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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 36 Documents
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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.
Fostering Early Childhood Creativity through Finger Painting Activities: A Case Study Fadia Haya, Auqillah; Ahmad, Alfandi; Putri Purnamasari, Dina; Aliya, Layyinatul; Lailatul Musfidah, Uun
Nak-Kanak: Journal of Child Research Vol. 2 No. 3 (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.v2i3.140

Abstract

Background of the study: Art development is essential in early childhood education as it allows children to express their creativity and imagination. By the age of 5–6 years, children are expected to create diverse drawings and paintings using various techniques. However, in Class B at TK Pratiwi Kamal, several children had not yet developed the ability to produce painting works, indicating a gap in their artistic growth. This highlights the need for appropriate and engaging interventions to support their creativity. Aims and scope of paper: This study aims to examine the effectiveness of finger painting as a method to enhance painting skills and artistic creativity among 5–6-year-old children. The focus is specifically on Class B at TK Pratiwi Kamal, with finger painting used as a medium to support visual art expression in early learners. Methods: The research uses a Classroom Action Research design. The subjects were seven children—three girls and four boys—who participated in finger painting activities. Data collection involved observation and performance assessments to evaluate changes in artistic abilities before and after the intervention. Results: The results showed varied levels of development: two children were in the "Not Yet Developed" category, one in "Beginning to Develop", two in "Developing as Expected", and two in "Very Well Developed". These findings indicate that finger painting positively impacted the children’s artistic abilities, though progress differed among individuals. Contribution: This study highlights finger painting as a valuable tool in fostering creativity and imagination in early childhood. It underlines the importance of providing diverse art media in early education. Teachers and schools are encouraged to integrate such methods to nurture artistic development and support children’s talents from an early age.
Utilizing the Lotto Wabena Game to Foster Cognitive Development in Young Children Aprilia, Rizka; Heldanita, Heldanita; Novita, Yulia; Purnama Sari, Wardani; Salina Samaun, Siti; Murniati, Wahyuni; Irawan, Yossy
Nak-Kanak: Journal of Child Research Vol. 2 No. 3 (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.v2i3.166

Abstract

Background of the study: This research is motivated by the lack of variety in the use of educational games as engaging learning media for early childhood. Conventional methods are still widely used and often fail to optimally support cognitive development in young learners. Therefore, it is necessary to introduce innovative game-based tools that can enhance children's thinking abilities in a playful and developmentally appropriate way. One such tool is the Lotto Wabena game, designed to stimulate children's memory, attention, categorization, and logical reasoning. Aims and scope of paper: The aim of this study is to develop the Lotto Wabena game as a learning medium to improve cognitive development in children aged 5–6 years. The research is limited to learners at Al Husnayaini Kindergarten, Kubang Raya District, Pekanbaru, and focuses on the tool’s feasibility, quality, and effectiveness. Methods: This is a research and development (R&D) study using the Borg and Gall model. Data were collected through observation, interviews, documentation, and questionnaires. Validation was conducted by content and media experts. The data, mainly qualitative, were analyzed using assessment criteria to evaluate the developed game. Results: Material expert validation showed a score of 87.5% (very feasible), while media expert validation reached 91.62%. Cognitive improvement was evident, with pre-test scores averaging 46.63% and post-test scores reaching 91.35%. A small group trial yielded a score of 94.28%, indicating a strong positive impact on cognitive development. Contribution: This study provides a validated, effective game-based learning tool that supports cognitive growth in early childhood and offers practical implications for educators and curriculum developers.
Learning for Generation Alpha in Early Character Development: A Case Study Salsa Annabila, Azzahro’; Pricilla Madonda, Nompumelelo; Samuel Jacob, Udeme; Aulia, Raina; Saskiyah, Fanny; Nurul Aini, Fiddini; Ni’mathush Solehah, Rizka
Nak-Kanak: Journal of Child Research Vol. 2 No. 3 (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.v2i3.145

Abstract

Background of the study: Early childhood (ages 0–6) is considered the golden age of human development, when children can easily absorb and imitate knowledge from their surroundings. At this critical stage, character education is vital and should be implemented by both teachers and parents as primary educators. Character formation is shaped not only by genetic factors but also by environmental influences, particularly education. Consistent and systematic character education fosters positive values that can last into adulthood. Aims and scope of paper: This paper examines strategies for stimulating character education in Generation Alpha students at TK Hang Tuah 13, focusing on the roles of teachers and parents. It explores four core methods and twelve specific strategies for early childhood character formation, integrating theoretical foundations with practical insights from field interviews. Methods: Using a qualitative case study design, the research involved teachers, students, and parents selected through purposive sampling. Data were gathered over three months via in-depth interviews, classroom observations, and document analysis, supported by field notes and audio recordings. Thematic analysis followed Braun and Clarke’s framework, with trustworthiness ensured through member checking, peer debriefing, and triangulation. Results: Character education at TK Hang Tuah 13 is implemented holistically, guided by the Buku 9 Pilar Karakter and the K4 concept. Values such as honesty, responsibility, discipline, independence, creativity, cooperation, tolerance, and nationalism are instilled through daily habituation, role modeling, structured projects, and outdoor activities. Findings show growth in moral, performance, and social character. The program positively impacted both school and home environments, supported by strong collaboration between teachers and parents. Contribution: The study offers a structured framework for Generation Alpha character education, bridging theory and practice. It underscores the importance of sustained school–home partnerships in shaping children’s moral and social values during the formative years.
Instilling Islamic Values in Early Childhood through the Story of Prophet Yusuf: A Literature Review Futhira, Nadia; Sutrisno, Sutrisno; Junianti, Fitri
Nak-Kanak: Journal of Child Research Vol. 2 No. 3 (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.v2i3.160

Abstract

Background of the study: Instilling Islamic values in early childhood lays a strong foundation for building moral character and spiritual awareness. Early childhood is a critical stage when children are highly responsive to the values and behaviors around them. In Islamic education, storytelling especially stories of the Prophets has long been seen as an effective way to teach values. One powerful example is the story of Prophet Yusuf, which contains many important lessons relevant to character education. Aims and scope of paper: This paper explores how Islamic values can be introduced to young children through the story of Prophet Yusuf. It focuses on key values found in the narrative, such as honesty, patience, piety, forgiveness, and gratitude. The paper also discusses how these values can be taught using methods that are suitable for the developmental stage of early learners. These methods include storytelling, discussion, roleplay, and daily routines that reinforce good behavior. Methods: The study uses a qualitative library research method. Data were collected from secondary sources, including academic books, journal articles, and interpretations of the Qur’an that examine Prophet Yusuf’s story and Islamic character education. The analysis follows a descriptive-interpretive approach to identify key themes and teaching strategies. Results: The findings show that Prophet Yusuf’s story is rich in Islamic values and can be a valuable tool for moral teaching in early childhood. The values in the story are relatable and can help children develop positive behavior when taught in a simple and engaging way. Contribution: This paper contributes to Islamic early childhood education by offering a structured approach to using religious stories for value-based learning. It also shows that Qur’anic stories are not only spiritually meaningful but also culturally relevant for building character. The study encourages educators and parents to use storytelling as a practical and meaningful method to support children’s moral and spiritual growth
The Effectiveness of Plastic Recycling Montage in Stimulating Creativity of Children Aged 5–6 Years Fadilah, Yuliatul; Yuandana, Tarich
Nak-Kanak: Journal of Child Research Vol. 2 No. 3 (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.v2i3.151

Abstract

Background of the study: Creativity in early childhood has not developed optimally, as many learning activities still rely on worksheets. Developing creativity is crucial, as it fosters not only the ability to produce creative works but also critical thinking skills, enabling children to provide alternative solutions to problems in their daily lives. Aims and scope of paper: This study aims to examine the effectiveness of plastic recycling montage activities in stimulating the creativity of children aged 5–6 years. Methods: This study employed a quantitative approach with an experimental method using a pre-experimental one-group pretest–posttest design. The research was conducted at TK Bunda Burneh Bangkalan in Class B, involving 34 children aged 5–6 years. The study was carried out in three phases: preliminary study, implementation, and data processing, starting on November 18, 2023. Data were collected through observation, interviews, and documentation, supported by relevant literature from accredited journals, articles, and books. Data analysis involved prerequisite tests, including normality (Shapiro–Wilk) and homogeneity tests, followed by a t-test and N-Gain score analysis to determine the effectiveness of plastic montage recycling in stimulating children’s creativity. Results: The findings indicated a significant increase in children’s creativity after participating in plastic recycling montage activities. The N-Gain Score result was 0.853, which falls into the “high” category, showing that the activity effectively stimulated creative abilities in early childhood. Contribution: This study contributes to early childhood education by providing evidence that plastic recycling montage activities can serve as an innovative and effective approach to fostering creativity. Such activities not only enhance creative expression but also support the development of critical thinking and problem-solving skills in young children.
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.
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.
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.

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