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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. 2 (2026)" : 5 Documents clear
Enhancing Moral Development in Early Childhood: Evidence from Effective Learning Practices Jagneet Kaur; Elizabeth Ifeoma Anierobi; Gorica Popovska Nalevska; Mohammed Xolile Ntshangase; Tomas Shivolo; Doris Chasokela; Erepamowei Diri; Muhammad Abdul Latif; Kudakwashe Manokore
Nak-Kanak: Journal of Child Research Vol. 3 No. 2 (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.v3i2.219

Abstract

Background of the study: Moral values encompass teachings about good and bad behavior, attitudes, duties, ethics, and manners that shape a child's future role in society. Early Childhood Education (ECE) occurs during the golden age, a critical period when children are highly receptive to learning and habit formation. Through repeated exposure to good behavior, children can be shaped into individuals of noble character. Therefore, teachers play a key role in guiding learners to internalize strong moral values, which contribute not only to their moral integrity but also to their intellectual development. Aims and scope of paper: This study explores how moral and religious values are instilled in children through Islamic-based early childhood education at RA Al-Amien. It focuses on the learning strategies employed by educators, the integration of Islamic teachings into the curriculum, and observable behavioral outcomes in children that reflect moral development. Methods: This qualitative study utilized passive participant observation, semi-structured interviews, and document analysis. Informants included the principal, teachers, and students at RA Al-Amien. Data were analyzed following the Miles and Huberman model, involving data reduction, data display, and conclusion drawing. Results: RA Al-Amien consistently integrates Islamic teachings across six domains of child development. Children are guided to memorize prayers and Hadiths, demonstrate respectful behavior toward adults, and show kindness to peers. This structured moral training supports the development of akhlaqul karimah (noble character). Contribution: Islamic-based early childhood education at RA Al-Amien effectively promotes moral and religious development. Through daily practice and teacher guidance, children show measurable progress in internalizing moral development, reinforcing the value of moral education in early formative years.
Plugged and Unplugged Coding Approaches for Developing Computational Thinking in Early Childhood: A Systematic Literature Review Anita Damayanti; Ajeng Afkarina Irvana Bella; Imelda Indah Lestari; Dewi Mayangsari
Nak-Kanak: Journal of Child Research Vol. 3 No. 2 (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.v3i2.222

Abstract

Background of the study: The integration of coding activities in early childhood education has gained increasing attention as computational thinking (CT) is recognized as an essential twenty-first-century skill. Previous studies have explored both plugged and unplugged coding approaches for young children; however, limited research has systematically synthesized and compared the empirical evidence regarding their effectiveness in developing computational thinking among children aged 4–6 years, particularly within the context of developing countries and resource-limited early childhood education settings. Aims and scope of paper: This study aimed to identify patterns, contradictions, and the strength of empirical evidence related to plugged and unplugged coding approaches in fostering computational thinking skills among early childhood learners through a systematic literature review. Methods: This study employed a systematic literature review design guided by the PRISMA 2020 framework. A total of 30 scholarly articles published between 2020 and 2025 and indexed in Scopus and SINTA were selected through predefined inclusion and exclusion criteria. The selected studies were analyzed using critical thematic synthesis to examine trends, learning outcomes, pedagogical characteristics, and contextual implementation of plugged and unplugged coding approaches in early childhood education. Results: The findings revealed that unplugged coding approaches consistently supported the development of foundational algorithmic understanding, problem decomposition, collaboration, and social interaction among young children. In contrast, plugged coding approaches demonstrated stronger contributions to abstraction visualization, sequential reasoning, and cognitive flexibility through interactive digital environments. The review found no absolute superiority between the two approaches, as both provided complementary contributions to computational thinking development. Furthermore, contextual factors such as teacher readiness, technological infrastructure, children’s developmental stages, and institutional resources significantly influenced the effectiveness of implementation. Contribution: The framework combines Piagetian cognitive development principles, Vygotskian scaffolding perspectives, and contextual resource considerations relevant to early childhood institutions in developing countries, particularly Indonesia.
Enhancing Early Childhood Educators’ Learning Media Design Skills through Canva-Based Training: Evidence from Indonesian Preschool Settings Indah Widya Ningrum; Laily Nur Aisiyah
Nak-Kanak: Journal of Child Research Vol. 3 No. 2 (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.v3i2.235

Abstract

Background of the study: Digital learning media competencies have become increasingly important for early childhood educators in creating engaging and interactive learning environments. However, many preschool educators still experience limitations in designing visually appealing and pedagogically appropriate instructional media. Canva-based training has emerged as a practical strategy to strengthen educators’ digital media design competencies, particularly in early childhood education settings with limited technological resources. Aims and scope of paper: This study aimed to examine the effect of Canva-based learning media training on the learning media design skills of educators at Nuris Playgroup and Bina Anaprasa Nuris Kindergarten, Jember, Indonesia. Methods: This study employed a pre-experimental method using a one-group pretest–posttest design. The participants consisted of 14 educators, including three educators from Nuris Playgroup and eleven educators from Bina Anaprasa Nuris Kindergarten. Data were collected through pretest and posttest assessments of educators’ learning media design skills following the implementation of Canva training. Data analysis was conducted using the Wilcoxon Signed-Rank Test with SPSS version 27 to determine the significance of changes before and after the intervention. Results: The findings revealed a significant improvement in educators’ learning media design skills after participating in the Canva-based training program. The Wilcoxon Signed-Rank Test showed a significance value of 0.001, which was lower than the threshold of 0.05, indicating that the intervention had a statistically significant positive effect on educators’ competencies in designing digital learning media. The training also enhanced educators’ creativity, confidence, and ability to develop more visually engaging instructional materials for early childhood learning activities. Contribution: This study contributes to the growing literature on digital competency development in early childhood education by demonstrating the effectiveness of Canva-based training in improving educators’ instructional media design skills. The findings highlight the potential of accessible digital platforms to support teacher professional development and promote more innovative and interactive learning experiences in preschool education contexts.
Integrating Local Food into Early Childhood Nutritional Caregiving Practices among Working Parents: A Case Study of the Real Food Program Riska Maratus Sholikah; Firda Ashlikhatul Kirom; Rachma Hasibuan; Ruqoyyah Fitri
Nak-Kanak: Journal of Child Research Vol. 3 No. 2 (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.v3i2.251

Abstract

Background of the study: Nutritional caregiving among working-parent families is increasingly influenced by dependence on ultra-processed foods (UPFs), driven by time limitations, convenience-oriented lifestyles, and changing family routines. Previous studies have mainly discussed local food within cultural preservation and nutrition education contexts, while limited research has examined its role as a practical feeding strategy for working families in early childhood education settings. Aims and scope of paper: This study aimed to examine the implementation of the Real Food Program as a local food-based integrative approach to strengthening nutritional caregiving practices among working-parent families in an early childhood education setting. Methods: This study employed a qualitative approach using an instrumental case study design conducted at KB Cahaya Tazkia Surabaya, Indonesia. Participants consisted of 30 working parents with children aged 3–6 years enrolled in the program. Data were collected through classroom and lunchbox observations, semi-structured interviews, and food photography documentation during program implementation. The data were analyzed using reflexive thematic analysis to identify patterns of parental feeding practices, food choices, and behavioral changes related to children’s nutrition. Results: The findings revealed that prior to the implementation of the program, children’s lunchboxes were largely dominated by ultra-processed foods selected for practicality and time efficiency, resulting in limited dietary diversity and inadequate nutritional balance. The Real Food Program encouraged significant changes in parental feeding practices through the increased inclusion of local foods, including traditional snacks and root crops (polo pendem), alongside improved food variety and nutritional quality. The program also fostered behavioral changes among working parents, including more intentional meal planning, reduced dependence on instant foods, and greater awareness of balanced nutrition within modern family lifestyles. Furthermore, the integration of local food strengthened children’s familiarity with culturally rooted food practices while promoting healthier eating behaviors. Contribution: This study proposes a contextual local food-based feeding ecology model that explains how family routines, parental feeding practices, school initiatives, and local food integration interact in shaping healthier eating behaviors among young children.
Evaluation of Teacher Practices on Competency-Based Assessment Methods in Lower Primary Grades in Siaya County, Kenya Ombese Sollome Nyaboke; Benson Charles Odongo; Cleophas Owino Owiko
Nak-Kanak: Journal of Child Research Vol. 3 No. 2 (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.v3i2.258

Abstract

Background of the study: The Competency-Based Assessment Framework for Early Years Education (CBA-F-EYE) recommends that teachers employ a variety of methods and tools to gather evidence of learner performance, document this evidence, and provide feedback to inform instructional decisions and policy interventions. Aims and scope of paper: Guided by this perspective, the current study examined teacher practices in the use of Competency-Based Assessment (CBA) methods in lower primary grades within public schools in Siaya County. The study was philosophically grounded in constructivism and employed a qualitative approach using a phenomenological research design. The theoretical framework was informed by Lev Vygotsky’s social constructivism theory (1896–1934). Methods: The target population included 1,968 lower primary teachers, 656 head teachers, and one County Quality Assurance and Standards Officer (CQASO). A purposive sample of 24 teachers, 12 head teachers, and one CQASO was selected. Data collection methods included in-depth interviews, observation protocols, and document analysis guides. Instrument reliability was ensured through a pilot study, while authenticity, credibility, and trustworthiness were reinforced through triangulation of data sources. Thematic analysis was used to interpret the data. Results: The findings revealed three major themes: inadequate understanding of CBA concepts among teachers, non-compliance with prescribed CBA assessment methods, and an unsupportive implementation environment characterized by inadequate training, large class sizes, heavy workloads, and insufficient instructional resources. Most teachers predominantly relied on oral questioning and written exercises, while authentic assessment approaches such as rubrics, portfolios, projects, and observation schedules were minimally utilized. The study further found that many teachers conceptualized assessment as a process of testing knowledge acquisition rather than evaluating learners’ competencies, skills, values, and practical application of learning. Contribution: The study has developed a framework that school administrators can use as comprehensive mechanisms for classroom-based assessment that balance formative and summative approaches, thereby capturing learners’ knowledge, skills, and values more effectively.

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