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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 52 Documents
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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.
Representations of Tolerance Values in Na Willa: A Conventional Content Analysis for Early Childhood Character Education Sayyidah Nafisah Hanum
Nak-Kanak: Journal of Child Research Vol. 3 No. 3 (2026): Issue in Press
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.v3i3.299

Abstract

Background of the study: Tolerance is an essential component of character education in early childhood because it supports children’s ability to appreciate differences, respect others, cooperate, empathize, and resolve conflicts peacefully. However, the cultivation of tolerance in early childhood requires learning resources that present character values through meaningful and relatable experiences. Children’s films can serve as an audiovisual learning resource by presenting moral and social values through narratives, dialogues, character interactions, and everyday situations that are accessible to young children.Aims and scope of paper: This study aimed to analyze the representation of tolerance values in the film Na Willa and to examine its potential contribution as a learning resource for early childhood character education.Methods: This study employed a qualitative approach using conventional content analysis with an inductive coding process. Data consisted of dialogues, scenes, character interactions, and events in the film that represented tolerance values. Data were collected through repeated observation and documentation of the film. The analysis involved open coding, categorization of similar codes, and thematic interpretation to identify recurring patterns and conceptual categories related to tolerance.Results: The findings identified five major tolerance values represented in Na Willa, namely appreciating differences, respecting others’ opinions, cooperation, empathy, and peaceful conflict resolution. These values emerged from recurring representations in dialogues, character behaviors, interpersonal interactions, and conflict-resolution scenes. The identified representations demonstrate that the film conveys tolerance not only through explicit dialogue but also through characters’ behaviors and social interactions. The findings suggest that Na Willa provides meaningful and contextual representations of tolerance that can potentially be incorporated into early childhood character education through guided viewing and teacher-facilitated discussion.Contribution: This study contributes to the literature on early childhood character education and audiovisual learning by providing a systematic analysis of tolerance representations in a children’s film. It also highlights the potential of culturally relevant film narratives as supplementary learning resources for introducing and strengthening tolerance values among young children.

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