BOCAH: Borneo Early Childhood Education and Humanity Journal

Pola Pengasuhan Orang Tua Muslim Suku Jawa dan Dayak pada Anak Usia Dini di RA Al-Azhar Palangka Raya

Alfi Bismillah, Muzakki Muzakki, Aghnaita Aghnaita — Fri, 02 Jan 2026 23:39:22 +0800

This study aims to compare the parenting patterns of Muslim parents from the Javanese and Dayak tribes in early childhood in RA Al-Azhar Palangka Raya. The research uses a descriptive qualitative approach, with data collection techniques including observation, interviews, and documentation. The research informants consisted of 20 parents whose children were in group B and who had Javanese and Dayak cultural backgrounds. Data analysis is carried out through data condensation, data presentation, and drawing conclusions using triangulation to ensure data validity. The results of the study show that Javanese parents tend to emphasize affection and the cultivation of social norms in childcare. In contrast, Dayak parents place greater emphasis on children’s involvement in traditional activities. These findings show that cultural background plays an essential role in shaping parenting patterns and the process of shaping early childhood social character and identity. The novelty of this research lies in its cross-cultural comparative analysis of early childhood education, which makes an empirical contribution to the development of culturally sensitive parenting and educational practices in Indonesia.

Understanding Early Childhood Education Quality Through Political, Economic, Social, and Cultural Lenses

Wildan Saugi, Novarita Novarita, Warman Warman, Moh. Bahzar, Nurlaili Nurlaili — Sat, 03 Jan 2026 00:00:00 +0800

This systematic literature review synthesizes 29 studies published between 2016 and 2025 to examine the multidimensional factors shaping the quality of early childhood education (ECE) across global contexts. Findings show that ECE quality is influenced by six interrelated dimensions: inclusion, equity, funding, wellbeing, governance, and culture, which interact through broader political, economic, social, and cultural structures. Strong governance and sustainable financing enhance equitable access, while inclusive and culturally responsive pedagogies support children’s holistic development and socio-emotional wellbeing. The review also identifies fragmentation across studies, limited cross-country comparative work, and persistent policy-practice gaps that hinder the effective implementation of high-quality ECE. The study proposes an integrated model demonstrating how structural and contextual factors collectively shape early learning experiences. These insights provide a foundation for strengthening policy alignment, professional development, and culturally grounded practices to improve ECE quality worldwide.

Aktivitas Fisik dan Permainan Konstruktif dalam Pengembangan Regulasi Diri dan Pemecahan Masalah Anak Usia Dini

Nurhusni Kamil, Sri Wahyuni, Faiqatuz Zahrah, Dimas Ahnan ‘Azzam — Fri, 30 Jan 2026 00:00:00 +0800

This study examines the role of structured physical activity and constructive play in supporting young children’s self-regulation and problem-solving. A qualitative case study design was conducted with children aged 4–6 years. Data were collected through activity observations, interviews with teachers and parents, and documentation of play processes. Data were analyzed using data reduction, data display, and conclusion drawing, while credibility was ensured through source triangulation. The findings indicate that structured physical activity, particularly gross-motor games, helps children control impulses, sustain attention, and regulate emotions across play and learning situations. Constructive play with blocks and puzzles encourages children to plan actions, test strategies, think logically, and resolve challenges independently. These findings highlight the importance of designing early childhood learning that intentionally integrates structured physical activity and constructive play to foster self-regulation and problem-solving development.

Hubungan Penggunaan Media Pembelajaran Berbasis Teknologi Dengan Minat Belajar Anak Usia Dini

Fri, 30 Jan 2026 00:00:00 +0800

The use of technology-based learning media is a widely used strategy in early childhood education to support learning. This study aims to examine the relationship between the use of technology-based learning media and early childhood learning interest based on the perspective of early childhood teachers. The study uses a quantitative approach with an associative design. Data were collected using a four-point Likert-scale online questionnaire completed by 14 early childhood teachers in the Purwakarta and Bandung areas who actively use technology in learning. The research instrument was first tested for validity using corrected item–total correlations and for reliability using Cronbach’s alpha. Data analysis included the Kolmogorov–Smirnov normality test and Spearman’s correlation test. The analysis showed that all items in the instrument were valid and reliable. The Spearman correlation test yielded a correlation coefficient of 0.585 (p = 0.028; < 0.05), indicating a positive and significant relationship between the use of technology-based learning media and early childhood learning interest. These findings indicate an association between variations in technology use in learning and children’s interest in learning, as reflected in their attention, engagement, and enthusiasm during the learning process in a limited sample.

Teachers’ Practices in Implementing Project-Based Learning in Early Childhood English Classrooms

Widia Siska — Fri, 30 Jan 2026 00:00:00 +0800

The purpose of this study is to describe variations in early childhood teachers’ practices in English project-based learning (PjBL), analyze the advantages of implementing PjBL, and determine students’ English abilities after teachers implemented PjBL. This study used a qualitative descriptive approach. Participants were three English teachers at TK IT AL IRSYAD Koto Baru, Dharmasraya Regency. Data were collected through observations, interviews, and documentation. The results showed that the teachers implemented six PjBL stages: (1) planning, (2) determining the assessment rubric, (3) designing the schedule, (4) monitoring, (5) assessment, and (6) evaluation. Five advantages were identified: increased motivation, stronger critical thinking, improved teamwork, enhanced creativity, and better English ability. Finally, after PjBL implementation, students achieved good English performance, classified as BSB (very well developed). These findings indicate that structured projects can guide teachers in delivering meaningful English activities and provide clear criteria for evaluating progress in kindergarten learners in this setting.

Between Global Aspirations and Developmental Considerations: Pre-service Teachers’ Beliefs about English Instruction in Indonesian Early Childhood Education

Dwi Titi Maesaroh, Sektalonir Oscarini Wati Bhakti — Fri, 30 Jan 2026 00:00:00 +0800

This research examines the beliefs of pre-service early childhood education (ECE) teachers in Indonesia regarding the integration of English in early childhood environments. As English becomes more important around the world, people are starting to wonder where it fits into early learning environments and whether future teachers are ready to teach it. Using a qualitative descriptive approach, data were gathered from six pre-service teachers via open- and closed-ended questionnaire responses and analyzed thematically. The results indicate that participants predominantly perceive English as essential for children's future communicative competencies and global involvement. At the same time, their answers show that they are being careful: most people think that English should be an extracurricular subject rather than a core part of the curriculum, which shows that children's developmental stages should come first. Participants stressed how important it is for young learners to have simple, contextual vocabulary and fun ways to learn. They also voiced worries about the teachers' abilities, how well they pronounced words, and how little help they got from the school. The study indicates that although pre-service teachers are favorably disposed towards early English instruction, they remain cognizant of both practical and pedagogical challenges. These insights highlight the necessity of enhancing teacher preparation programs and offering more explicit policy guidance to facilitate developmentally appropriate English instruction in Indonesian early childhood education settings.

Pembelajaran Ekoteologi pada Sentra IMTAQ Islam di Taman Kanak-Kanak Plus Puri Kencana Samarinda

Sa'da Qamariah, Robingatin Robingatin — Sat, 31 Jan 2026 00:00:00 +0800

This study aims to analyze the implementation of eco-theological values in the Islamic IMTAQ Learning Center as an effort to strengthen moral and religious development in early childhood education at Puri Kencana Kindergarten, Samarinda. Using a qualitative descriptive field research approach, the study involved the principal, IMTAQ teachers, children, and parents. Data were collected through participatory observation, in-depth interviews, and documentation. The findings reveal that eco-theological values, tauhid-based awareness of God’s creation, human responsibility as khalifah, and environmental care are systematically integrated into IMTAQ learning activities through habitual prayers, hygiene practices, plant care, and Qur’an-Hadith-based spiritual reflections. These practices contribute to the development of children’s moral qualities, including honesty, discipline, responsibility, and empathy, as well as religious attitudes such as gratitude, worship, obedience, and social concern. Theoretically, this study proposes an eco-theological learning model for Islamic early childhood education that bridges normative Islamic environmental ethics with center-based pedagogical practices. The findings support eco-theology-based IMTAQ learning as a viable approach to fostering religious character and ecological awareness from an early age.

Pengembangan Buku Panduan Kontekstual Berbasis Buku Cerita untuk Penguatan Literasi Budaya Anak Usia 5–6 Tahun

Fitriyani Fitriyani, Sukiman Sukiman, Brigita Puridawaty — Sat, 31 Jan 2026 00:00:00 +0800

Cultural literacy in early childhood is important for shaping identity and fostering an appreciative attitude towards diversity from an early age. This study aims to develop a contextual guidebook based on storybooks to strengthen cultural literacy for children aged 5–6 years and assess its feasibility and implementation in early childhood education. The study used a Research and Development (R&D) method with the 4D model (define, design, develop, disseminate). The dissemination stage was carried out through a limited trial, focusing on the product's feasibility and implementation, rather than broad effectiveness testing. Data were collected through observations, interviews, validation by content, language, and media experts, and a limited trial. Data were analyzed descriptively and quantitatively (percentage and N-gain) to assess the product's feasibility and the changes in children's cultural literacy achievements before and after using the guidebook. The results showed that the guidebook was deemed feasible based on expert evaluation, and the limited trial indicated an improvement in cultural literacy, particularly in children’s interest in cultural stories, involvement in storytelling activities, comprehension of story content, and emotional responses during learning. These findings suggest that the guidebook is practical for use by PAUD teachers and supports the development of instructional materials based on local cultural stories.

Pengaruh Metode Bermain Peran terhadap Literasi Baca Tulis dan Numerasi Anak Usia 5–6 Tahun

Erniati R., Sri Watini, Irma Yuliantina — Sat, 31 Jan 2026 00:00:00 +0800

This study examined the effect of role-playing activities on reading, writing, and numeracy skills in children aged 5-6 years. The study was motivated by low early literacy and numeracy levels in rural areas, as well as the limited number of studies that investigate both skills simultaneously using a factorial experimental design. A quantitative approach was employed using a true experimental factorial 2×2 design involving 32 children aged 5–6 years at Mutiara Kindergarten, Bongkal Malang Village, Kelayang District, Indragiri Hulu Regency, Riau Province. Participants were assigned to an experimental group receiving role-playing activities and a control group using a conventional learning model, with gender considered as a moderating variable. Research instruments included validated assessments of reading and writing literacy and numeracy. Data were analyzed using two-way ANOVA and simple effect tests. The findings revealed significant differences in reading and writing literacy (p < 0.001, η²p = 0.512) and numeracy skills (p < 0.001, η²p = 0.504) between the role-playing and conventional groups. No significant interaction was found between learning model and gender for either literacy or numeracy. Overall, role-playing activities effectively improved literacy and numeracy skills in early childhood and provided empirical evidence through the simultaneous examination of these two abilities within a factorial experimental framework.