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Diana Dwi Jayanti
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Journal of Childhood Education (JCE)
Published by Universitas Islam Lamongan
ISSN : 25982184     EISSN : 26203278     DOI : https://doi.org/10.30736/jce.v10i1
Core Subject :
The Journal of Childhood Education (JCE) is an accredited scholarly journal managed under the Early Childhood Islamic Education Study Program, Faculty of Islamic Studies, Universitas Islam Lamongan. Published biannually (March and September), the journal serves as a platform for researchers in the field of Early Childhood Education to disseminate their research findings, encompassing both library-based and field-based studies. The focus and scope of JCE include several themes/topics related to: (a) stimulation of early childhood development, covering dimensions of moral and religious values, cognitive and language development, physical-motor skills, arts, and socio-emotional development; (b) early childhood curriculum development; (c) technological innovation and holistic-integrative learning strategies in early childhood education; (d) assessment and evaluation of early childhood education and development; and (e) psychological well-being and mental health within the context of early childhood education.
Arjuna Subject : -
Articles 247 Documents
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Implementasi Permainan Warna untuk Menstimulasi Keterampilan Observasi dan Eksperimen Sederhana pada Anak Usia Dini Qurrotul Aini; Ardhana Reswari
JCE (Journal of Childhood Education) Vol 10 No 1 (2026): JCE (Journal of Childhood Education) Maret - Agustus 2026
Publisher : Universitas Islam Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30736/jce.v10i1.2735

Abstract

Early childhood is a golden phase of cognitive development that requires appropriate stimulation to build science literacy from an early age, but the available science learning media are often too abstract and unsuitable for children's developmental characteristics. This study aims to describe the implementation of color games to stimulate observation and simple experimentation skills in early childhood. The study used a descriptive qualitative approach with 22 subjects aged 5-6 years in group B at Al-Falah Dempo Barat Pasean Pamekasan Kindergarten. Data were collected through participatory observation, in-depth interviews with two teachers, and documentation over eight weeks. The results showed that the implementation of color games was carried out in three stages, namely exploration of primary colors, simple color mixing using food coloring, clear plastic cups, water, spoons, and tissues, and advanced color experiments. The majority of children (19 out of 22 children) were able to identify color changes accurately, and most children (17 out of 22 children) successfully completed the simple experiment stages from prediction to verification of results. Children developed patterns of social interaction through collaboration, dialogue, and independent exploration. Supporting factors for implementation included concrete and interesting media, high enthusiasm among children, and an adequate teacher-to-child ratio, while inhibiting factors included technical challenges in using the media, variations in motor skills among children, and the need for intensive preparation. The study concluded that color games effectively stimulate observation and simple experimentation skills in early childhood, providing a theoretical contribution that reinforces Piaget's constructivism and Vygotsky's zone of proximal development, as well as a practical contribution in the form of an affordable and applicable alternative science learning medium for early childhood education teachers.
a artikel Mediasi Orang Tua dalam Pemanfaatan YouTube Sebagai Stimulasi Bahasa Anak Usia Dini Di Desa Bicorong, Pamekasan Imelyatun Namilah; Thorik Aziz
JCE (Journal of Childhood Education) Vol 10 No 1 (2026): JCE (Journal of Childhood Education) Maret - Agustus 2026
Publisher : Universitas Islam Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30736/jce.v10i1.2741

Abstract

This study was motivated by the phenomenon that control over YouTube use among early childhood had tended to focus primarily on screen time duration, while in-depth and specific investigations into the role of parental mediation in utilizing YouTube as a medium for language development stimulation—particularly within rural contexts—remained limited. This study aimed to analyze the forms of parental involvement in mediation, the types of educational YouTube content selected, and their impact on early childhood language development in Bicorong Village, Pamekasan. A descriptive qualitative approach was employed using observation, in-depth interviews, and documentation. The participants consisted of six parents and six children aged 3-6 years, selected through purposive sampling based on regular parental assistance during children’s access to educational YouTube content. The findings reveal three primary forms of parental involvement: Restrictive mediation, co-viewing, and active mediation. The most frequently accessed content included children’s songs, illustrated storytelling, letter recognition, and basic vocabulary videos, with an average viewing duration of 15-30 minutes per session, 3-5 times per week. Observed outcomes in children’s language development included increased expressive vocabulary, improved pronunciation clarity, greater speaking confidence, and early literacy awareness such as letter recognition. This study addresses a gap in previous research that largely emphasizes screen time duration without examining active parental mediation. Drawing on Vygotsky’s sociocultural theory, parental involvement functions as scaffolding within the Zone of Proximal Development (ZPD), supporting effective language stimulation through digital media.
Proses Berpikir Divergen Anak Usia 5-6 Tahun dalam Permainan Konstruktif Bombik Tazoz Nur Mufida; Ardhana Reswari
JCE (Journal of Childhood Education) Vol 10 No 1 (2026): JCE (Journal of Childhood Education) Maret - Agustus 2026
Publisher : Universitas Islam Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30736/jce.v10i1.2742

Abstract

The low level of divergent thinking stimulation in preschool children through meaningful play activities, especially constructive play, is an important issue in the development of creativity and problem-solving skills in early childhood. This study aims to describe the divergent thinking process of 5-6-year-old children in constructive play with bombik tazoz and identify the factors that influence it at RA Nurul Huda Pamekasan. The study used a descriptive qualitative approach with 23 subjects aged 5-6 years old. Data collection techniques included observation, interviews, and documentation, while data analysis used the Miles and Huberman model, which included data reduction, data presentation, and conclusion drawing. The results showed that bombik tazoz play stimulated children's divergent thinking through four main aspects: fluency in generating various ideas, flexibility in changing construction forms, originality in creating unique works, and elaboration in developing and explaining the results of their work. The divergent thinking process is influenced by internal factors such as self-confidence, motivation, and enthusiasm, as well as external factors including a conducive play environment, social interaction with peers, and the role of teachers who provide freedom of expression without pressure. Children demonstrate the ability to explore various possible solutions and produce diverse construction products. Constructive bombik tazoz games are effective as a learning medium for developing the divergent thinking abilities of 5-6 year old children, with the support of a conducive play environment and the optimal role of the teacher as a facilitator.
Analisis Kebijakan Manajemen PjBL Jurnal Pagi untuk Mengoptimalkan Kemandirian Anak Usia Dini TK Ar Rahman Jombang Katon Aisyiah; Muhamad Sholeh; Mufarrihul Hazin; Budi Purwoko; Amrozi Khamidi
JCE (Journal of Childhood Education) Vol 10 No 1 (2026): JCE (Journal of Childhood Education) Maret - Agustus 2026
Publisher : Universitas Islam Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30736/jce.v10i1.2776

Abstract

This study aims to analyze the Project Based Learning (PjBL)-based learning management policy through the Morning Journal Program in optimizing the independent character of early childhood at Ar Rahman Kindergarten, Jombang. This study departs from the need for innovative, structured, and responsive learning policies to foster independence and literacy from an early age. The study uses a descriptive qualitative approach with a policy analysis method, referring to the William Dunn (2003) model which includes six dimensions: policy content, agenda setting, formulation, actors, implementation, and evaluation. Data were collected through observations, interviews, and program document reviews, then analyzed thematically according to the policy dimensions. The results show that the integration of PjBL through the Morning Journal Program effectively encourages children's independence through activities that require responsibility, initiative, simple decision-making, and independent task completion. The success of the program is influenced by the commitment of teachers in planning and mentoring, parental involvement in strengthening habits at home, and support for a conducive learning environment. These findings confirm that the PjBL-based Morning Journal Program has the potential to be an applicable strategy for PAUD institutions to shape children's independent character sustainably.
Pemanfaatan Bahan Bekas sebagai Media Pembelajaran untuk Meningkatkan Kreativitas Anak Usia Dini di TK PKK Melati, Kec. Maron, Probolinggo Siti Ansa; Firdaus Ainul Yaqin; Ivonne Hafidlatil Kiromi
JCE (Journal of Childhood Education) Vol 10 No 1 (2026): JCE (Journal of Childhood Education) Maret - Agustus 2026
Publisher : Universitas Islam Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30736/jce.v10i1.2844

Abstract

Kreativitas merupakan salah satu aspek penting yang perlu dikembangkan pada anak usia dini. Namun aspek tersebut sering terabaikan karena metode pembelajaran konvensional yang masih berpusat pada guru. Penelitian ini bertujuan untuk mendeskripsikan pemanfaatan bahan-bahan bekas sebagai media pembelajaran dalam meningkatkan kreativitas anak usia dini. Penelitian menggunakan pendekatan kualitatif-deskriptif yang dilaksanakan di TK PKK Melati Kecamatan Maron, Probolinggo, dengan subyek 1 orang guru kelas dan 18 anak kelompok B. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi, kemudian dianalisis menggunakan model Miles dan Huberman yang meliputi reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa bahan-bahan bekas seperti kardus, botol plastik, kertas bekas, tutup botol, dan kaleng bekas dapat dimanfaatkan sebagai media pembelajaran yang menarik, kreatif, dan mudah diperoleh. Kegiatan pembelajaran dengan memanfaatkan bahan bekas memberikan kesempatan kepada anak untuk mengeksplorasi ide, berimajinasi, dan menghasilkan karya sesuai dengan kreativitas masing-masing. Hasil observasi menunjukkan bahwa sebagian besar anak berada pada kategori Berkembang Sesuai Harapan (BSH) sebanyak 53,3% dan Berkembang Sangat Baik (BSB) sebanyak 33,3%, sedangkan kategori Mulai Berkembang (MB) sebesar 13,4% dan tidak terdapat anak yang berada pada kategori Belum Berkembang (BB). Temuan tersebut menunjukkan bahwa pemanfaatan bahan bekas mampu meningkatkan kreativitas anak yang ditandai dengan kemampuan menghasilkan karya yang beragam, keberanian mencoba berbagai bahan, serta ketekunan dalam menyelesaikan tugas. Selain meningkatkan kreativitas, penggunaan bahan bekas juga membantu mengembangkan motorik halus, kemampuan pemecahan masalah, dan kesadaran lingkungan pada anak. Dengan demikian, bahan-bahan bekas dapat menjadi alternatif media pembelajaran yang efektif, ekonomis, dan mudah diterapkan dalam mendukung pengembangan kreativitas anak usia dini.
Implementasi Permainan Tradisional Ular Naga untuk Menstimulasi Sikap Kerja Sama Anak Usia Dini di TK PKK Lestari Sumberkatimoho Krejengan Probolinggo Wiwin Indah Qomariyah; Ismatul Izzah; Ivonne Hafidlatil Kiromi
JCE (Journal of Childhood Education) Vol 10 No 1 (2026): JCE (Journal of Childhood Education) Maret - Agustus 2026
Publisher : Universitas Islam Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30736/jce.v10i1.2845

Abstract

This study was motivated by the importance of developing cooperation skills in early childhood through enjoyable and meaningful play activities. The study aimed to describe the implementation process of the traditional Snake and Dragon game in developing cooperation skills among early childhood children at TK PKK Lestari Sumberkatimoho Krejengan. This study employed a qualitative approach with a descriptive research design. The research subjects consisted of 16 children in Group B and the classroom teacher at TK PKK Lestari Sumberkatimoho Krejengan. Data were collected through interviews, observations, and documentation. Data analysis used the interactive model of Miles and Huberman, which includes data reduction, data display, and conclusion drawing. The findings showed that the implementation of the traditional Snake and Dragon game was able to develop children’s cooperation skills through activities such as forming lines, supporting each other, following instructions, and adjusting movements with peers in the group. Based on the observation results, 75% of the children achieved the categories of Developing as Expected (BSH) to Very Well Developed (BSB) in the observed cooperation indicators. Children learned not to act individually but to maintain group cohesion so that the game could run effectively. In addition, the game also fostered responsibility and self-confidence according to each child’s role in the group. Therefore, the traditional Snake and Dragon game can be used as an effective learning strategy to develop cooperation skills in early childhood.
Pemanfaatan Media Bahan Alam dalam Kegiatan Kolase untuk Mengembangkan Kemampuan Imajinasi Anak Usia Dini di TK PKK Melati Kabupaten Probolinggo Saiful Hasan; Ahmad Zainullah; Ivone Hafidlatil Kiromi
JCE (Journal of Childhood Education) Vol 10 No 1 (2026): JCE (Journal of Childhood Education) Maret - Agustus 2026
Publisher : Universitas Islam Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30736/jce.v10i1.2846

Abstract

Motivated by the importance of developing children's imagination through exploratory activities, this study examined the use of natural materials—such as leaves, seeds, twigs, stones, and wood—as learning media to enhance the imagination skills of early childhood students at TK PKK Melati, Probolinggo Regency, to foster meaningful and contextual learning experiences. This qualitative descriptive study, supported by quantitative data, involved 15 children aged 5–6 years and one classroom teacher to analyze their learning experience and development. Data were gathered through observation, interviews, and documentation. Qualitative analysis followed the Miles, Huberman, and Saldaña model, including data reduction, data display, and conclusion drawing, while quantitative data were evaluated using percentage-based on four developmental categories: “Not Yet Developed” (BB), “Beginning to Develop” (MB), “Developing as Expected” (BSH), and “Very Well Developed” (BSB). The findings revealed that the use of natural materials successfully enhanced student's participation, creativity, and imaginative abilities. Before the learning activities, 73% of the children (11 out of 15) fell into the 'Not Yet Developed' (BB; 3 children) and 'Beginning to Develop' (MB; 8 children) categories, whereas 27% (4 children) were in the 'Developing as Expected' (BSH) category. Following the collage learning activity, 87% of the children reached the 'Very Well Developed' (BSB; 8 children) and 'Developing as Expected' (BSH; 5 children) categories, and none remained in the 'Not Yet Developed' (BB) category. It is show that natural materials are effective in developing imagination, demonstrated by improvements in ideation, creative material integration, artistic diversity, and confidence in presenting work.

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