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INDONESIA
Indonesian Journal of Elementary and Childhood Education
Published by Indonesian Publication Center
ISSN : 27213943     EISSN : 27163237     DOI : -
Core Subject : Education, Social,
Education Languange, Linguistic, Communication & Media Social Sciences Other
Indonesian Journal of Elementary and Childhood Education (IJECE) merupakan jurnal ilmiah peer-reviewed yang didedikasikan sebagai platform diseminasi hasil pemikiran dan penelitian bagi mahasiswa, guru, dosen, praktisi, serta peneliti. Jurnal ini berfokus pada pengembangan ilmu pengetahuan di bidang Pendidikan Dasar dan Pendidikan Anak Usia Dini (PAUD). Fokus dan Ruang Lingkup (Focus and Scope) IJECE menerima naskah berkualitas baik dalam bentuk artikel hasil penelitian (original research) maupun artikel tinjauan pustaka (review article) yang mencakup, namun tidak terbatas pada: Inovasi Pembelajaran di Sekolah Dasar dan PAUD. Kurikulum dan Kebijakan Pendidikan Dasar. Home Schooling dan Alternatif Pendidikan Anak. Pendidikan Berbasis Digital/Online untuk Anak-Anak. Isu Strategis dan Masalah Kontemporer dalam Pendidikan Dasar & PAUD. Kebijakan PublikasiAkses Terbuka (Open Access): Semua artikel yang diterima tersedia secara bebas untuk dibaca dan diunduh guna mendukung pertukaran pengetahuan global yang lebih luas. Lisensi: Artikel diterbitkan di bawah lisensi Creative Commons Attribution-ShareAlike 4.0 International License. Proses Review: Setiap naskah yang masuk melalui sistem OJS akan melewati proses penelaahan oleh tim reviewer ahli untuk menjaga kualitas akademik. Keputusan pertama akan diterima dalam 1-2 minggu setelah Submit. Frekuensi Terbit IJECE dikelola dan diterbitkan oleh Indonesian Publication Center. Jurnal ini telah aktif sejak tahun 2020 dengan frekuensi terbit 4 kali setahun, yaitu pada bulan: Maret - Juni - September - Desember.
Arjuna Subject : Umum - Umum
Articles 159 Documents
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The Utilization of Quizizz-Based Educational Games to Enhance the Cognitive Abilities of Children Aged 5–6 at Raudatush Shibyan Kindergarten Juliani Hidayah; Gunawan Gunawan; Baik Nilawati Astini
Indonesian Journal of Elementary and Childhood Education Vol. 6 No. 4 (2025): Edisi Desember 2025
Publisher : Indonesian Publication Center

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Abstract

Quizizz-based educational game media is an innovative learning tool that integrates play with instruction, fostering a more engaging and interactive environment for cognitive development. This study addresses the challenges of low cognitive abilities in problem-solving, logical thinking, and symbolic thinking among children at TK Raudatush Shibyan, which are often attributed to teacher-centered methods and limited digital media integration. Using a quasi-experimental design with a one-group pretest-posttest approach, the study involved 13 children selected through purposive sampling. Cognitive development was assessed using a pictorial instrument aligned with national early childhood education standards. Data were analyzed using non-parametric statistical tests to determine the significance of the intervention. The findings revealed a substantial increase in children's cognitive scores following the intervention. Statistical analysis confirmed a significant difference between pretest and posttest results, with a large effect size indicating that the use of Quizizz had a profound impact on cognitive improvement. In conclusion, Quizizz-based educational games are proven to be an effective and powerful medium for significantly enhancing the cognitive abilities of children aged 5–6 years.
Implementation of Discovery Learning to Enhance Early Childhood Cognitive Development in Science Education Ulul Audia Azmi; Gunawan Gunawan; Nurhasanah Nurhasanah; Filsa Era Sativa
Indonesian Journal of Elementary and Childhood Education Vol. 6 No. 4 (2025): Edisi Desember 2025
Publisher : Indonesian Publication Center

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Abstract

The issue of low cognitive ability in understanding science concepts is frequently encountered in early childhood education institutions, where instruction often tends to be passive. This study aims to analyze the effectiveness of implementing the Discovery Learning method in science instruction to enhance the cognitive abilities of children aged 5–6 years at TK Dewi Seruni, Ampenan, Mataram City. This research employed a quasi-experimental method with a one-group pretest-posttest design. The sample consisted of 20 children from Group B. Data were collected through observation using standard cognitive development instruments, treatment implementation, and documentation. Data analysis included normality tests, homogeneity tests, and hypothesis testing using the Paired Sample T-test. The prerequisite test results indicated that the data were normally distributed and homogeneous. Hypothesis testing revealed a Sig. (2-tailed) value of 0.000 < 0.05 with a t-count of -17.706, indicating a significant difference between pretest and posttest scores. Additionally, an N-gain score of 0.30 was obtained, falling into the medium category. It was concluded that the Discovery Learning method has a significant and effective influence on improving early childhood cognitive development in science instruction, as it facilitates children's active involvement in concept discovery.
Developing Wordwall-Based Educational Games to Improve Number Symbol Recognition Skills in Children Aged 5–6 Years Baiq Amlin Apriliani; Gunawan Gunawan; Baik Nilawati Astini
Indonesian Journal of Elementary and Childhood Education Vol. 7 No. 1 (2026): Edisi Januari-Maret 2026 (Continuous Publication)
Publisher : Indonesian Publication Center

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Abstract

The use of technology-based learning media in early childhood education has not been optimally implemented, particularly in improving the ability to recognize number symbols among children aged 5–6 years. Therefore, it is necessary to develop interactive learning media that are appropriate to the characteristics of early childhood learners. This study aimed to develop and evaluate the feasibility and effectiveness of an educational game using Wordwall to improve children aged 5–6 years' ability to recognize number symbols. This research employed a Research and Development (R&D) approach using the ADDIE model, which consists of the analysis, design, development, implementation, and evaluation stages. The study was conducted at a kindergarten in East Lombok Regency, with Group B children as the research subjects. Data collection techniques included observation, validation questionnaires from media and material experts, and pretest and posttest assessments.  The validation results indicated that the Wordwall educational game was categorized as highly feasible for use in learning activities.  The effectiveness test results showed an increase in the average children’s cognitive ability from a pretest score of 69.41 to a posttest score of 98.24, with an N-Gain value of 0.97, which falls into the high category.  Therefore, it can be concluded that the Wordwall educational game is feasible and effective in improving the ability to recognize number symbols in children aged 5–6 years.
The Impact of Gadget Use and Mentoring Strategies for Elementary School Students: A Literature Review Ni Made Yeni Suranti; Ni Ketut Yeni Pradmawati
Indonesian Journal of Elementary and Childhood Education Vol. 7 No. 1 (2026): Edisi Januari-Maret 2026 (Continuous Publication)
Publisher : Indonesian Publication Center

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Abstract

The development of digital technology has led to the widespread use of gadgets in society, including among elementary school-aged students. Gadgets are used as easily accessible learning, communication, and entertainment tools for children. However, uncontrolled gadget use has the potential to have various negative impacts on child development. This article aims to examine the impact of gadget use on the development of elementary school-aged students and efforts to address these negative impacts. The research method used is a literature review, analyzing various scientific sources, including books, journal articles, and proceedings relevant to the topic. The results indicate that gadget use can affect children's cognitive, emotional, social, character, and physical development. Therefore, the active involvement of parents, schools, and the surrounding community is needed to monitor, limit, and direct gadget use so that it can be used wisely, healthily, and in a balanced manner, thus supporting the optimal growth and development of elementary school-aged students in their daily.
Innovations in Elementary School Health Promotion Programs: An Integrative Review Muhammad Hilmy As Shiddiq; Gunawan Gunawan; Hamsu Kadriyan; Baik Nilawati Astini; Ni Made Yeni Suranti
Indonesian Journal of Elementary and Childhood Education Vol. 6 No. 4 (2025): Edisi Desember 2025
Publisher : Indonesian Publication Center

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Abstract

Elementary schools represent a strategic setting for instilling healthy behaviors early in life, as children are in a critical period of habit and character formation. Along with the evolution of educational practices, conventional health education methods have shifted toward more interactive, participatory, and holistic approaches. This study aims to explore and synthesize recent innovations and strategies in implementing health programs in elementary schools. An integrative review design was applied by analyzing 44 selected articles, including quantitative, qualitative, and experimental studies. The reviewed literature focuses on interventions related to physical health, mental health, and dental health among elementary school students. The findings identify four main clusters of program innovation: the use of creative media and gamification to enhance health knowledge, classroom-based mental health interventions such as deep breathing and mindfulness, the integration of physical education to address obesity prevention and character development, and comprehensive school health management that emphasizes the role of teachers and supportive school policies. The review concludes that health programs in elementary schools are shifting from one-way counseling toward more engaging and participatory interventions, with multidimensional approaches demonstrating greater effectiveness in improving student health outcomes.
The Role of Early Childhood Education Teachers in Detecting and Addressing Mental Health Issues in Young Children at Kindergarten Cluster II, Seteluk District Anggun Berliantina; Baik Nilawati Astini; Ika Rachmayani; Gunawan Gunawan
Indonesian Journal of Elementary and Childhood Education Vol. 6 No. 3 (2025): Edisi September 2025
Publisher : Indonesian Publication Center

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Abstract

This study investigates the role of Early Childhood Education (ECE) teachers in detecting and addressing mental health issues among young children in Kindergarten Cluster II, Seteluk District. Employing a quantitative approach with a survey design, data were collected through questionnaires distributed to 44 teachers across 16 kindergartens. The data were analyzed using simple linear regression with SPSS 30.0. The results indicate that the teacher's role significantly influences the detection and management of mental health problems in early childhood. A regression coefficient of -0.864 was obtained, indicating an inverse relationship: as the teacher's role increases, the level of mental health problems in children decreases. Furthermore, the R-Square value of 0.302 suggests that 30.2% of the variance in children's mental health issues is attributed to the teacher's role. Consequently, teachers play a pivotal role in identifying and mitigating mental health challenges. The study recommends continuous training and collaboration among teachers, parents, and professionals to foster a healthy, supportive environment for early childhood development.
Future Classrooms: A Review of AI-Based Media Innovation and Gamification in Primary Schools Gunawan Gunawan; Ni Made Yeni Suranti; Imran Imran; Fahmi Yahya
Indonesian Journal of Elementary and Childhood Education Vol. 6 No. 1 (2025): Edisi Maret 2025
Publisher : Indonesian Publication Center

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Abstract

Digital transformation in primary education over the last five years (2020-2024) has drastically changed the landscape of learning media. This article aims to examine media innovations based on Artificial Intelligence (AI) and Gamification, as well as the role of immersive technologies such as Augmented Reality (AR) and Virtual Reality (VR) in Primary Schools. Through a literature review of selected studies, the analysis shows that AI implementation is effective in supporting deep learning in critical subjects such as Mathematics and language introduction. Meanwhile, gamification was found to play a significant role in increasing intrinsic motivation and ecological awareness, and is specifically capable of reducing students' academic anxiety in physical education and mathematics. The integration of AR and VR is proven to enrich sensory engagement and student creativity in language and arts learning. This review concludes that the synergy of AI-based media and gamification creates a "Future Classroom" ecosystem that is more interactive and inclusive, although teacher competency readiness remains a determining factor for successful implementation.
Digital Transformation of Learning Media in Elementary Schools: A Shift from Physical Props to Augmented Reality Gunawan Gunawan; Ni Made Yeni Suranti; Imran Imran; Lovy Herayanti; Kurniawan Arizona; Fahmi Yahya
Indonesian Journal of Elementary and Childhood Education Vol. 6 No. 3 (2025): Edisi September 2025
Publisher : Indonesian Publication Center

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Abstract

The transformation of learning media in elementary schools has undergone a significant evolution, moving from a reliance on physical props to the utilization of immersive technologies. This review article aims to analyze this paradigm shift, starting from the use of static visual media to the adoption of Augmented Reality (AR). Through a literature review of various recent studies, the analysis focuses on how interactive digital platforms and gamification act as a transitional bridge before reaching the stage of AR technology, which is capable of visualizing abstract concepts in real-time. The analysis reveals that the shift to AR does not only replace the role of physical props in terms of cost and space efficiency but also provides a superior impact on enhancing student engagement, reducing cognitive load, and fostering deeper conceptual understanding. This review concludes that digital transformation in elementary schools is a crucial step in creating an adaptive and futuristic learning environment for Generation Alpha.
Integrating Artificial Intelligence into Science Education in Primary Schools: A Systematic Literature Review Paramita Putri Apriyani; Ni Ketut Anggriani
Indonesian Journal of Elementary and Childhood Education Vol. 6 No. 3 (2025): Edisi September 2025
Publisher : Indonesian Publication Center

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Abstract

The development of artificial intelligence (AI) has driven significant transformations in learning through adaptive, personalized, and data-driven systems, including in primary education. In elementary science education, AI has the potential to support conceptual understanding and differentiated learning from early stages of cognitive development. This study aims to map research trends, dominant types of AI technologies, pedagogical impacts, and implementation challenges of AI in elementary science learning. A Systematic Literature Review (SLR) was conducted following PRISMA guidelines. Literature searches were carried out in the Scopus, Web of Science, and Google Scholar databases, covering articles published between 2016 and 2025. Of the 312 articles identified, 33 met the inclusion criteria and were analyzed qualitatively. The findings indicate a significant increase in research on AI in elementary science education in the post–COVID-19 period, with adaptive learning technologies and intelligent tutoring systems dominating the field and contributing to improvements in students’ cognitive learning outcomes and learning motivation. However, the use of AI to support higher-order science process skills remains limited. The main challenges include teachers’ pedagogical readiness, infrastructure disparities, and ethical issues related to student data protection. This review highlights the need for more contextual, pedagogically oriented, and sustainable approaches and policies in the integration of AI into elementary science education.

Page 16 of 16 | Total Record : 159

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