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INDONESIA
Indonesian Journal of Early Childhood Education Studies
Published by Universitas Negeri Semarang
ISSN : -     EISSN : 24769584     DOI : https://doi.org/10.15294/ijeces
Core Subject : Education,
Education
Indonesian Journal of Early Childhood Education Studies starting in 2024 migrates to better secure from various unwanted things, including journal hacking and so on. To submit, the author please visit the new website page of our journal at the link https://journal.unnes.ac.id/journals/ijeces
Arjuna Subject : Umum - Umum
Articles 27 Documents
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Developing Early Childhood Character In The Digital Era: Transition From Society 5.0 To Society 6.0 Diananda, Amita; Waspada, M Munir
Indonesian Journal of Early Childhood Education Studies Vol. 14 No. 1 (2025): June 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ijeces.v14i1.23698

Abstract

The transition from Society 5.0 to Society 6.0 presents significant challenges and opportunities in shaping early childhood character. This article aims to explore how technological evolution, particularly artificial intelligence, the Internet of Things, and robotics, influences the values education of young children. Using a qualitative literature review with an analytical-descriptive approach, this study analyzed open-access sources from 2019 to 2024, complemented by key foundational theories. The findings highlight the need for a holistic strategy involving schools, families, communities, government, and industry in shaping future-ready character. Key thematic areas include digital literacy, ethical technology use, emotional intelligence, and collaborative synergy across sectors. The study proposes a conceptual framework that integrates human values with digital advancements to support sustainable, inclusive character development in early childhood. These insights are expected to serve as a foundation for policy, curriculum, and innovation in early childhood education in the Society 6.0 era.
Educators’ Perceptions of Challenges to Transformative Learning in Palestinian Kindergartens: A Study of Demographic Differences in the Salfit Governorate Ali Ahmad, Nafiz
Indonesian Journal of Early Childhood Education Studies Vol. 14 No. 1 (2025): June 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ijeces.v14i1.27619

Abstract

This study investigates the challenges and obstacles to implementing transformative learning in early childhood education institutions in Palestine, using the Salfit Governorate as a case study. Transformative learning, which emphasizes critical reflection, learner empowerment, and personal growth, remains underutilized in Palestinian kindergartens due to various systemic, cultural, and institutional barriers. A quantitative cross-sectional survey methodology was adopted, and data were collected through a structured questionnaire distributed to 262 principals and teachers working across 56 kindergartens in the region. The results indicated a high level of perceived challenges across five key domains: curriculum rigidity, insufficient professional development, lack of resources, societal resistance, and weak institutional support. Significant differences in perceptions were found based on job title, academic qualification, yesrs of experience, type of kindergarten, and geographic location, while academic qualification showed no significant effect. The study highlights systemic challenges, with institutional support gaps (reported by principals) and rural cultural resistance emerging as critical barriers. These findings suggest that transformative learning in Palestine may require context-sensitive strategies, though further research is needed to evaluate specific reforms.
Teacher’s Perspectives on Young Children's Computational Thinking Skills through Unplugged Coding Activities, A Case Study of Children Aged 5-6 Years Choiriyah, Choiriyah; Pertiwi, Linda; Rohanah, Rohanah; Valencia, Elen
Indonesian Journal of Early Childhood Education Studies Vol. 14 No. 1 (2025): June 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ijeces.v14i1.29613

Abstract

This study explores the development of computational thinking (CT) skills in early childhood through unplugged coding activities, focusing on the perspectives of teachers as observers and facilitators. Using an assessment instrument centered on four core CT components such as decomposition, algorithmic thinking, pattern recognition, and abstraction, the research was conducted with children aged 5–6 years engaging in a fruit skewer-making activity. The results demonstrate a strong alignment between assessment findings and teacher observations. Children showed progress in following procedural steps, recognizing and replicating patterns, breaking down tasks, and abstracting essential information. Teachers reported increased motivation, confidence, and problem-solving abilities among the children. These findings emphasize the importance of integrating unplugged coding into early childhood curricula and highlight the crucial role of teachers in creating supportive learning environments. The study suggests that teacher insights are essential for bridging theory and practice in CT education and recommends institutional support for resources and training to sustain effective implementation.
Impact of Audio Visual Media Utilization  Toward Early Childhood Speaking Proficiency Kaderia; Nurhayati; Amrullah; Zakiyatul Imamah
Indonesian Journal of Early Childhood Education Studies Vol. 14 No. 1 (2025): June 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ijeces.v14i1.1334

Abstract

Speaking proficiency plays a vital role in early childhood as a foundation for communication and literacy development. However, many children still face difficulties in expressing their thoughts verbally during classroom interactions. This study was conducted to examine the impact of audio-visual media on improving speaking skills among Group B kindergarten students at RA DDI Pasangkayu. A quantitative approach was employed using a one-group pre-test–post-test design involving 24 children. Data were collected through observation of children’s speaking performance before and after learning with audio-visual media. The results showed a significant improvement in speaking proficiency, with an increase in the “Very Well Developed” category from 0% to 43.05%. The paired t-test analysis obtained a t-value of 14.454, which exceeded the t-table value of 2.06866 (p < 0.05), indicating a statistically significant effect. These findings confirm that the integration of audio-visual media effectively enhances children’s speaking abilities. This study provides recent empirical evidence supporting the effectiveness of audio-visual learning in early childhood education. The findings contribute to enriching learning practices by encouraging teachers to adopt engaging and interactive media to support children’s language and communication development.
STEAM-ECE: Developing a STEAM Approach for Early Childhood Education in Indonesia Kay, Louise; Putri, Suci; Dewi, Finita; Buxton, Alison; Buyani, Tia
Indonesian Journal of Early Childhood Education Studies Vol. 14 No. 2 (2025): November 2025 (in the process)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ijeces.v14i2.33363

Abstract

This paper examines the introduction of STEAM (Science, Technology, Engineering, Arts, and Mathematics) education in Early Childhood Education (ECE) in Indonesia, focusing on the 2022 Merdeka Curriculum's (MoECRT, 2022) efforts to incorporate technology and digital literacy into learning. Despite some progress, teachers still face challenges implementing STEAM into their teaching practice due to a lack of confidence and resources. The study explores the STEAM-ECE project, a capacity-building initiative led by Maker{Futures} and universities in the UK and Indonesia, designed to empower pre- and in-service teachers and ECE lecturers with the skills and knowledge to implement STEAM learning. The project included hands-on workshops, where teachers gained skills and confidence in making and implementing a maker approach in their classrooms. Interviews were carried out with seven teachers and six ECE university lecturers who had attended the workshop and had implemented the sessions into their own practice. These interviews aimed to explore the workshop’s impact on teaching practice and how the ECE lecturers had assimilated the workshop content into their pre-service curriculum. The findings emphasize the importance of local expertise in sustaining STEAM education and highlight the potential of makerspaces as innovative learning environments. This study contributes new insights into STEAM implementation in ECE within Low- and Middle-Income Countries, offering a scalable professional development model adaptable to diverse cultural contexts.
Chess as a Tool to Enhance Learning in Early Childhood Education in South African Rural Primary Schools Penelope Dlamini, Ntandokamenzi
Indonesian Journal of Early Childhood Education Studies Vol. 14 No. 2 (2025): November 2025 (in the process)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ijeces.v14i2.34971

Abstract

Innovative strategies are urgently needed to improve learning and engagement in resource-constrained rural South African classrooms. Despite the potential of non-traditional tools, little research has investigated how chess can support early childhood education in these contexts. This study addresses this gap by exploring how chess, through the Tsogo Sun Moves for Life (M4L) programme, affects learning, participation, and behaviour in early childhood classrooms. A qualitative research design was employed, with data collected through semi-structured interviews with sixteen participants, including teachers, an education district official, and the chess program coordinator. The data were analysed thematically to identify patterns in experiences and perceptions. Findings indicate that chess enhances learner motivation, concentration, and active participation, while promoting social skills such as teamwork, patience, and resilience. Participants reported that chess transformed classrooms into inclusive and dynamic learning environments. This study demonstrates that chess is a low-cost, practical strategy for supporting holistic learner development in rural schools. By highlighting the educational benefits of chess, this research contributes to the knowledge base on inclusive pedagogy and curriculum innovation in early childhood education.
Equipping South African Foundation Phase Pre-Service Teachers with Computational Thinking through Unplugged Coding Coetzer, Tanja; De Beer, Zelda
Indonesian Journal of Early Childhood Education Studies Vol. 14 No. 2 (2025): November 2025 (in the process)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ijeces.v14i2.36010

Abstract

The integration of computational thinking (CT) in South Africa’s Foundation Phase curriculum is gaining momentum, particularly with the introduction of coding and robotics. However, full-scale implementation has been delayed by limited infrastructure, insufficient teacher training, and unequal access to resources. This article reports qualitative findings from the 2024 pilot phase of the Foundation Phase Unplugged Coding Project conducted at the Cape Peninsula University of Technology (CPUT). Guided by a Scholarship of Teaching and Learning (SoTL) approach, the study explores non-digital methods for developing CT and examines short-term shifts in pre-service teachers’ knowledge, strategies, and confidence. Unplugged coding provides equitable, hands-on, and collaborative problem-solving experiences that are independent of digital devices, making them relevant to both well-resourced and under-resourced schools. Using service learning as a training model, the project aligns with national policy and investigates pre-service teachers’ engagement in coursework, classroom implementation, and reflective practice. Reflective essays reveal how pre-service teacher participants implemented, understood, and adapted CT pedagogy across diverse South African classrooms, developing competence, problem-solving strategies, and CT literacy during teaching practicum. The study contributes empirical evidence to the emerging field of CT in early education and demonstrates the value of a SoTL approach for strengthening teacher education research.

Page 3 of 3 | Total Record : 27

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