although deep learning has gained prominence in educational discourse, its integration within early childhood pedagogy remains conceptually fragmented and insufficiently synthesized. Aims and scope of paper: This study aims to systematically review and synthesize theoretical and empirical evidence on the implementation of deep learning in Indonesian Early Childhood Education. Methods: A Systematic Literature Review (SLR) was conducted following the PRISMA 2020 guidelines. Peer-reviewed journal articles published between 2015 and 2025 were retrieved from Scopus, Web of Science, ERIC, and Google Scholar databases. After applying inclusion and exclusion criteria, 42 eligible studies were analyzed using thematic synthesis to identify conceptual patterns, pedagogical strategies, and developmental outcomes associated with deep learning practices in early childhood settings. Results: The findings reveal that effective deep learning implementation in ECE relies on the dynamic integration of three interdependent pedagogical pillars: (1) mindful learning, characterized by reflective awareness and metacognitive engagement; (2) joyful learning, grounded in emotionally supportive and play-based pedagogy; and (3) meaningful learning, emphasizing contextualized and experience-based knowledge construction. Project-Based Learning (PjBL), guided play, collaborative inquiry, and sensory-motor exploration emerged as dominant instructional strategies supporting these pillars. Evidence across studies indicates positive associations between integrative deep learning approaches and improvements in self-regulation, problem-solving, social competence, and early cognitive flexibility. Contribution: This review advances the literature by conceptualizing deep learning as an integrated early childhood pedagogical framework that unites cognitive, emotional, and contextual dimensions of learning. It synthesizes fragmented constructs into a coherent model relevant to the Indonesian context and provides an evidence-informed reference for transitioning from outcome-driven instruction to reflective and developmentally responsive pedagogy.

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