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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 28 Documents
 1   2   3 
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): Transforming Foundational Learning: Evidence-Based Practices in Early and Prim
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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.
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. 03 (2025): Journal of Foundational Learning and Child Development
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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): Transforming Foundational Learning: Evidence-Based Practices in Early and Prim
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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): Transforming Foundational Learning: Evidence-Based Practices in Early and Prim
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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.
The Effect of Traditional Folk Games During the Independence Day Celebration on the Development of Gross Motor Skills in Elementary School Children Hutahaean, Agnes Monica; Simbolon, Rifaldo P.; Gea, Dedi Torman; Siregar, Nurfadillah
Journal of Foundational Learning and Child Development Vol. 1 No. 03 (2025): Journal of Foundational Learning and Child Development
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Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53905/ChildDev.v1i03.120

Abstract

Purpose of the study: This research investigated the effect of traditional Indonesian folk games practiced during Independence Day celebrations on the development of gross motor skills in elementary school children. Traditional games represent a culturally relevant and engaging approach to physical education that may enhance fundamental motor development in school-aged children. Materials and methods: A quasi-experimental pretest-posttest control group design was employed with 40 students (20 boys and 20 girls) aged 9–11 years from Sekolah Dasar Negeri 106809 Kolam, Indonesia. Participants were divided into experimental (n=20) and control (n=20) groups using purposive sampling. The experimental group participated in a four-week traditional folk games intervention (three 60-minute sessions per week) featuring balap karung (sack race), tarik tambang (tug of war), gobak sodor, and engklek. The control group continued regular physical education curriculum. Gross motor skills were assessed using the Test of Gross Motor Development–Third Edition (TGMD-3) at baseline and post-intervention. Data were analyzed using paired t-tests for within-group changes and independent t-tests for between-group comparisons (p < 0.05). Results: The experimental group demonstrated significant improvements in both locomotor skills (pre: 38.45±4.12 vs. post: 43.80±3.85, p < 0.001, d = 1.34) and object control skills (pre: 41.30±5.28 vs. post: 47.15±4.62, p < 0.001, d = 1.20), with a total TGMD-3 score increase from 79.75±8.84 to 90.95±7.89 (p < 0.001, d = 1.33). The control group showed minimal changes (p > 0.05). Between-group analysis revealed significant differences favoring the experimental group in locomotor skills (p < 0.001, d = 1.89), object control skills (p < 0.001, d = 1.62), and total scores (p < 0.001, d = 1.85). Conclusions: Traditional folk games conducted during Independence Day celebrations significantly enhanced gross motor skill development in elementary school children. These culturally relevant activities provide an effective, engaging, and contextually appropriate intervention for promoting fundamental motor skills. Physical educators and school administrators should consider incorporating traditional games into physical education curricula as an evidence-based strategy for motor development.
The Rise of Digital Health: A Bibliometric Review of Social Media and Online Platforms for STI Education in Adolescents Prasetya, Henky Yoga; Rahayu, Sri Ratna; Cahyati, Widya Hary
Journal of Foundational Learning and Child Development Vol. 2 No. 01 (2026): January 27, 2026
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Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53905/ChildDev.v2i01.04

Abstract

Purpose of the study: Sexually Transmitted Infections (STIs) continue to increase, especially among adolescents. Minimal sexual education and risky behaviors are the main factors in STIs. In the digital era, social media has the potential to be an effective means of STI education for adolescents. However, scientific studies related to this matter are still limited. This study aims to map the current research landscape regarding the use of social media and online platforms for STI education among adolescents. Materials and methods: This study uses a bibliometric approach. Literature searches were conducted in the Scopus database using keywords such as "social media", "online platforms", "IMS/IST education", "adolescents", and "health" for period 2014-2024. Results: An analysis of 428 documents that met the inclusion criteria showed a very rapid increase in publications related to this topic, with an annual growth rate of 78.5%. The results of the network visualization identified four main clusters, namely: (1) the effectiveness of digital health campaigns; (2) the role of social media platforms such as Instagram, TikTok, and YouTube in the dissemination of information; (3) factors that affect the behavior of receiving health information online; and (4) the development of mobile app-based health interventions (mHealth). Conclusions: Digital health for adolescent STI education is growing rapidly and multidimensional. The initial surge in publications reflects a response to the global crisis, followed by a deepening of approaches and topics. Bibliometric visualization emphasizes the importance of interdisciplinary and innovative approaches in dealing with adolescent health challenges in the digital age
Bibliometric Mapping of Postoperative Wound Care Patient Education: Trends, Collaboration Networks, and Research Gaps (2019–2024) Wijanarko, Wahyu; Cahyati, Widya Hari; Ningrum, Dina Nur Anggraini
Journal of Foundational Learning and Child Development Vol. 2 No. 01 (2026): January 27, 2026
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Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53905/ChildDev.v2i01.05

Abstract

Purpose of the study: Surgery is at risk of developing surgical wound infections (ILOs) that can prolong recovery and reduce the patient's quality of life. Wound care according to standards and education to patients and families are essential to prevent complications. The role of health workers as educators and optimal family support is key in accelerating postoperative healing. This study aims to analyze global and domestic literature bibliometrically to identify trends in publications, collaborations, research themes, and knowledge gaps, especially in Indonesia.  Materials and methods: This research method uses a bibliometric approach by looking at data retrospectively. Data was collected from Scopus, PubMed, Garuda Portal, and Google Scholar (2019–2024), analyzed with VOSviewer and Biblioshiny. Results: The results of the 796 articles showed an increase in publications and strong collaboration between institutions in the US, China, and the UK. Four main clusters emerged: education and self-management, wound care technology, clinical outcomes and complication prevention, and the role of patient introduction. In Indonesia, research is still predominantly descriptive, with minimal technological exploration and a burden of parenting Conclusions: global research is moving towards technology and patient empowerment, while Indonesia lags behind in innovation and sustainability of interventions. The study recommends the development of culturally adaptive blended education models, evaluation of the cost-effectiveness of telemedicine, and measurement of long-term outcomes for patients and patient providers
Fundamental Locomotor Skill Proficiency in Phase a Primary Students: An Observational Study of Walking, Running, and Jumping Kaban, Ika Oktarina br; Siregar, Samsudi; Octavia , Syalwa; Nasution, Diyah Salsabil; Mutia, Mutia; Tamba, Kuntum; Dalimunthe, Arif Rahman; Pebriansyah, Wahyu; Banjarnahor, Ramelina
Journal of Foundational Learning and Child Development Vol. 2 No. 01 (2026): January 27, 2026
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Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53905/ChildDev.v2i01.06

Abstract

Purpose of the study: Fundamental locomotor skills—walking, running, and jumping—constitute the motor foundation upon which more complex physical competencies are developed during early childhood and primary school years. Adequate mastery of these skills is essential not only for physical performance but also for cognitive engagement, social participation, and lifelong physical activity habits. This study aimed to describe and assess the fundamental locomotor movement abilities of Phase A first-grade elementary school students, specifically examining walking, running, and jumping proficiency during Physical Education (PE) learning activities at SD Ibnu Halim, Medan, Indonesia. Materials and methods: A qualitative descriptive research design was employed. Twelve students (6 males, 6 females; mean age 6.5 ± 0.5 years) were purposively selected as participants. Data were collected across three structured observation sessions using a validated locomotor skill observation rubric, supplemented by semi-structured teacher interviews and document analysis. Data were analyzed through thematic analysis comprising data reduction, data display, and conclusion drawing. Lincoln and Guba’s trustworthiness criteria (credibility, transferability, dependability, and confirmability) were applied to ensure rigor. Results: Walking demonstrated the highest proficiency rate (75.0%), characterized by consistent rhythmic gait and adequate dynamic balance. Running showed moderate proficiency (58.3%), with over 40% of participants displaying postural compensation and inconsistent arm–leg coordination. Jumping exhibited the lowest proficiency (33.3%), with the majority of students unable to execute proper two-foot takeoff mechanics and controlled landing techniques. Thematic analysis revealed four overarching themes influencing locomotor development: movement experience, pedagogical strategy, individual variation, and feedback quality. Conclusions: Phase A first-grade students demonstrate locomotor abilities consistent with normative developmental expectations; however, significant refinement is required, particularly in jumping skills. Physical Education instruction should adopt game-based, exploratory, and differentiated approaches to optimize locomotor competency development. Teachers must provide structured guidance, timely corrective feedback, and sufficient practice opportunities aligned with each child’s developmental stage.
Audiovisual-Based Learning for the Shoulder Stand Movement in Floor Gymnastics: An Implementation Study Wardhani, Rio; Arifin, Zainal; Rahmat, Ade
Journal of Foundational Learning and Child Development Vol. 2 No. 01 (2026): January 27, 2026
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Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53905/ChildDev.v2i01.01

Abstract

Purpose of the study: The creativity of teachers in delivering Physical Education learning materials plays a crucial role in ensuring that students receive engaging and varied instruction, which in turn fosters their learning motivation. The primary objective of this study is to examine the effectiveness of using audiovisual media in teaching the shoulder stand movement within floor gymnastics. Furthermore, this study aims to assist students in mastering proper techniques, improving movement accuracy, and enhancing their learning motivation through the implementation of audiovisual-based learning media. Materials and methods: This study employed a quasi-experimental method using a pretest-posttest one-group design. Data analysis was conducted through descriptive statistical techniques, providing an overview of the results based on the mean, standard deviation, as well as the highest and lowest scores. These statistical measures were used to describe the students’ initial and final abilities in performing the shoulder stand movement. Results: During the pretest process, the students’ mean score was 67.19, categorized as fair, while the posttest mean score was 82.67, categorized as good. The population standard deviation in the pretest was 9.71, which is considered relatively high, whereas in the posttest it was 6.33, categorized as relatively low. These results indicate that the use of audiovisual media proved to be effective in helping students achieve a more consistent and comprehensive understanding of the shoulder stand movement. Conclusions: The use of audiovisual media in learning the shoulder stand movement within floor gymnastics has been proven to have a positive effect on students’ learning outcomes. The increase in the mean score reflects an overall improvement in students’ abilities, while the decrease in standard deviation indicates that the students’ learning results became more uniform and consistent. Therefore, audiovisual media is effective as a learning aid to enhance students’ understanding of movement techniques and their skills in performing the shoulder stand in floor gymnastics.
Pedagogical Strategies for Teaching Rhythmic Gymnastics in Primary Education: A Systematic Review Br Tarigan, Gita Nurgaya; Ramadan, Ramadan; Estes, Celestina
Journal of Foundational Learning and Child Development Vol. 1 No. 03 (2025): Journal of Foundational Learning and Child Development
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Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53905/ChildDev.v1i03.18

Abstract

Purpose of the study: This systematic review examines pedagogical strategies employed in teaching rhythmic gymnastics to primary education students (ages 6-12 years), analyzing their effectiveness, implementation methods, and impact on motor skill development, creativity, and student engagement. Materials and methods: A comprehensive search was conducted across PubMed, Scopus, Web of Science, ERIC, and SPORTDiscus databases from inception to December 2024. Studies were included if they: (1) focused on rhythmic gymnastics instruction in primary education, (2) described specific pedagogical strategies, (3) employed empirical research designs, and (4) were published in peer-reviewed journals. Data extraction followed PRISMA guidelines, with quality assessment performed using the Mixed Methods Appraisal Tool (MMAT) and the Physiotherapy Evidence Database (PEDro) scale. Results: Twenty-seven studies met inclusion criteria, encompassing 2,847 primary school children across 12 countries. Five primary pedagogical approaches emerged: game-based learning (n=11, 40.7%), creative teaching methods (n=8, 29.6%), task-oriented instruction (n=5, 18.5%), cooperative learning (n=2, 7.4%), and technology-enhanced pedagogy (n=1, 3.7%). Game-based learning demonstrated significant improvements in motor coordination (d=0.82, p<0.001), student motivation (d=0.76, p<0.01), and rhythmic competency (d=0.68, p<0.01). Creative teaching methods showed particular efficacy in developing artistic expression and cognitive flexibility. Conclusions: Evidence supports game-based and creative pedagogical strategies as effective approaches for teaching rhythmic gymnastics in primary education. These methods enhance motor development while maintaining high levels of student engagement and enjoyment. Future research should investigate long-term retention effects and optimal strategy combinations for diverse learner populations

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