Indonesian Journal of Early Childhood Education Studies
Indonesian Journal of Early Childhood Education Studies publishes original manuscripts, reviews, and information about association activities. Its purpose is to provide a forum for consideration of issues and for exchange of information and ideas about research and practice in early childhood teacher education. Indonesian Journal of Early Childhood Education Studies welcomes research reports, position papers, essays on current issues, reflective reports on innovative teacher education practices, and book reviews.
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<![CDATA[Early Childhood: Motor Comparison of Breastfed and Formula-fed Children Aged 4-6 Years ]]>
<![CDATA[Nurhayati, Nurhayati]]>;
<![CDATA[Ramli, Ramli]]>
<![CDATA[ Indonesian Journal of Early Childhood Education Studies Vol 10 No 2 (2021): November 2021 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/ijeces.v10i2.44722
<![CDATA[The study aims to see the comparisons and differences in motor skills of breastfed and formula-fed children aged 4-6 years both in fine and gross motor. The approach used is descriptive quantitative by looking at comparisons or differences in children's motoric development. The subjects in this study are 40 children consuming breast milk aged 4-6 years and 40 children consuming formula milk aged 4-6 years, so a total of participants are 80 children with parents as respondents and the results are significant. The findings show that children consuming breast milk are better and faster in fine motor and gross motor development than children consuming formula milk.]]>
<![CDATA[Online Training Methods in Improving Early Childhood Teacher Pedagogic Competence ]]>
<![CDATA[Maryani, Kristiana]]>;
<![CDATA[Yufiarti, Yufiarti]]>;
<![CDATA[Yetti, Elindra]]>
<![CDATA[ Indonesian Journal of Early Childhood Education Studies Vol 10 No 2 (2021): November 2021 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/ijeces.v10i2.44724
<![CDATA[This study aims to determine how the process of online training methods to improve early childhood pedagogical competence of teachers, early childhood teachers pedagogical competence results after following the online training methods as well as the responses obtained by the participants after attending online training methods. Pedagogic competence of teachers is the ability to manage learning, which includes planning, implementation, and evaluation of learning outcomes of students. Pedagogical competence developed through training in collaboration between knowledge and practice so easily applied in learning. One method of training was initiated by the government is an online training method implemented in basic training. This study uses qualitative research methods with the data source 24 early childhood teachers who are in the district of Bogor. Data collection technique used interview, observation and field notes with the data analysis using data reduction, data presentation, and verification of data. The results of this study mention the pedagogical competence of the 24 teachers who have been following the online training methods 21 people are at a high category and three are in the moderate category. Similarly with the results of interviews at every teacher stated that the results were very good and positive after following the online training to improve the quality of learning in the classroom.]]>
<![CDATA[The Introduction for Number Symbols in Children Aged 4-5 Years through Mathematics Play Activities ]]>
<![CDATA[Syafdaningsih, Syafdaningsih]]>;
<![CDATA[Utami, Febriyanti]]>
<![CDATA[ Indonesian Journal of Early Childhood Education Studies Vol 10 No 2 (2021): November 2021 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/ijeces.v10i2.44726
<![CDATA[The introduction of number symbols in early childhood is the basis of learning mathematics. One form of educational services provided to early childhood is adjusted to the principle of learning while playing. Playing is one method that can be used in introducing the concept of symbol numbers. This study aims to provide an overview of the introduction of number symbols in children aged 4-5 years through playing mathematics. The method used in this research is a qualitative descriptive research method with literature study or literature study. This research is focused on the introduction of number symbols in children 4-5 years based on the stages of number symbol recognition. In addition, it also provides an overview of the introduction of the symbol of numbers by playing math activities that can be done at school or at home. The recognition of number symbols is an important part of learning mathematics because the introduction of number symbols at an early age will have an effect on future children's mathematics achievement. Mathematics playing activities are effectively used in the introduction of number symbols both at school and at home. Playing mathematics activities provides benefits for early childhood in learning mathematics, especially the introduction of number symbols. This is evident from the results of previous studies and other literature relating to the introduction of number symbols in early childhood through playing mathematics.]]>
<![CDATA[The Improving Of Children's Cognitive Ability On Demonstration Method Of Origami Crease ]]>
<![CDATA[Asmuddin, Asmuddin]]>;
<![CDATA[Salwiah, Salwiah]]>
<![CDATA[ Indonesian Journal of Early Childhood Education Studies Vol 10 No 2 (2021): November 2021 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/ijeces.v10i2.44727
<![CDATA[The improving of children's cognitive ability through demonstration method of origami crease in wulele sanggula at group B state of kindergarten 2. This study aims to improving of children's cognitive ability through demonstration method of origami crease in wulele sanggula at group B state of kindergarten 2. This type of the research is Classroom Action Research. This research was conducted in two cycles. The stages in this study follows the classroom action research procedures, namely: (1) planning, (2) implementation the action, (3) observation and (4) reflection. The subjects in this study were teachers and childrens in Wulele Sanggula at Group B State of Kindergarten 2, totaling 15 children consist of 6 girls and 9 boys. Based on the analysis of data from teacher teaching activities at the first cycle in amounting 15 aspects getting percentage of achievement in the amount of 86,66% or 13 aspect that achieved, the children's learning activityat the first cyclefrom 15 aspect getting percentage of achievement in the amount of 80% or 12 aspect that achieved and from the children's learning in improving of children's cognitive ability through demonstration method of origami crease getting percentage of achievement in the amount of 66,67% or10 students. The result of teacher teaching activities at the second cycle increasing by getting percentage of achievement in the amount of 93,33% or 14 aspect that achieved, and the result of children's learning to improving of children's cognitive ability through demonstration method of origami crease getting percentage of achievement in the amount of 86,66%. Thus it can be concluded that children's cognitive abilitycan be improving through demonstration method of origami crease in wulele sanggula at group B state of kindergarten 2.]]>
<![CDATA[The Increased of Children Gross Motor Ability on Skipping at the Kindergarten ]]>
<![CDATA[Jumareng, Hasanuddin]]>;
<![CDATA[Asmuddin, Asmuddin]]>;
<![CDATA[Saman, Abdul]]>;
<![CDATA[Badaruddin, Badaruddin]]>;
<![CDATA[Maruka, Aliasis]]>
<![CDATA[ Indonesian Journal of Early Childhood Education Studies Vol 10 No 2 (2021): November 2021 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/ijeces.v10i2.44729
<![CDATA[The purpose of this study was to increased of children rough motoric ability on skipping in kendari group B dharma wanita kindergarten. The subjects in this study were teachers and children in kendari group B kindergarten dharma wanita, which numbered 14 children consist of 7 boys and 7 girls with age range 5-6 years. In the results of pre-action observation, it was obtained that 14.28% or 2 of the 14 children were in good criteria for strength and balance, then first cycle increased to 71% or 10 of 14 children in good criteria and second cycle was 93% or 13 children from 14 the child is on the criteria for both strength and balance. In second cycle, the increase in the percentage of gross motor skills exceeds the success indicators set, namely 80% (12 children) of 14 children are in good criteria. Therefore, the learning in kendari group B kindergarten dharma wanita was said to be successful and the research was stopped. The children learning outcomes by rough motoric ability in the first cycle were achieved with a percentage of 64.29%, in the study there were 4 students obtain grouth by excellent with a percentage of 28.58%, 5 students received a grouth by expectation value with a percentage of 35.71%, 4 people students getting beginning to grouth values ​​with a percentage of 28.58%, and 1 students who getting just grouth values ​​with a percentage of 7.13%. In second cycle the teachers teaching activities obtained a percentage of 92.31% or as many as 12 aspects achieved from the 13 aspects observed, while those that unachieved were to 7.69% or 1 aspect that unachieved from the 13 aspects observed. Children's learning activities getting a percentage to 92.31% or as many as 12 aspects achieved from the 13 aspects observed while those that unachieved were to 7.69% or 1 aspect that unachieved from the 13 aspects observed. The children learning outcomes in increased of children rough motoric ability in the second cycle were achieved with a percentage of 92.9%, in the study there were 9 students who obtained grouth by excellent value with a percentage to 64.3%, 4 students obtained grouth by expectation value with a percentage to 28.6%, 1 students who get beginning to grouth values ​​with a percentage to 7.1% and no one who getting star developing values.]]>
<![CDATA[Introduction To Hijaiyah Letters Through Tilawati Method To Students Aged 5-6 ]]>
<![CDATA[Hunainah, Hunainah]]>;
<![CDATA[Imroatun, Imroatun]]>;
<![CDATA[Riswanto, Dody]]>;
<![CDATA[Hayati, Hayati]]>
<![CDATA[ Indonesian Journal of Early Childhood Education Studies Vol 10 No 2 (2021): November 2021 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/ijeces.v10i2.44733
<![CDATA[The research objective is to describe the introduction of Hijaiyah letters through the Tilawati method; Supporting and inhibiting factors in the introduction of Hijaiyah letters through the Tilawati method for students aged 5-6 years at the Rumah Qur'an Al-Qadr, Serang city. This research approach is descriptive qualitative, the research subjects are institution managers, teachers, students, and student guardians. Data collection techniques are using observation, interviews, documentation, and triangulation. Data are analyzed through reduction, data presentation, and verification. The results of the study (1) the introduction of hijaiyah letters in the Rumah Qur'an Al-Qadr is in accordance with the learning steps contained in the Tilawati method learning guide using the following techniques: teacher reading-students listening; teacher reading-students imitating; teacher and students both reading; and individually reading and listening using tilawati books; (2) Supporting factors: all the teachers prayed tilawati; complete media; conducive learning environment; high morale of students and teachers; the right curriculum; establishing teacher and parent communication. As for the inhibiting factor: there are still some parents who don't care; some students rarely join the class of learning Qur'an or arrive lately; the student is too tired of doing activities outside; change of teachers in the middle of the semester; inadequate vehicle parking.]]>
<![CDATA[The Digital Media Impact On The Well-Being Of Children: A Systematic Literature Review ]]>
<![CDATA[Sakti Kaloeti, Dian Veronika]]>;
<![CDATA[Ediati, Annastasia]]>;
<![CDATA[Hanafi, Sekar]]>;
<![CDATA[Tahamata, Valentino Marcel]]>;
<![CDATA[Kurnia, Ayu]]>;
<![CDATA[Manalu, Rouli]]>
<![CDATA[ Indonesian Journal of Early Childhood Education Studies Vol 10 No 2 (2021): November 2021 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/ijeces.v10i2.46753
<![CDATA[Abstract People may focus on the adverse effect of digital media use among children. It may lead to a lower level of the child’s well-being and kinds of negative psychological implications. In the other hand, the use of digital media also generates some positive impacts on a child’s well-being. Some contextual factors should be discovered in mediating this gap. A systematic literature review was conducted and generated 532 papers. Studies were involved if they used any kinds of digital media among the children. The study methodology was aligned by the PRISMA guidelines for systematic literature review. Screening for those articles remained 21 articles which met the inclusion criteria. This review provides both negative and positive effects of digital media use among the children and its implication for their well-being. The review draws some contextual factors in inflicting the adverse effect of digital media use, and it might some key-points to overcome the negative effects of digital media use on a child’s well-being. Discussion: Some intervention had been conducted to overcome the negative effects of digital media use targeted to the children and parents. This review brings insight for future study to arrange the comprehensive intervention for children, parents, teachers, as well as a peer.]]>
<![CDATA[Early Childhood Educators’ Attitude toward STEAM and Online Learning as 21-st Century Skills ]]>
<![CDATA[Jovanka, Della Raymena]]>;
<![CDATA[Sumantri, M Syarif]]>;
<![CDATA[Dhieni, Nurbiana]]>;
<![CDATA[Karnadi, Karnadi]]>
<![CDATA[ Indonesian Journal of Early Childhood Education Studies Vol 10 No 2 (2021): November 2021 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/ijeces.v10i2.47862
<![CDATA[Mastery of 21st-century skills by teachers, such as integrating STEAM in daily learning through online learning in the globalization era, is necessary. These skills can be acquired through online learning. Currently, online learning is the primary alternative for implementing learning in the era of globalization, especially during the COVID-19 pandemic. However, do all teachers understand the importance of mastering 21st-century skills through online learning and how to conduct this online learning effectively? This study describes the teacher’s attitude towards online learning. The research method used is a survey in the form of a questionnaire distributed to 149 teachers spread throughout Indonesia. Participants in this study were students in open and distance learning systems. The study results indicate that teachers already understand online learning, can access and use all online learning resources provided by the campus for their learning purposes. This result can be seen from the number of their access to each type of online learning service. The implication of this research is to become an evaluation and reference material for education providers, especially distance learning systems, to improve the quality of services and learning materials according to the demands and developments of technology. Keywords: early childhood educator, online learning, attitude, open educational resources]]>
<![CDATA[Science Literacy in Early Childhood: Development of Learning Programs in the Classroom ]]>
<![CDATA[Choiriyah, Choiriyah]]>
<![CDATA[ Indonesian Journal of Early Childhood Education Studies Vol 10 No 2 (2021): November 2021 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/ijeces.v10i2.48610
<![CDATA[The importance of science literacy in early childhood greatly influences the development of scientific thinking ability. Early childhood is the most critical learning goal that can be done with a student-centered approach to the classroom. This article discusses the needs of science literacy at an early age. Various investigative processes have been carried out by uncovering qualitative methodology. The interview method was conducted to five early childhood teachers. Tenik data analysis using Heurmeutical analysis and Miles and Huberman models. The results showed that early childhood in the application of science literacy as a learning development program in the classroom requires three aspects that need to be considered, namely: attitude, skills, self-competence in children's cognitive, and participation in classroom strategies mapped by teachers. While the needs of learning in the classroom are very important to be done as an effort to improve the competence of teachers to the quality of teaching. In the long term, this research has implications in the field of education, namely the development of teacher competencies on the ability to manage science literacy at an early age.]]>
<![CDATA[The Kindergarten's Headmaster View of the Potential for Learning Loss in Early Childhood Education durung Pandemic COVID-19 ]]>
<![CDATA[Arzaqi, Roby Naufal]]>;
<![CDATA[Romadona, Nur Faizah]]>
<![CDATA[ Indonesian Journal of Early Childhood Education Studies Vol 10 No 2 (2021): November 2021 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/ijeces.v10i2.51116
<![CDATA[Learning during the COVID19 pandemic through online and home learning presents several challenges and risks of learning loss that have long-term impact. The potential for learning loss can occur during online learning due to several factors due to educational stimuli not working optimally, reduced direct experience gain, differences in skills teaching of teachers in education, etc. This research uses a qualitative approach with a case study design. The participants are two preschool principals and teachers who have been conducting e-learning activities since March 2020 until July 2021. Data collection was carried out through face-to-face interviews and voice notes. Data analysis using thematic analytic. The results of the study revealed that the decline in the quality of online learning faced the risk of potential learning loss in the future. The failure of online learning during this pandemic has created real barriers to some aspects of child development, namely the achievement of aspects of children's cognitive, social and emotional development. Other aspects of development are somewhat difficult for teachers to assess, but it is suspected that there has been a decline due to the limited time spent implementing e-learning. The participation rate of children and parents in online education decreased by 50% from the first semester to the second semester and the number of learning hours was very short. Efforts by schools to prevent the risk of potential learning losses include: blended learning, literacy and numeracy also visiting teacher programs.]]>
