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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

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

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

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.

The Effect of Token Economy Implementation on Disruptive Behavior in Early Childhood Okta Nihayah, Fifin; Nur Aisiyah, Laily; Haidlor, Muhammad
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.v2i1.149

Background of the study: Disruptive behavior refers to actions that tend to oppose or interfere with a child's interactions with peers and adults. This type of behavior has a negative impact because it can disrupt the learning process, and therefore, requires proper intervention. In general, such negative behaviors need to be modified in order to be reduced. The token economy technique is a form of behavior modification designed to increase targeted positive behaviors and decrease undesired behaviors through the use of tokens as reinforcement. Aims and scope of paper: This study aims to determine the effect of implementing a token economy on disruptive behavior in children. Methods: The research method used was a quasi-experimental design with a non-equivalent control group. This study was conducted at ARNI Kindergarten in Jember. The sampling technique used was convenience sampling, involving children from groups A2 and A3, totaling 28 children as research subjects. Data on children's disruptive behavior were collected through observation using an observation sheet instrument containing indicators of disruptive behavior. Data analysis was conducted using an Independent Sample T-test, with all analyses performed using the SPSS program. Results: The results of the Independent Sample T-test showed that the calculated t-value was greater than the critical t-value (t = 2.818 > 1.782) and in a negative direction (-), indicating a significant difference in children's disruptive behavior before and after the implementation of the token economy. This suggests that the token economy effectively reduces disruptive behavior in group A children at ARNI Kindergarten, Jember. Contribution: This study specifically examines the impact of using a token economy on children’s disruptive behavior. It provides valuable insights for teachers in addressing disruptive behavior through the application of token economy strategies. Reducing such behavior can help children learn more effectively and contribute to creating a comfortable and conducive learning environment.

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

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.

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

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

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

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

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

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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Contact Name
Muhammad Abdul Latif

Contact Email
info.nakkanak@gmail.com

Phone
+6285964139165

Journal Mail Official
info.nakkanak@gmail.com

Editorial Address
Jl. Raya Telang PO BOX 2 Kamal - Bangkalan

Location
Kab. bangkalan,

Jawa timur

INDONESIA

Abstract

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Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name Muhammad Abdul Latif

Contact Email info.nakkanak@gmail.com

Phone +6285964139165

Journal Mail Official info.nakkanak@gmail.com

Editorial Address Jl. Raya Telang PO BOX 2 Kamal - Bangkalan

Location Kab. bangkalan, Jawa timur INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

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Abstract

Contact Name
Muhammad Abdul Latif

Contact Email
info.nakkanak@gmail.com

Phone
+6285964139165

Journal Mail Official
info.nakkanak@gmail.com

Editorial Address
Jl. Raya Telang PO BOX 2 Kamal - Bangkalan

Location
Kab. bangkalan,

Jawa timur

INDONESIA