UIN (Universitas Islam Negeri) Sunan Kalijaga, Yogyakarta: E-Journal Fakultas Ilmu Tarbiyah Dan Keguruan
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Development of a non-test instrument to measure lecturers’ understanding of the STEM approach and its implementation in islamic studies courses
No full textPurpose – This study aims to develop a non-test instrument to measure lecturers’ understanding and perceptions of the STEM (Science, Technology, Engineering, and Mathematics) approach and its implementation in Islamic studies courses at State Islamic Higher Education Institutions (Perguruan Tinggi Keagamaan Islam Negeri/ PTKIN).
Design/methods/approach – This study employed a Research and Development (R&D) method, specifically using a development and validation approach. The instrument development process involved expert validation, reliability testing, and field trials.
Findings – The study produced a non-test instrument designed to measure lecturers’ perceptions and understanding of the STEM approach and its application in Islamic studies courses at PTKIN. The instrument successfully passed expert validation stages, including content and face validity. It achieved a very high validity level of 97% in accordance with the standards set by the National Education Standards Board (BSNP). Reliability testing using Cronbach’s Alpha indicated acceptable internal consistency, although categorized as low, with coefficients of 0.639 for the material aspect, 0.598 for constructiveness, and 0.569 for the language aspect. These results indicate that the instrument is suitable for use. Field trial results revealed that the majority of lecturers were familiar with the STEM approach (65% or 15 lecturers) and understood its urgency in integrating interdisciplinary knowledge into Islamic studies courses (56% or 13 lecturers).
Research implications/limitations – The developed instrument is a valid and reliable tool for assessing lecturers’ understanding and perceptions of the STEM approach. The findings indicate the need for further training, increased resources, and improved infrastructure to support the effective integration of STEM into Islamic studies courses at PTKIN.
Originality/value – Research on the development of non-test instruments related to STEM is still very limited in PTKIN contexts. This study provides an initial contribution, with future research directed toward developing STEM–Islamic learning tools
Moral development and its relevance to contemporary education: A comparative perspective of Ibn Miskawayh and Lawrence Kohlberg
No full textPurpose – This study aims to conduct a comparative analysis of moral development theories proposed by Ibn Miskawayh, a classical Islamic ethical philosopher, and Lawrence Kohlberg, a moral development psychologist. It also seeks to identify points of convergence and divergence between their moral concepts that have practical relevance for moral education in the contemporary era.
Design/methods/approach – This research employs a qualitative approach, drawing on a literature review and comparative conceptual analysis. Data were collected through an in-depth examination of the primary works of Ibn Miskawayh and Kohlberg, as well as of previous scholarly works discussing their ideas. The analysis compared essential aspects, including educational objectives, curriculum content, educational methods, moral foundations, and moral characteristics.
Findings – The study finds a fundamental paradigmatic difference between the two theories. Ibn Miskawayh’s theory is grounded in the Islamic–Aristotelian ethical tradition, with the ultimate goal of moral education being the attainment of true happiness (al-sa‘ādah al-ḥaqīqiyyah). In contrast, Kohlberg’s theory is rooted in cognitive constructivism, focusing on the development of moral reasoning through a series of universal stages culminating in the Universal Ethical Principle of justice. Nevertheless, both thinkers agree that moral development is a hierarchical process that involves the function of reason (‘aql) as the primary determinant in the transition toward mature, internally grounded moral principles.
Research implications/limitations – The findings indicate the need for a comprehensive approach to moral education. Ibn Miskawayh’s model is highly relevant for emphasizing character formation and the affective and spiritual dimensions of morality through habituation, which serve as the foundation of moral behavior. Meanwhile, Kohlberg’s model is particularly relevant for developing students’ cognitive abilities and critical moral reasoning. The integration of these two perspectives offers a more holistic framework that balances character formation with the development of moral reasoning capacities.
Originality/value – This study contributes to building a theoretical bridge and fostering interdisciplinary dialogue between Islamic ethical philosophy and developmental psychology, offering new insights for addressing the challenges of contemporary moral education
Character Quest: A Mixed-Methods Study of Role-Playing Games and Self-Regulation Skill in Kindergarten
No full textPurpose – This study investigates the impact of structured role-playing game (RPG) activities on the development of self-regulation skills among kindergarten children. In particular, it examines whether participation in a purpose-designed RPG module (Character Quest) enhances young learners\u27 attention control, emotional regulation, and behavioral inhibition.Design/methods/approach – A convergent parallel mixed-methods design was employed. Quantitatively, 30 kindergarteners (aged 5–6) completed the Self-Regulation Rating Scale before and after an eight-week RPG intervention. Qualitatively, semi-structured interviews were conducted with five participating teachers, and classroom observations and children\u27s play journals were analyzed. Quantitative data were analyzed using paired-samples t-tests and effect-size calculations; qualitative data underwent thematic coding and were integrated via a triangulation matrix.Findings – Quantitative results showed a statistically significant increase in overall self-regulation scores (pre-test M = 2.48, SD = 0.37; post-test M = 3.10, SD = 0.29; t(29) = 8.23, p < .001, Cohen\u27s d = 1.50). Qualitative themes revealed heightened engagement, the transfer of in-game strategies to classroom tasks, and positive teacher observations of improved impulse control and peer collaboration. Integration of both data strands suggests that RPG sessions provide a motivating context for practicing self-regulatory behaviors.Research implications/limitations – While the mixed-methods approach offers robust insights, the small sample size and single-school setting limit generalizability. Future research should explore longitudinal effects across diverse cultural contexts and incorporate control-group comparisons to isolate RPG-specific effects.Practical implications – Educators and curriculum designers may incorporate structured RPG modules as a playful, low-cost strategy to foster self-regulation in early childhood settings. Training teachers to facilitate game-based activities and to scaffold reflection on in-game decisions can maximize skill transfer to everyday classroom behaviors.Originality/value – This study contributes to the growing field of game-based learning by applying a mixed-methods framework to evaluate a tabletop RPG intervention for self-regulation in kindergarten. While previous research has explored digital games and general play-based approaches, this study offers integrated quantitative and qualitative evidence on how structured narrative-driven RPGs can support self-regulatory development in early childhood classrooms.Paper type Research pape
Screen Time vs. Active Play: How Digital Exposure Impacts the Acquisition of Fundamental Motor Skills in Early Childhood
No full textPurpose – This study investigated the impact of daily recreational screen time and active play on the acquisition of fundamental motor skills (FMS) in preschool children in Indonesia. This study aimed to address the regional evidence gap in digital exposure and motor development.Design/methods/approach – This study investigated the impact of daily recreational screen time and active play on the acquisition of fundamental motor skills (FMS) in preschool children in Indonesia. This study aimed to address the regional evidence gap in digital exposure and motor development. A quantitative cross-sectional design with a comparative approach was used to study 120 children aged 4–6 years (57% girls) enrolled in eight kindergartens in Yogyakarta. Parents completed a validated 7-day home screen usage diary. Data collection techniques used an Observation Sheet during active play during school breaks, and a questionnaire to administer the Gross Motor Development Test-3. Analysis techniques used a multiple regression model controlling for age, gender, body mass index, and household socioeconomic status; mediation was tested with PROCESS v4.3.Findings – Average screen exposure was 114 min day¹ (SD = 46), with 42 % of children exceeding the 2 h guideline. High-screen users scored significantly lower on locomotor (M = 27.1 vs. 31.3) and object-control (M = 25.8 vs. 29.5) domains (p < .01). Each additional 30 min of active play predicted a 2.1-point increase in composite FMS (β = .34, p < .001) and partially mediated the negative screen-time effect (indirect β = –.09, 95 % CI = –.15 to –.04). Overall, screen time accounted for 18 % of the variance in FMS after covariate adjustment.Research implications/limitations – The cross-sectional approach cannot infer causality, and parent-reported diaries may under- or overestimate actual screen exposureChildcare policies should embed structured motor sessions and favour interactive, movement‑rich media over passive content.Practical implications – Early-childhood educators and health professionals should prioritise daily active-play opportunities and counsel families to limit recreational screens to <1 h day¹. Integrating motor-rich play modules into kindergarten curricula could mitigate digital-time trade-offs.Originality/value – This is the first Indonesian study to quantify the concurrent effects of screen use and active play on objectively measured FMS. The findings extend global evidence into a culturally specific context and highlight active play as a protective factor that can offset, but not fully negate, the detrimental motor effects of excessive screen exposure.Paper type Research pape
The Relationship Between Calling and Early Childhood Teacher Engagement: An Analysis of Generational Differences
No full textThis study investigates the relationship between a sense of calling and work engagement among Early Childhood Education (ECE) teachers in Indonesia, underscoring the pivotal role of teachers in the educational transformation of the 21st century. A non-experimental, quantitative approach using correlational research methods was employed. Data were collected from 355 ECE teachers across Indonesia using the Early Childhood Teachers\u27 Calling Scale (ECTCS) and the Utrecht Work Engagement Scale (UWES) to measure their sense of calling and work engagement, respectively. Spearman correlation, Mann–Whitney U, and Kruskal–Wallis tests were conducted for statistical analysis. The results showed a significant positive association between the sense of calling and work engagement among ECE teachers (r = 0.60, p < 0.0001). Specifically, higher levels of calling were associated with increased work engagement. The presence of family members in the teaching profession did not significantly affect teachers\u27 sense of calling or work engagement (p = 0.07 > 0.05). The study revealed significant generational differences in calling and work engagement among ECE teachers, with notable variations across Generations X, Y, and Z. These findings contribute to understanding the factors influencing teachers\u27 work engagement and highlight the importance of calling in educational settings. The results suggest that fostering a sense of calling could effectively enhance ECE teachers\u27 work engagement, potentially improving educational outcomes and retention rates. However, the study\u27s geographical focus on Indonesia may limit the generalizability of the findings to other cultural contexts. The results emphasize how intrinsic motivation shapes teacher engagement and commitment, suggesting implications for professional development and retention strategies. Future research should include longitudinal studies, broader geographic sampling, and investigations into interventions that strengthen teachers\u27 sense of calling. This study contributes to the literature by emphasizing the role of intrinsic motivation in ECE teacher engagement, providing a foundation for future research in this critical educational domain
Parents’ Perspectives on School Transitions: Challenges and Strategies on Transition from Preschool to Primary School for Equitable Education
No full textThe transition from preschool to primary school is a critical period in a child\u27s development, involving significant changes in environment, routines, and academic demands. Parental involvement plays a key role in ensuring a smooth transition; however, many parents experience anxiety due to misconceptions about literacy expectations and limited communication from schools. This study explores parents\u27 perspectives on school transition, identifies challenges they face, and examines their involvement in supporting their children\u27s adjustment. Using a qualitative phenomenological approach, this study conducted in-depth interviews with four parents of first-grade students from different public and private elementary schools in Cimahi City. Observations at one public elementary school complemented the interview data. Thematic analysis was applied, and findings were interpreted using Bronfenbrenner’s ecological theory to understand how various social and environmental systems influence school transitions. Findings reveal that parental concerns about school readiness often stem from misunderstandings about academic expectations and inadequate school communication. Fathers\u27 involvement in the transition process was notably limited, with mothers playing the primary role in preparation and support. Strengthening collaboration between parents and schools is essential for an effective transition. According to Bronfenbrenner’s model, successful transitions depend on interactions across subsystems, including the microsystem, mesosystem, exosystem, and macrosystem. This study enhances understanding of parental roles in school transitions and provides recommendations for educators and policymakers to design inclusive transition programs. Future research could expand sample sizes and further investigate fathers\u27 participation to develop targeted interventions. Encouraging stronger school communication policies and fostering collaboration between early childhood and primary educators can optimize parental involvement and support children’s transition success
Holistic-Integrative Early Childhood Education and Its Impact on Social-Emotional, Physical, and Cognitive Development: A Multi-Regional Regression Analysis
No full textThere is a notable gap in the literature regarding the implementation of Holistic-Integrative Early Childhood Development (PAUD HI) in Indonesia, particularly within PAUD institutions under the PESAT Foundation, which operates across multiple regions. Few studies have specifically examined the impact of PAUD HI on core dimensions of early childhood development—social-emotional, physical-motor, and cognitive—which are foundational pillars in early childhood education. This study investigates the influence of PAUD HI implementation on children\u27s social-emotional, physical-motor, and cognitive development in PESAT Foundation-affiliated institutions. A total of 122 early childhood education teachers were selected as respondents through an online survey using Google Forms. Collected data were analyzed using SPSS version 24, employing descriptive statistics, normality tests, significance tests, regression analysis, and hypothesis testing to examine the relationships between PAUD HI practices and child development outcomes. Findings demonstrate a significant positive impact of PAUD HI on social-emotional and physical-motor development, with contributions exceeding 80%. The presence of a supportive, interactive, and cross-sectorally collaborative learning environment enriches children’s learning experiences. While the influence on cognitive development is also positive, it is relatively lower, highlighting the need for more targeted and contextualized instructional strategies. This study underscores the importance of a multidisciplinary approach in PAUD HI to support children’s comprehensive development. However, the quantitative design limits in-depth exploration of the contextual dynamics of PAUD HI implementation. The absence of qualitative data restricts understanding of social interactions, local challenges, and emerging best practices. Future research is recommended to adopt qualitative or mixed-methods approaches to generate more comprehensive insights into the effectiveness and challenges of PAUD HI across diverse regional contexts
Understanding Stunting Determinants in Urban Indonesia: Evidence from the Regional Technical Implementation Unit of Sekaran Public Health Center
No full textAs of August 2023, a total of 39 stunting cases were recorded in the service area of Sekaran Public Health Center RTIU, covering five sub-districts. This study aims to analyze the risk factors contributing to the occurrence of stunting in the designated area. Employing a qualitative descriptive design, the study gathered in-depth data through semi-structured interviews and field observations, involving eight purposively selected families with stunted children. Data collection was complemented by triangulation with community health workers and Posyandu cadres. Thematic analysis, following Braun and Clarke’s six-phase model, was used to identify emerging patterns and themes. The findings indicate that environmental conditions such as sanitation, toilet facilities, clean water sources, drainage systems, and housing floors were generally adequate. However, many mothers had a history of anemia and received only basic antenatal care, often from private providers. After childbirth, exclusive breastfeeding was rarely practiced, and children were frequently spoon-fed less than three times daily. This suboptimal nutritional intake was primarily due to the parents\u27 work demands and the delegation of caregiving responsibilities to grandmothers or nannies. Additionally, the performance of the Integrated Health Service (Posyandu) in the area was limited to weighing and height measurement activities, without substantial educational or follow-up components. The results of this study imply that interventions to reduce stunting must extend beyond infrastructure and include behavioral changes in nutrition and caregiving practices. The limitation of this study lies in the small number of participants and its localized focus, which may not fully represent broader demographic variations. Future research is recommended to include larger and more diverse samples to enhance the generalizability of findings and explore the effectiveness of integrated, community-based interventions
Parental Nutritional Knowledge and Its Association with Child Growth and Development: Evidence from Bengkalis District, Indonesia
No full textNutrition plays a crucial role in supporting children’s overall growth, development, and bodily functions. A balanced nutritional intake provides the energy and essential nutrients necessary to sustain life and promote children’s physical, social, emotional, and cognitive advancement. This study aims to explore the relationship between parents’ nutritional knowledge and child growth and development in Bengkalis Regency, Indonesia. Employing an associative quantitative approach, data were collected through questionnaires and documentation. The sample consisted of 100 parents of children aged 5–6 years, selected using simple random sampling. Data analysis included descriptive statistics (univariate and bivariate analyses), with variable relationships tested using the Chi-Square method. The findings revealed that most parents had moderate nutritional knowledge (54%), while 23% had low knowledge and 23% had high knowledge. Regarding children’s nutritional status, 53% were categorized as usual, 25% as undernourished, and 22% as severely malnourished. Further analysis indicated that children of parents with low nutritional knowledge had a higher risk of poor nutrition and developmental delays. Conversely, children of parents with moderate nutritional knowledge tended to have better nutritional status, with 77.7% classified as having usual nutritional status. These findings reinforce that parental nutrition literacy significantly influences children’s nutritional outcomes and developmental progress. However, the study has limitations, including a small sample size, reliance on self reported data, and a cross sectional design that restricts causal interpretation. Future research should adopt longitudinal or mixed methods approaches to capture changes more accurately. The study recommends strengthening community based nutrition education, integrating routine growth and development screening, and enhancing cross sector collaboration to improve access to nutritious foods for families
Prosocial Behavior Among Preschool Children in Coastal and Highland Regions of East Java: A Descriptive Comparative Study
No full textProsocial behavior in early childhood plays an important role in fostering the ability to sharing, helping, cooperating, and well-being. However, there is limited understanding of how geographical and socio-cultural contexts influence the development of prosocial behavior. This study aims to examine and compare the prosocial development of preschool children living in coastal and highland regions, highlighting how geographical, cultural, and environmental differences may influence early social behavior. The research is driven by the need to better understand contextual factors that shape children\u27s prosocial tendencies or behaviors such as sharing, helping, and cooperating, that are critical for healthy interpersonal relationships and emotional growth. A quantitative comparative approach was employed, using a descriptive method with a Mann–Whitney U statistical test to compare prosocial behavior among preschool children in coastal and highland regions. The findings indicate that children in both regions exhibit a range of prosocial behaviors; however, the frequency and nature of these behaviors differ. Coastal children were more likely to demonstrate spontaneous helping and group-oriented cooperation, possibly due to communal lifestyle practices, while highland children showed more empathy-based behaviors, shaped by strong familial interactions and close-knit community values. The study concludes that environmental context significantly contributes to the development of prosociality in early childhood, with each setting offering unique strengths. These findings underscore the importance of culturally responsive early childhood education that nurtures prosocial behavior in line with local values and social norms. This research contributes to the growing body of literature on sociocultural influences on child development and suggests future studies to explore prosocial behavior through a broader range of ecological and cultural lenses