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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 175 Documents
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Synergy of Technology and Pedagogy: A Review of Modern Learning Media in Primary Education Gunawan Gunawan; Baiq Nabila Saufika Zainuri; Ni Made Yeni Suranti; Ida Ermiana
Indonesian Journal of Elementary and Childhood Education Vol. 7 No. 2 (2026): Edisi Juni 2026
Publisher : Indonesian Publication Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67434/ijece.v7i2.1980

Abstract

Digital transformation demands updated instructional strategies in elementary schools, yet practice shows a gap between technology availability and pedagogical use. This study maps the types, impacts, and implementation challenges of modern learning media at the elementary level through a synthesis of national and international literature. A systematic review guided by the PRISMA 2020 statement searched Google Scholar, Scopus, ScienceDirect, ERIC, SINTA/Garuda, and ProQuest. From 142 initial records, 29 primary studies and related reviews (2018-2025) met the inclusion criteria, supplemented by four theoretical-methodological references. Findings reveal ten media categories-including interactive presentation multimedia, digital e-books, gamification, augmented reality, mobile applications, web-based video, and e-learning-that consistently show positive effects on students' motivation, learning outcomes, and literacy, though magnitude varies by context and teacher readiness. Teachers' TPACK and regional digital-infrastructure gaps emerged as key determinants of successful integration. The study concludes that synergy between technological innovation and stronger teacher pedagogical capacity is essential for optimal, equitable use of modern learning media in elementary schools.
The Effect of Smart Box Media Based on Local Wisdom on The Cognitive Abilities of Young Children Leni Sriningsih; Gunawan Gunawan; Efan Yudha Winata
Indonesian Journal of Elementary and Childhood Education Vol. 7 No. 2 (2026): Edisi Juni 2026
Publisher : Indonesian Publication Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67434/ijece.v7i2.2511

Abstract

This study aims to determine the effect of local wisdom-based smart box media on the cognitive abilities of early childhood. The research method employed a quantitative experimental approach with a One-Group Pretest-Posttest Design. The research population included all 18 children in Group B at TK Merdeka, with sampling conducted using the total sampling technique. Data collection techniques were carried out through observation using checklist assessment sheets and documentation. The main findings indicate a significant positive effect after the treatment, where the average score increased from 68.84 (beginning to develop category) during the pretest to 84.5 (developing as expected category) during the posttest. The results of the hypothesis testing using the paired sample t-test reinforce these findings, yielding a significance value of 0.000 < 0.05. Consequently, this study proves that the use of local wisdom-based smart box media effectively improves children's cognitive abilities in the aspects of remembering and understanding. The implication is that the utilization of manipulative educational game tools (APE) that integrate local cultural elements can serve as a solution-oriented alternative for physical learning media to optimize children's cognitive potential without relying on digital devices.
The Effect of Puzzles on the Cognitive Development of Children Aged 5–6 Years Nur Isnaini Khosyati; Baik Nilawati Astini; Gunawan Gunawan
Indonesian Journal of Elementary and Childhood Education Vol. 7 No. 2 (2026): Edisi Juni 2026
Publisher : Indonesian Publication Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67434/ijece.v7i2.2512

Abstract

This study aims to determine the effect of educational puzzles on the cognitive development of children aged 5–6 years at As-Syafa'ah Early Childhood Education (ECE). The research was prompted by the limited use of innovative learning media, which has hindered children's cognitive growth, particularly in problem-solving, logical thinking, and symbolic reasoning. A quantitative pre-experimental approach was adopted, employing a one-group pretest-posttest design with a sample of 16 children aged 5–6 years. Data were collected through structured observation checklists and documentation, then analyzed using the Shapiro-Wilk normality test and a paired-sample t-test via IBM SPSS Statistics 30. The results showed a significant increase in the mean score from 48.68 in the pretest to 78.87 in the posttest following the puzzle intervention (t=31.086, p < .001). Consequently, the null hypothesis was rejected, indicating that educational puzzles significantly enhance the cognitive development of children aged 5–6 years at As-Syafa'ah ECE. Puzzles effectively stimulated logical thinking, problem-solving abilities, and pattern-symbol recognition, proving to be an engaging and effective pedagogical tool in early childhood education.
The Effect of Storytelling Using Picture Series Media on The Language Skills of Children Aged 5–6 Years at Dharma Wanita 2 Batujai Kindergarten Latifatul Adawiyah; Gunawan Gunawan; Muhammad Tahir
Indonesian Journal of Elementary and Childhood Education Vol. 7 No. 3 (2026): Edisi September 2026
Publisher : Indonesian Publication Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67434/ijece.v7i3.2641

Abstract

This study aimed to determine the effect of storytelling using picture series media on the language skills of children aged 5–6 years at Dharma Wanita 2 Batujai Kindergarten. This study employed a quantitative approach with a pre-experimental design using a one-group pretest–posttest design. The participants consisted of 32 children aged 5–6 years who were selected using a saturated sampling technique. Data were collected through observation and documentation and analyzed using a paired-samples t-test to test the research hypothesis. The results showed that the children’s language skills improved following the implementation of storytelling using picture series media. The mean pretest score was 49.96, which increased to 69.18 in the posttest. The paired-samples t-test yielded a p-value of 0.000 (p < 0.05), indicating a statistically significant difference between the pretest and posttest scores. These findings indicate that storytelling using picture series media had a significant effect on improving the language skills of children aged 5–6 years at Dharma Wanita 2 Batujai Kindergarten. Therefore, storytelling using picture series media can be considered an alternative learning strategy to support language development in early childhood education.
The Effect of Think-Pair-Share Model Using Concrete Media on Students’ Conceptual Understanding of Plane Figures Nur Marsyani Dwi Agustina; Vivi Rachmatul Hidayati; Asri Fauzi
Indonesian Journal of Elementary and Childhood Education Vol. 7 No. 3 (2026): Edisi September 2026
Publisher : Indonesian Publication Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67434/ijece.v7i3.2776

Abstract

The low level of conceptual understanding of plane figures among elementary school students is attributed to teacher-centered instruction, limited variety in teaching models, and minimal use of learning media. This study aimed to determine the effect of the Think-Pair-Share (TPS) model supported by concrete manipulatives on students’ conceptual understanding of plane figures. A quantitative approach was employed using a quasi-experimental design, specifically a non-equivalent control group design. The sample consisted of 54 students, with 27 students in the experimental class and 27 students in the control class, selected using a saturated sampling technique. Data were collected through observation and conceptual understanding tests and analyzed using normality, homogeneity, and hypothesis tests. The results showed a statistically significant effect, with a p-value of < 0.001 (p < 0.05). Therefore, the null hypothesis (H?) was rejected, and the alternative hypothesis (H?) was accepted. The effect size (Cohen’s d) was 1.835, indicating a large effect. These findings demonstrate that the implementation of the Think-Pair-Share (TPS) model supported by concrete manipulatives enhances students’ conceptual understanding of plane figures by fostering active engagement in thinking, discussing, and sharing ideas. Therefore, the Think-Pair-Share (TPS) model supported by concrete manipulatives can be considered an effective alternative approach to mathematics instruction in elementary schools.

Page 18 of 18 | Total Record : 175

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