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Herli Pardilla
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Dusun IV Padang Mutung, Desa/Kelurahan Padang Mutung, Kec. Kampar, Kab. Kampar, Provinsi Riau, Indonesia, 28461.
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Journal of Foundational Learning and Child Development
Published by INSPIRETECH GLOBAL INSIGHT
ISSN : 30908183     EISSN : 30908183     DOI : 10.53905/ChildDev
Core Subject : Humanities, Education,
Humanities Education Other
The Journal of Foundational Learning and Child Development is a peer-reviewed academic journal dedicated to advancing knowledge and practice in the field of early and primary education. The journal focuses on the developmental period from birth through the early years of primary/elementary schooling (ages 0–8), with an emphasis on foundational literacy and numeracy, curriculum and pedagogy, as well as cognitive and socio-emotional development. It provides a platform for scholarly work on inclusive and special education, effective learning environments, assessment practices, and the professional development of educators. The journal also engages with research on education policies and early learning systems that support equitable and high-quality educational experiences for all children. Through interdisciplinary and empirical contributions, the journal aims to inform theory, policy, and practice in early and foundational learning contexts. Aim and Scope List: ✅ Early childhood education (0–8 years) ✅ Primary/elementary education ✅ Foundational literacy and numeracy ✅ Curriculum and pedagogy ✅ Cognitive and socio-emotional development ✅ Inclusive and special education ✅ Learning environments and assessment ✅ Teacher professional development ✅ Education policy and early learning systems
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 10 Documents
 1 
The Impact of Digitally-Integrated Coloring Tasks on The Development of Fine Motor Proficiencies in Early Childhood Education Settings Razin, Muhammad; Zelpia, Riri; Barton, Gertude
Journal of Foundational Learning and Child Development Vol. 1 No. 01 (2025): January 27, 2025
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Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53905/ChildDev.v1i01.1

Abstract

Purpose of the study: This study investigated the effects of digitally-integrated coloring tasks compared to traditional paper-based coloring activities on the development of fine motor skills in preschool children. Materials and methods: A quasi-experimental study was conducted over an 8-week period with 60 preschool children (aged 4-5 years) from four early childhood education centers in Kabupaten Kampar, Riau, Indonesia. Participants were randomly assigned to either an experimental group using tablet-based coloring applications (n=30) or a control group using traditional paper-based coloring materials (n=30). Fine motor skills were assessed using the Peabody Developmental Motor Scales-Second Edition (PDMS-2) and the Beery-Buktenica Developmental Test of Visual-Motor Integration (Beery VMI). Results: Both groups showed improvements in fine motor skills, but the experimental group demonstrated significantly greater gains in visual-motor integration (p<0.05) and grasping skills (p<0.05) compared to the control group. Effect sizes indicated a medium to large impact of the digital intervention on fine motor development. Conclusions: Digitally-integrated coloring tasks can effectively enhance fine motor proficiencies in early childhood, particularly in visual-motor integration and grasping skills. These findings suggest that thoughtfully implemented digital tools may serve as valuable supplements to traditional methods in early childhood education settings.
Analysis of the Impact of Inclusive Education on the Social Development of Students with Special Needs in Primary Schools Kirana, Enjel; Zam, Febridho; Raffly Henjilito, Raffly Henjilito
Journal of Foundational Learning and Child Development Vol. 1 No. 01 (2025): January 27, 2025
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Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53905/ChildDev.v1i01.2

Abstract

Purpose of the study: This study aimed to investigate the impact of inclusive education on the social development of students with special needs in primary schools, specifically examining peer interactions, social skills development, and overall social integration. Materials and methods: A quantitative design with a non-experimental approach was employed at Sekolah Luar Biasa Negeri Bangkinang Kota, Riau, Indonesia. Data collection involved Likert-scale questionnaires measuring social development indicators, structured observations of classroom interactions, and interviews with teachers and parents. Statistical analysis was conducted using SPSS. Results: Findings revealed that inclusive education significantly enhanced social development among students with special needs, particularly in areas of peer acceptance, cooperation skills, and self-confidence. Students in inclusive settings demonstrated improved ability to follow social cues, cooperate with peers, and engage in group activities compared to those in segregated learning environments. Conclusions: Inclusive education provides substantial benefits for the social development of students with special needs, creating opportunities for meaningful social interactions and character development. The inclusive approach, when properly implemented with adequate support systems, helps students overcome social and emotional barriers while fostering positive social integration.
Learning Outcomes Associated with the Execution of Short Service in Badminton Among Junior High School Students: The Proficiency of Eye-Hand Coordination in Motor Activities Sitorus, Akbar Alvian; Simaremare, Aris; Arjuna, Arjuna; Buulolo, Boisandi; Pandia, Brema Pehulisa; Karo Karo, Alan Alfiansyah Putra; Salim, Muhammad Ikram; Sitanggang, Charisma Maranatha; Sihombing, Lasdo Pangihutan; Laia, Yupiter Prakasa
Journal of Foundational Learning and Child Development Vol. 1 No. 01 (2025): January 27, 2025
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Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53905/ChildDev.v1i01.3

Abstract

Purpose of the study: This research aimed to investigate the relationship between eye-hand coordination and the learning outcomes associated with badminton short service execution among junior high school students, and to determine the extent to which eye-hand coordination influences skill acquisition in this fundamental badminton technique. Materials and methods: The study employed a quantitative non-experimental approach involving 27 male junior high school students aged 13-15 years from Medan City, Indonesia. Data collection utilized pre-test and post-test measurements of eye-hand coordination through a standardized ball throwing and catching test and short service proficiency using an adapted French Short Service Test. Students participated in an eight-week training program focused on developing eye-hand coordination and short service technique. Data were analyzed using SPSS version 26, employing descriptive statistics, Pearson correlation, and regression analysis. Results: Findings revealed a significant positive correlation between eye-hand coordination scores and short service proficiency (r = 0.783, p < 0.001). Regression analysis indicated that eye-hand coordination accounted for approximately 61.3% of the variance in short service performance. Students with higher initial eye-hand coordination demonstrated greater learning improvements following the training intervention (19.1 ± 5.2 points) compared to students with lower coordination (13.7 ± 4.5 points). Conclusions: Eye-hand coordination significantly influences badminton short service learning outcomes among junior high school students. The development of eye-hand coordination enhances students' ability to perform precise short services, suggesting that physical education curricula should incorporate specific coordination training to optimize badminton skill acquisition.
The Association Between Parenting Styles and Emotional Intelligence in Early Childhood Trejo, Sharie; Jannah, Isratul
Journal of Foundational Learning and Child Development Vol. 1 No. 01 (2025): January 27, 2025
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Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53905/ChildDev.v1i01.4

Abstract

Purpose of the study: This study aimed to examine the relationship between different parenting styles (authoritative, authoritarian, and permissive) and the development of emotional intelligence in early childhood. Materials and methods: The study involved 27 male junior high school students from Medan city, Indonesia. A quantitative non-experimental design with a correlational approach was employed. Participants completed the Parenting Practices Questionnaire (PPQ) to assess parenting styles and the Sullivan Emotional Intelligence Scale for Children (EISC) to measure emotional intelligence. Statistical analysis was performed using SPSS version 25. Results: Findings revealed that authoritative parenting style had a significant positive correlation with emotional intelligence (r = 0.512, p < 0.001). Conversely, authoritarian parenting demonstrated a significant negative correlation with emotional intelligence (r = -0.347, p < 0.05), while permissive parenting showed a weak negative correlation (r = -0.215, p < 0.05). Conclusions: Parenting styles significantly influence the development of emotional intelligence in early childhood. Authoritative parenting, characterized by high responsiveness and reasonable demands, appears to foster higher levels of emotional intelligence compared to authoritarian and permissive styles
Parental Contributions to Character Development in Primary Education Fajri, Ahmad
Journal of Foundational Learning and Child Development Vol. 1 No. 01 (2025): January 27, 2025
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Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53905/ChildDev.v1i01.5

Abstract

Purpose of the study: This study aims to investigate the role of parents in supporting character education for primary school children in Bangkinang, Indonesia, and to identify effective strategies for parental involvement in character development. Materials and methods: A quantitative research design was employed, involving 186 parents of primary school children (grades 1-6) from five elementary schools in Bangkinang. Data were collected using a structured questionnaire measuring six dimensions of parental involvement in character education. Statistical analysis was conducted using IBM SPSS Statistics version 30. Results: The findings revealed that 78.5% of parents actively participated in their children's character education through various strategies. The most effective approaches included role modeling (M=4.32, SD=0.76), providing guidance (M=4.17, SD=0.84), and establishing consistent routines (M=3.98, SD=0.92). Significant differences were found between parental education levels and the implementation of character education strategies (p<0.05). Conclusions: The study concludes that parental involvement significantly contributes to character development in primary school children. Collaboration between parents and schools is essential for establishing effective character education. Parents who model positive behaviors, provide consistent guidance, and establish routines demonstrate the most effective approaches to character education
Teacher and Student Engagement on Social Media: Its Impact on Learning and Students' Social Life: A Literature Review Adi Saputra, Surya
Journal of Foundational Learning and Child Development Vol. 1 No. 01 (2025): January 27, 2025
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Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53905/ChildDev.v1i01.6

Abstract

Purpose of the study: This systematic literature review examines the multifaceted relationship between teacher-student social media engagement and its dual impact on academic learning outcomes and students' social development. The study aims to synthesize existing research to identify patterns, contradictions, and gaps in understanding how educational social media interactions influence both pedagogical effectiveness and students' social well-being. Materials and methods: A comprehensive systematic review methodology was employed, analyzing 87 peer-reviewed studies published between 2010 and 2024. Studies were identified through structured database searches in Web of Science, ERIC, Scopus, PsycINFO, and Education Source using predetermined inclusion criteria. Data extraction focused on social media platforms used, interaction patterns, pedagogical approaches, learning outcomes, social-emotional effects, and ethical considerations. Results: The analysis revealed four major themes: (1) platform-specific pedagogical effectiveness with higher engagement rates on interactive multimedia platforms; (2) correlation between structured social media integration and improved learning outcomes; (3) bidirectional influence between academic social media use and students' broader digital social lives; and (4) significant disparities in digital literacy and access affecting engagement patterns. The findings indicate that teacher-moderated social media interactions with clear educational objectives show positive learning outcomes, while unstructured engagement demonstrates inconsistent results. Conclusions: Teacher-student social media engagement presents substantial opportunities for enhanced learning when implemented with intentional pedagogical frameworks, proper boundaries, and digital literacy support. However, careful attention to ethical considerations, privacy concerns, and potential negative impacts on students' social development is essential. Educational institutions would benefit from developing comprehensive social media policies that balance academic innovation with student well-being.
Adolescent Identity Formation Under Terminal Illness: A Psychosocial Education Approach Lathifah, Hasna; Prastiwi, Yeny
Journal of Foundational Learning and Child Development Vol. 1 No. 02 (2025): Foundation Learning in Education
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Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53905/ChildDev.v1i02.7

Abstract

Purpose of the study: The primary purpose of this research is to investigate the struggle of forming adolescent identity through terminal illness as depicted in the film Clouds (2020), directed by Justin Baldoni. The study analyzes the real-life story of Zach Sobiech, who was diagnosed with osteosarcoma, through the lens of Erikson's psychosocial theory, specifically focusing on the stage of identity versus role confusion. Materials and methods: This study employs a qualitative descriptive approach using content analysis methodology. Primary data was collected from the film Clouds (2020) through systematic viewing and dialogue analysis. Secondary data included scholarly articles, theses, and relevant literature discussing the film and psychosocial development theory. Data analysis focused on identifying elements related to Erikson's identity versus role confusion stage, examining how Zach's limited life expectancy influenced his identity formation process. Results: The analysis reveals that terminal illness significantly accelerates the adolescent identity formation process. Despite facing osteosarcoma, Zach Sobiech demonstrated remarkable resilience in pursuing his dreams of becoming a singer, maintaining relationships, and creating meaningful experiences. The study identifies three key themes: the intensification of identity exploration under time constraints, the role of creative expression in identity formation, and the impact of terminal illness on developmental priorities and life meaning. Conclusions: Terminal illness does not necessarily impede adolescent identity formation but rather transforms and accelerates the process. The research demonstrates that when faced with mortality, adolescents may develop a more focused and purposeful approach to identity development, prioritizing authentic self-expression and meaningful relationships. This study contributes to understanding how extreme life circumstances can influence psychosocial development and provides insights for educators and healthcare professionals working with terminally ill adolescents.
Stimulating Gross Motor Skills In Deaf-Mute Children In A Special Needs Elementary School Via Games Khairani, Khairani; Ungerer, Lazuardi Van; Helmi, Boby
Journal of Foundational Learning and Child Development Vol. 1 No. 02 (2025): Foundation Learning in Education
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Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53905/ChildDev.v1i02.8

Abstract

Purpose of the study: This research aimed to evaluate the effectiveness of structured game-based interventions in improving gross motor skills among deaf-mute children in a special needs elementary school setting. Materials and methods: A quasi-experimental study was conducted with 36 students (ages 7-12 years) from a special needs elementary school in Binjai city, North Sumatra. Participants were randomly divided into experimental (n=18) and control (n=18) groups. The experimental group received 12 weeks of structured game-based motor skill interventions (3 sessions/week, 45 minutes/session), while the control group continued regular physical education. Gross motor skills were assessed using the Test of Gross Motor Development-3 (TGMD-3) pre- and post-intervention. Results: Statistical analysis using SPSS v27 revealed significant improvements in the experimental group's gross motor skills. The experimental group showed significant increases in locomotor skills (pre: M=42.3, SD=6.8; post: M=58.7, SD=5.2; p<0.001) and ball skills (pre: M=38.9, SD=7.1; post: M=52.4, SD=6.3; p<0.001) compared to the control group. Conclusions: Game-based interventions significantly enhanced gross motor skills in deaf-mute children. These findings support the implementation of structured play-based programs in special needs education settings.
Correlation Between Nutritional Status, Balance, and Triple Jump Learning Outcomes Among Senior High School Students at Budi Agung Medan Br Siringo Ringo, Devi Hot Ida Ulina; Waruwu, Romanus; Waruwu, Guswaldi Harapan; Daeli, Pius Populer Putra; Siregar, Primayadi Perwira
Journal of Foundational Learning and Child Development Vol. 1 No. 02 (2025): Foundation Learning in Education
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Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53905/ChildDev.v1i02.9

Abstract

Purpose of the study: This study aimed to investigate the correlation between nutritional status, balance ability, and learning outcomes in triple jump performance among senior high school students at Budi Agung Medan, Indonesia. Materials and methods: A cross-sectional study was conducted with 120 students (60 males, 60 females) aged 16-18 years. Nutritional status was assessed using Body Mass Index (BMI) and body composition analysis. Balance was evaluated using the Stork Balance Stand Test and Y-Balance Test. Triple jump performance was measured through standardized technique assessment and distance achievement. Data were analyzed using Pearson correlation and multiple regression analysis with SPSS v27. Results: Significant positive correlations were found between nutritional status and triple jump performance (r = 0.624, p < 0.001), balance ability and triple jump performance (r = 0.712, p < 0.001), and nutritional status and balance ability (r = 0.543, p < 0.001). Multiple regression analysis revealed that balance ability (β = 0.465, p < 0.001) and nutritional status (β = 0.287, p < 0.01) jointly explained 58.7% of the variance in triple jump learning outcomes. Conclusions: Nutritional status and balance ability are significant predictors of triple jump learning outcomes in adolescents. Physical education programs should incorporate nutritional education and balance training to optimize athletic performance development.
Motivation Analysis of Students of IT Unggul Ad Durrah in Participating in Elementary School Swimming Lessons Sary, Dewi Maya; Sirait, Rizky Purnama; Bangun, Arti Kurniaty; Anugrah, Tama; Angga, Syifa Ainun; Lumbantobing, Radja Sihombing Esrauli; Afarin, Fadya
Journal of Foundational Learning and Child Development Vol. 1 No. 02 (2025): Foundation Learning in Education
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Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53905/ChildDev.v1i02.10

Abstract

Purpose of the study: This study aimed to analyze the motivational factors influencing elementary school students' participation in swimming lessons at IT Unggul Ad Durrah Medan, Indonesia, and to identify key predictors of student engagement in aquatic activities. Materials and methods: A cross-sectional quantitative study was conducted with 156 elementary students (ages 7-12) from IT Unggul Ad Durrah. Data collection utilized the Sport Motivation Scale-28 (SMS-28) adapted for swimming contexts, demographic questionnaires, and participation records. Statistical analyses were performed using SPSS v27, including descriptive statistics, correlation analysis, and multiple regression. Results: Results revealed that intrinsic motivation (M = 4.23, SD = 0.87) was the strongest predictor of swimming participation, followed by identified regulation (M = 3.89, SD = 0.92). Significant gender differences were observed (p < 0.05), with female students showing higher levels of intrinsic motivation. Age was negatively correlated with external regulation (r = -0.34, p < 0.01). Conclusions: Intrinsic motivation significantly influences elementary students' participation in swimming lessons. Educational interventions should focus on fostering autonomous motivation while considering gender and age-related differences in motivational profiles.

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