cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Jhoni Warmansyah
Contact Email
bestscholarjournal@gmail.com
Phone
+6285274891575
Journal Mail Official
bestscholarjournal@gmail.com
Editorial Address
Jl. Kampung Baru No. 29 RT. 004 RW. 003 Kel. Lubuk Lintah Kec. Kuranji, Kota Padang Kuranji-PDG Padang Sumatera Barat
Location
Kota padang,
Sumatera barat
INDONESIA
Journal of Community Service in Early Childhood Education
Published by CV Berkah Syahdin Trust
ISSN : -     EISSN : 31092411     DOI : 10.64840/jcosece
Core Subject : Education, Social,
Social Sciences Other
The Journal of Community Service in Early Childhood Education (JCOSECE) aims to provide a platform for researchers, educators, and practitioners to share and discuss community service activities focused on early childhood education. The journal covers a wide range of topics related to program development, implementation practices, and evaluation of community service initiatives within the context of early childhood education. JCOSECE welcomes research articles, case studies, project reports, and literature reviews that contribute to the understanding and improvement of community service in early childhood education.
Arjuna Subject : Umum - Umum
Articles 16 Documents
 1   2 
Enhancing Early Childhood Memory in Hadith Memorization Through Movement-Based Training Gusmita, Deri; Huda, Nuril
Journal of Comunity Service in Early Childhood Education Vol. 1 No. 1 (2025): Journal of Comunity Service in Early Childhood Education
Publisher : CV Berkah Syahdin Trust

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64840/jcosece.v1i1.30

Abstract

Background: Early childhood represents a critical period for cognitive and memory development, including the ability to memorize and understand religious teachings such as hadith. However, field observations indicate that many children experience difficulties in memorizing hadith sequentially and recalling previously learned material. This condition highlights the need for innovative and developmentally appropriate learning approaches. Aims: This community service program aims to enhance early childhood memory in hadith memorization through a movement-based training approach. Methods: This program employed a training-based community service approach integrated with mentoring and evaluation. The implementation was conducted over one month, from October 29 to November 29, 2023, involving children aged 5–6 years and classroom teachers. The program consisted of preparation, implementation, and evaluation stages. Activities included movement-based memorization training, guided practice sessions, and teacher mentoring. Data were collected through observation and documentation using predefined indicators and analyzed descriptively. Results: The results indicate a significant improvement in children’s memory and learning outcomes. Memory skills increased from 40% to 85%, while understanding and application of hadith improved from 35% to 80%. Children’s participation and cooperation increased from 50% to 90%, and positive behavioral changes improved from 45% to 85%. Teacher engagement also increased from 60% to 95%, indicating the effectiveness of the training approach. Conclusion: Movement-based training is effective in enhancing early childhood memory in hadith memorization. The integration of movement, practice, and mentoring creates engaging and meaningful learning experiences that support cognitive and behavioral development. This approach can be adapted as an alternative method in early childhood religious education.
Community Empowerment in the Disadvantaged Village Through an Integrated Student Community Service Program ; Putera, Wawan; Marwan, Syaiful
Journal of Comunity Service in Early Childhood Education Vol. 1 No. 1 (2025): Journal of Comunity Service in Early Childhood Education
Publisher : CV Berkah Syahdin Trust

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64840/jcosece.v1i1.31

Abstract

Background: Disadvantaged villages often face challenges such as low levels of education and limited access to technology, which hinder community welfare and development. These conditions also affect the quality of early childhood education (PAUD) as part of basic community services, requiring an integrated and asset-based approach to optimize local potential. Aims: This community service aims to empower communities in disadvantaged village areas through an integrated Student Community Service Program (KKN). Methods: This program employed the Asset-Based Community Development (ABCD) approach, which focuses on leveraging local assets and community potential as the foundation for development. The program was implemented through participatory stages, including asset mapping, program planning based on local potential, implementation of activities such as skill training, digital literacy enhancement, and educational support, as well as evaluation and monitoring to ensure sustainability. Result: The program contributed to strengthening community capacity by identifying and utilizing local assets to support educational and economic activities. Students acted as facilitators, collaborating with the community to develop skills, improve digital literacy, and optimize local potential, which in turn supported the improvement of early childhood education practices. Conclusion: The integrated KKN program based on the ABCD approach is effective in empowering communities by utilizing local strengths. This approach not only enhances community welfare but also supports sustainable development in early childhood education.
Training and Assistance to Enhance Toilet Training Success among Children Aged 2–3 Years in Daycare Centers Wulandari, Amelisa; Kurniati, Lilis; Hanifa, Nur
Journal of Comunity Service in Early Childhood Education Vol. 1 No. 1 (2025): Journal of Comunity Service in Early Childhood Education
Publisher : CV Berkah Syahdin Trust

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64840/jcosece.v1i1.32

Abstract

Background: Early childhood is a critical stage for developing independence in self-care; however, many children aged 2–3 years still experience difficulties in recognizing and practicing proper toilet training, highlighting the need for interactive and developmentally appropriate approaches. Aims: This community service program aims to enhance the knowledge and success of toilet training for children aged 2–3 years through interactive and engaging activities. Methods: This program employed a Participatory Action Research (PAR) approach consisting of planning, action, observation, and reflection stages. The planning stage involved identifying toilet training problems, conducting discussions with caregivers and parents, and designing interactive activities. The action stage focused on implementing toilet training practices through engaging and context-based activities. The observation stage involved monitoring and documenting children’s progress during the training process. The reflection stage included evaluating outcomes and identifying areas for improvement. Data were collected through observation and documentation and analyzed descriptively. Results: The results indicate improvements in children’s toilet training abilities, including increased independence, better understanding of toileting routines, and more consistent behavior. Children showed progress in recognizing the need to use the toilet and performing toileting activities with reduced assistance. Additionally, caregivers and parents reported positive behavioral changes and increased awareness of effective toilet training strategies. Conclusion: Interactive and context-based toilet training activities are effective in improving toilet training success among young children. The integration of structured activities, caregiver involvement, and continuous monitoring creates a supportive learning environment that promotes independence. This approach can be applied as an alternative method in early childhood care settings to support the development of essential self-care skills.
Online Training on Writing Scientific Articles in Early Childhood Education for Accredited Sinta Journals Syarfina, Syarfina; Anis, Nindia
Journal of Comunity Service in Early Childhood Education Vol. 1 No. 1 (2025): Journal of Comunity Service in Early Childhood Education
Publisher : CV Berkah Syahdin Trust

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64840/jcosece.v1i1.34

Abstract

Background: The ability to write scientific articles is an essential competency for Early Childhood Education students, particularly in supporting academic publication in accredited national journals. However, many students still face difficulties in understanding the structure, writing techniques, and publication processes required for scientific articles. This condition indicates the need for structured training programs that can improve students’ scientific writing skills. Aims: This community service program aims to enhance students’ competence in writing scientific articles and preparing manuscripts for accredited national journals. Methods: This program employed a training-based community service approach integrated with mentoring, mediation, and evaluation activities. The implementation was conducted online via Zoom and involved 150 participants from various regions in Indonesia. The program consisted of preparation, implementation, and evaluation stages. The implementation stage included material delivery, hands-on practice, group discussions, and mentoring sessions. Data were collected through observation, documentation, and participant feedback using questionnaires, and analyzed descriptively. Results: The results indicate that the program successfully improved participants’ understanding and skills in scientific article writing. Participants demonstrated increased ability in structuring manuscripts, applying appropriate writing techniques, and revising articles based on reviewer feedback. Evaluation results showed high participant satisfaction, with average scores ranging from 4.5 to 4.8 across various aspects, including material relevance, clarity, and usefulness of practical sessions. Conclusion: The training-based community service program is effective in enhancing students’ scientific writing competence and readiness for publication in accredited journals. The integration of training, practice, mentoring, and evaluation provides meaningful learning experiences and can be applied as a sustainable model for academic capacity development.
Capacity Building for Raudhatul Athfal Teachers through the Development of Merdeka Curriculum Teaching Modules Warmansyah, Jhoni; Sari, Meliana; Yuningsih, Restu; Wiliany, Sherly; Siregar, Rahayu Yandira S; Zalzabila, Zakiah
Journal of Comunity Service in Early Childhood Education Vol. 1 No. 1 (2025): Journal of Comunity Service in Early Childhood Education
Publisher : CV Berkah Syahdin Trust

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64840/jcosece.v1i1.37

Abstract

Background: Raudhatul Athfal (RA) teachers often face challenges in developing effective teaching modules aligned with the Merdeka Curriculum due to limited training and difficulties in translating curriculum principles into classroom practice. Aims: This community service aims to strengthen RA teachers’ capacity in developing teaching modules based on the Merdeka Curriculum. Methods: This program employed a Participatory Action Research (PAR) approach through mentoring activities conducted offline over two days. The program involved 52 RA teachers in a series of activities including material delivery, hands-on module design, and reflective discussions. Data were collected through observations, interviews, focus group discussions (FGDs), and questionnaires. Result: The results indicate a significant improvement in teachers’ understanding and skills in developing teaching modules aligned with the Merdeka Curriculum. Teachers demonstrated better comprehension of curriculum structure, learning outcomes (CP), and the formulation of learning objectives (TP) and teaching modules (ATP). In addition, their ability to design structured and contextualized modules improved, particularly in aligning learning activities with student needs and integrating appropriate learning media. The evaluation results showed a high level of participant satisfaction, with an average score of 3.95 categorized as “Good,” indicating that the mentoring activities were well-received. Teachers also showed increased confidence in implementing the curriculum in classroom practice, including the use of technology. Furthermore, the participatory and hands-on approach enabled active engagement, leading to deeper understanding and improved practical skills. Conclusion: The mentoring program effectively enhanced RA teachers’ capacity in designing innovative and contextualized teaching modules aligned with the Merdeka Curriculum, making it a practical and replicable model for similar educational programs.
Field Implementation of a Local Wisdom-Based Practicum Module for Character Education in Early Childhood Learnin Cahya Oktaviyana, Putri; Luqman Tri Ariyanto, Fajar; Bagus Rendy Astid Putera, Dwi; Eka Rahel Guivara, Alvira; Anggraeny, Inggrid; Dianasari, Chelci; Nizam, Zein
Journal of Comunity Service in Early Childhood Education Vol. 1 No. 2 (2025): Journal of Comunity Service in Early Childhood Education
Publisher : CV Berkah Syahdin Trust

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64840/jcosece.v1i2.48

Abstract

Background: The integration of character education, particularly environmental stewardship, in early childhood education is often constrained by conventional teaching approaches that limit experiential learning opportunities. Aims: This community service program aims to implement a local wisdom-based practicum module to enhance environmental character development in early childhood learning. Methods: This community service program employed the Participatory Action Research (PAR) approach, involving collaborative processes between researchers and teachers through four stages: planning, action, observation, and reflection. The program began with a needs analysis and joint module design, followed by implementation through hands-on activities, while data were collected through observation and interviews and analyzed descriptively to evaluate program effectiveness. Result: The community service results indicate a significant increase in children’s engagement and enthusiasm in practice-based learning, along with the development of pro-social and environmental behaviors such as cooperation, cleanliness awareness, and scientific curiosity. In addition, teachers’ capacity as partners improved in understanding and implementing the local wisdom-based practicum module. Approximately 90% of participants showed positive responses, and the resulting practicum module was considered practical, applicable, and has potential for sustainable use and replication. Conclusion: The implementation of a local wisdom-based practicum module through a community service program effectively enhances children’s environmental character and supports experiential learning in early childhood education. It also strengthens teachers’ capacity in applying innovative and contextually relevant instructional approaches. Therefore, this program offers a practical, sustainable, and replicable model for integrating character education in early childhood settings.
Strengthening National Character through Literacy: STPHBK and Kayuh Literasi Collaboration Aviratri, Yudha; Wahab Nafiyan, Abdul
Journal of Comunity Service in Early Childhood Education Vol. 1 No. 2 (2025): Journal of Comunity Service in Early Childhood Education
Publisher : CV Berkah Syahdin Trust

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64840/jcosece.v1i2.56

Abstract

Background: Low literacy levels in communities contribute to broader social issues, including school dropout rates, limited workforce skills, and intergenerational poverty. Strengthening family-based literacy is essential to support character development and improve quality of life. Aims: This community service program aims to enhance literacy awareness among parents, improve the capacity of Taman Bacaan Masyarakat (TBM) tutors, and foster children’s literacy skills as a foundation for character building. Methods: This program employed a community development approach with an empowerment strategy, involving collaboration between lecturers, students, and the Kayuh Literasi community. The implementation consisted of three stages: (1) raising parents’ awareness through seminars and literacy workshops, (2) mentoring TBM tutors in designing engaging and leveled literacy activities, and (3) assessing children’s literacy skills using leveled reading books. Data were collected through observation and program documentation and analyzed descriptively. Result: The results indicate an improvement in parents’ understanding of their role in supporting literacy at home, increased creativity and competence of tutors in developing literacy activities, and positive changes in children’s reading motivation and abilities. The program also demonstrated the effectiveness of collaborative efforts between higher education institutions, literacy communities, and families in promoting literacy culture. Conclusion: The implementation of a community-based literacy program through a community development and empowerment approach effectively strengthens literacy awareness and practices among families and communities. This program offers a sustainable and replicable model for fostering literacy culture and character development.
Strengthening Child-Friendly School Policy Implementation through Community Empowerment in Early Childhood Education Settings Hayati, Cici; Novianty, Dessy; Tsuraya, Ghaida; Sari, Karmila; Riski, Maizanur; Nur Juliana, Mely; Metroyadi, Metroyadi; Shemi Shamsuddin, Aeman
Journal of Comunity Service in Early Childhood Education Vol. 1 No. 2 (2025): Journal of Comunity Service in Early Childhood Education
Publisher : CV Berkah Syahdin Trust

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64840/jcosece.v1i2.88

Abstract

Background: The implementation of Child-Friendly School (SRA) policies in early childhood education remains a critical issue, particularly in ensuring safe, inclusive, and rights-based learning environments. Many institutions still face challenges in translating policy into practical classroom implementation. Aims: This community service program aims to strengthen the implementation of Child-Friendly School policies through capacity building and mentoring for teachers in early childhood education settings. Methods: This program employed a community development approach with an empowerment strategy, involving collaboration between lecturers and teachers. The implementation consisted of three stages: (1) awareness building through socialization and workshops on child-friendly school principles, (2) mentoring teachers in designing and implementing child-centered and inclusive learning practices, and (3) evaluation through observation and reflective discussions. Data were collected through observation, interviews, and documentation, and analyzed descriptively. Results: The results indicate an improvement in teachers’ understanding and application of child-friendly school principles, including the development of safe and inclusive learning environments, the use of non-discriminatory and child-centered approaches, and increased child participation in learning activities. In addition, stronger collaboration between teachers and parents was observed in supporting child-friendly practices. However, several challenges remain, such as limited learning facilities and teacher workload constraints. Conclusion: The implementation of child-friendly school policies through a community empowerment approach effectively enhances teachers’ capacity and supports the creation of inclusive and child-centered learning environments. This program offers a practical and adaptable model for strengthening policy implementation in early childhood education.
Student Mentoring Through Dance Performance to Enhance Artistic Competence in Islamic Early Childhood Education Faridy, Faizatul; Puspa Juwita, Rani; Leik, Siri
Journal of Comunity Service in Early Childhood Education Vol. 1 No. 2 (2025): Journal of Comunity Service in Early Childhood Education
Publisher : CV Berkah Syahdin Trust

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64840/jcosece.v1i2.114

Abstract

Background: The development of artistic competence among students of Islamic Early Childhood Education (PIAUD) is an essential component in preparing professional and creative early childhood educators. However, opportunities for practical engagement that integrate artistic skills with real performance contexts remain limited. Aims: This community service program aims to enhance students’ artistic competence through mentoring activities integrated with dance performance and evaluation in a collaborative art event. Methods: This program employed a Service Learning approach, which integrates academic learning with direct community engagement. The implementation stages included preparation, mentoring, performance practice, and evaluation. Data were collected through observation, performance assessment, and documentation, and analyzed descriptively to evaluate the effectiveness of the program. Result: The results showed that student participation in mentoring and dance performance activities significantly improved their artistic competence, including creativity, confidence, teamwork, and performance skills. In addition, students demonstrated increased ability to express ideas through movement and respond to evaluative feedback constructively. Conclusion: The Service Learning-based mentoring program effectively enhances the artistic competence of PIAUD students and provides meaningful experiential learning. This approach contributes to strengthening practical skills and supports the development of professional competencies in early childhood education.
Educational Program for Early Childhood Teachers to Enhance Awareness of Child Growth and Development Detection Kharima Diyenti, Adela; Daboti, Angraini; Halif, Abdul; Fitri, Fitri; Arafah, Putri
Journal of Comunity Service in Early Childhood Education Vol. 1 No. 2 (2025): Journal of Comunity Service in Early Childhood Education
Publisher : CV Berkah Syahdin Trust

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64840/jcosece.v1i2.115

Abstract

Background: Awareness of early childhood teachers regarding the detection of child growth and development is essential to support optimal child development and early intervention. However, field conditions indicate that many teachers still have limited understanding and skills in identifying growth and developmental indicators in children. Aims: This program aims to enhance early childhood teachers’ awareness and competence in detecting child growth and development through an educational program. Methods: This program employed a Service Learning approach, integrating educational sessions with practical activities and reflection. The implementation was conducted in three stages: preparation, implementation, and evaluation. The program involved early childhood teachers as participants. Activities included educational sessions, guided practice, and evaluation through pre-test and post-test, as well as observation of participants’ engagement. Data were analyzed descriptively to assess changes in participants’ understanding. Results: The results indicate an improvement in teachers’ awareness and understanding of child growth and development detection. Participants demonstrated better ability to identify developmental indicators and increased readiness to apply detection practices in their institutions. The pre-test and post-test results showed a consistent increase, indicating the effectiveness of the educational intervention. Conclusion: The educational program effectively enhances early childhood teachers’ awareness of child growth and development detection. The integration of education and practical activities provides meaningful learning experiences and supports the improvement of teachers’ competence in early detection practices.Awareness

Page 1 of 2 | Total Record : 16

 1   2 

Filter by Year

2025 2026


Reset
Filter By Issues
All Issue Vol. 2 No. 1 (2026): Journal of Community Service in Early Childhood Education Vol. 1 No. 3 (2025): Journal of Comunity Service in Early Childhood Education Vol. 1 No. 2 (2025): Journal of Comunity Service in Early Childhood Education Vol. 1 No. 1 (2025): Journal of Comunity Service in Early Childhood Education