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Herli Pardilla
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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 7 Documents
 1 
Search results for , issue "Vol. 1 No. 02 (2025): Foundation Learning in Education" : 7 Documents clear
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.
Influence of Teacher Perceptions and Self-Efficacy in Teaching Science in Kindergarten Syamsuyurnita, Syamsuyurnita; Vickery, Tina; Pardilla, Herli; Frazer, Mellissa
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.v1i02.11

Abstract

Purpose of the study: Early childhood science education forms the foundation for students' scientific literacy and inquiry skills. Teacher perceptions and self-efficacy beliefs significantly influence the quality and frequency of science instruction in kindergarten settings. Understanding these factors is crucial for improving early science education outcomes. This study aimed to examine the relationship between kindergarten teachers' perceptions of science teaching and their self-efficacy beliefs, and to determine how these factors influence science instruction practices in Indonesian kindergarten settings. Materials and methods: A quantitative cross-sectional study was conducted with 135 kindergarten teachers from 27 kindergarten institutions in Pekanbaru City, Indonesia. Data were collected using validated questionnaires measuring teacher perceptions of science teaching importance, self-efficacy beliefs, and science teaching practices. Statistical analyses were performed using SPSS version 29.0. Results: Results revealed a significant positive correlation (r = 0.742, p < 0.001) between teacher self-efficacy and frequency of science instruction. Teachers with higher self-efficacy scores (M = 4.23, SD = 0.58) demonstrated more positive perceptions toward science teaching compared to those with lower self-efficacy (M = 3.45, SD = 0.72). Multiple regression analysis indicated that self-efficacy beliefs explained 55.1% of the variance in science teaching practices. Conclusions: Teacher self-efficacy emerged as the strongest predictor of effective science instruction in kindergarten settings. Professional development programs focusing on enhancing teacher confidence and competence in science education are essential for improving early childhood science learning outcomes.
Impact of Game-Based Physical Education on Health Literacy and Physical Fitness in Primary School Children: A Scoping Review Harahap, Andes Martua; Febriansyah, Wahyu
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.v1i02.12

Abstract

Purpose of the study: This scoping review examined the impact of game-based physical education (PE) interventions on health literacy and physical fitness outcomes in primary school children (6-12 years). The objective was to synthesize existing literature, identify research gaps, and provide recommendations for evidence-based practice. Materials and methods: A comprehensive systematic literature review following PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews) guidelines was conducted. Electronic databases including MEDLINE (PubMed), ERIC, Web of Science, SPORTDiscus, Scopus, and EBSCO were searched from January 2015 to October 2024. Peer-reviewed studies in English examining game-based PE interventions with primary school populations were included. Data extraction captured study design, population characteristics, intervention components, and outcome measures related to health literacy, physical fitness, and psychological well-being. Results: The initial search yielded 706 articles; 37 studies met inclusion criteria. Game-based PE interventions demonstrated significant improvements in moderate-to-vigorous physical activity (MVPA: standardized mean difference [SMD] 0.15, 95% CI 0.01–0.29), physical fitness parameters (including VO₂max, body composition, and fundamental motor skills), and health literacy knowledge. Motivational engagement and adherence rates were notably higher in gamified interventions compared to traditional PE approaches. Achievement-based game elements with embedded feedback were the most effective intervention components. Conclusions: Game-based PE represents a promising pedagogical approach to simultaneously enhance physical fitness and health literacy in primary school children. The integration of game mechanics into PE curricula fosters intrinsic motivation, improves physical competence, and supports the development of health-related knowledge and behaviors. However, heterogeneity in intervention design, outcome measurement, and population characteristics necessitates further high-quality randomized controlled trials to establish definitively the optimal implementation strategies for sustainable health promotion in school settings.
The Effect of Participation in 17th August Competitions on Students' Physical Fitness: A Cross-Sectional Study Haddina, Elisa; Amri, Annisa Dwi; Sihombing, Abdi Trinitatis; Zebua, Aland Pelita Teoli; Batubara, M. Bayu Samudra; Ahmad, Nukhi Hotma Partahanan
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.v1i02.14

Abstract

Purpose of the study: The 17th August Independence Day celebrations in Indonesia have traditionally incorporated competitive sports events designed to foster national pride and patriotic spirit. However, limited empirical evidence exists examining the relationship between participation in these competitions and objective measures of physical fitness among students. This study aimed to investigate the effect of participation in 17th August traditional competitions on students' physical fitness levels, comparing active participants with non-participants across multiple fitness dimensions. Materials and methods: A cross-sectional comparative study was conducted with 248 secondary school students (aged 13-17 years; 124 participants, 124 non-participants) in Jakarta, Indonesia. Physical fitness was assessed using standardized tests including cardiorespiratory endurance (VO₂ max estimation), muscular strength (sit-ups and push-ups), flexibility (sit-and-reach test), speed (50-meter dash), and agility (shuttle run). Participants completed a structured questionnaire documenting competition participation history. Statistical analysis employed independent samples t-tests, ANCOVA, and linear regression analysis. Results: Students who participated in 17th August competitions demonstrated significantly superior physical fitness across multiple measures compared to non-participants: cardiorespiratory endurance (M = 38.2 vs. 32.1 mL/kg/min, p < 0.001), one-minute sit-ups (M = 32.4 vs. 28.7 repetitions, p = 0.002), flexibility (M = 15.3 vs. 12.8 cm, p < 0.001), and speed performance (M = 8.2 vs. 8.9 seconds for 50-meter dash, p = 0.001). Effect sizes ranged from small to moderate (d = 0.42 to 0.82). Participation in multiple events (≥3 activities) produced greater fitness improvements (β = 0.58, p < 0.001) than single-event participation. Conclusions: Participation in 17th August traditional competitions is positively associated with enhanced physical fitness in adolescent students. These culturally embedded competitive events show promise as practical vehicles for promoting youth physical activity and fitness while fostering national cultural values. Future longitudinal studies should examine long-term fitness trajectories and identify mechanisms sustaining physical activity post-event.

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