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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 14 Documents
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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
Publisher : CV. INSPIRETECH GLOBAL INSIGHT

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.
The Influence of Work Discipline and Training on Teacher Performance at Public Elementary School 064983 Medan Panjaitan, Delima Sarah; Butar Butar, Dwi Fany Fransiska Dewi; Nasution, Hafni Cholida
Journal of Foundational Learning and Child Development Vol. 1 No. 02 (2025): Foundation Learning in Education
Publisher : CV. INSPIRETECH GLOBAL INSIGHT

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53905/ChildDev.v1i02.13

Abstract

Purpose of the study: The optimization of teacher performance constitutes a fundamental determinant in achieving educational excellence within primary educational institutions. Despite the acknowledged importance of work discipline and professional training, empirical evidence concerning their concurrent influence on teacher performance in Indonesian elementary schools remains insufficiently documented. This investigation endeavored to ascertain the magnitude and significance of the relationship between work discipline and training on teacher performance at SD Negeri 064983 Medan, examining both individual and combined effects. Materials and methods: A quantitative research paradigm employing census sampling methodology was implemented, encompassing the complete population of 30 civil servant teachers. Data acquisition was executed through validated questionnaires utilizing a five-point Likert scale. Multiple linear regression analysis was conducted using SPSS version 22.0, accompanied by comprehensive assumption testing including normality, multicollinearity, and heteroscedasticity assessments. Results: The analytical procedures yielded statistically significant relationships for both predictor variables. Work discipline demonstrated a substantial positive influence (β = 0.632, t = 6.118, p < 0.001), while training exhibited a moderate positive effect (β = 0.260, t = 2.611, p = 0.015). The combined model manifested robust explanatory power (F = 53.823, p < 0.001, R² = 0.785), accounting for 78.5% of the variance in teacher performance. Conclusions: The empirical evidence substantiates that both work discipline and training exert statistically significant positive influences on teacher performance, with work discipline demonstrating comparatively greater predictive strength. The findings underscore the imperative for educational administrators to systematically enhance disciplinary enforcement mechanisms and implement comprehensive professional development programs to optimize pedagogical effectiveness.
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
Publisher : CV. INSPIRETECH GLOBAL INSIGHT

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
Publisher : CV. INSPIRETECH GLOBAL INSIGHT

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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