Journal of Foundational Learning and Child Development
type: channel
description: Journal of Foundational Learning and Child Development (J. Found. Learn. Child Dev.) — International • Peer-Reviewed About the Journal Journal of Foundational Learning and Child Development | Childdev Journal (J. Found. Learn. Child Dev.) is an international, peer-reviewed academic journal committed to publishing high-quality and impactful scholarship in foundational learning, child development, and early years education. The journal serves as a rigorous platform for researchers, teacher educators, practitioners, and policymakers to disseminate original studies, critical reviews, and evidence-informed discussions that advance knowledge on children’s learning and developmental trajectories from birth to 8 years. The journal welcomes submissions from diverse methodological and theoretical perspectives, including empirical research, systematic literature reviews, meta-analyses, conceptual papers, Community Service Articles and policy studies. Contributions are expected to demonstrate scholarly rigor, methodological transparency, theoretical relevance, and practical implications for educational improvement in local, regional, and global contexts. Scope Priorities Early childhood education (0–8 years) Primary/elementary education Foundational literacy and numeracy Curriculum and pedagogy Cognitive and socio-emotional development Inclusive and special education Learning environments and assessment Teacher professional development Education policy and early learning systems Article Types Empirical research (quantitative/qualitative/mixed) Systematic reviews and meta-analyses Conceptual and theoretical papers Policy and implementation studies Community Service Articles (evaluated programs) Quality Expectations Scholarly rigor and ethical conduct Methodological transparency Theoretical relevance Clear practical implications Equity-focused impact Mission Through internationally relevant and ethically grounded scholarship, the journal aims to advance educational sciences, supp…
publisher: CV. INSPIRETECH GLOBAL INSIGHT
language: en
publication name: Journal of Foundational Learning and Child Development
issn: 3090-8183
items: Artificial Intelligence in Early Childhood Education: A Systematic Review of Educational Implications and Ethical Considerations
items: The Platformization of Childhood and the Reconfiguration ofChildren's Creative Agency in Digital Media Ecosystems:A Critical Philosophical Literature Review
items: Empathetic Character Development Through Neuropedagogy-Based Interactive Children's Stories in Elementary Education
items: Language Processing Speed as a Strong Predictor of Academic Achievement in Elementary School Students
items: Education for Sustainable Development in Early Childhood Education: A Systematic Literature Review
items: Digital Transformation in Physics Education: A Systematic Review of Technology-Enhanced Learning Environments
items: The Role of Dance Education in Strengthening Pancasila Values: Evidence from Indonesian Educational Literature
items: Motor Competence as a Predictor of Breaststroke Swimming Learning Outcomes in Physical Education Programs
items: The Impact of Outdoor Play on Motor Skill Development in Early Childhood: A Systematic Literature Review
items: Innovation in Micro-Learning Content for Physical Education Teacher Training: Integrating Motion Capture Technology to Revolutionize IT-Based Instruction
items: Pedagogical Strategies for Teaching Rhythmic Gymnastics in Primary Education: A Systematic Review
items: Influence of on Motor Skill Acquisition in Early Childhood
items: Audiovisual-Based Learning for the Shoulder Stand Movement in Floor Gymnastics: An Implementation Study
items: Analysis of Factors Influencing the Success of Forward and Backward Rolls in Elementary School Students in Kayong Utara Regency
items: Associations Between Daily Physical Activity and Motor Skill Competence Among Preschool Children
items: The Effect of Participation in 17th August Competitions on Students' Physical Fitness: A Cross-Sectional Study
items: Impact of Game-Based Physical Education on Health Literacy and Physical Fitness in Primary School Children: A Scoping Review
items: Applying a Deep Learning Instructional Approach in Rhythmic Gymnastics Learning for Phase D Grade VIII Junior High School Students
items: Deep Learning–Based Sprint Running Instruction for Phase E Junior High School Students
items: Fundamental Locomotor Skill Proficiency in Phase a Primary Students: An Observational Study of Walking, Running, and Jumping
items: Bibliometric Mapping of Postoperative Wound Care Patient Education: Trends, Collaboration Networks, and Research Gaps (2019–2024)
items: The Rise of Digital Health: A Bibliometric Review of Social Media and Online Platforms for STI Education in Adolescents
items: The Effect of Traditional Folk Games During the Independence Day Celebration on the Development of Gross Motor Skills in Elementary School Children
items: The Influence of Work Discipline and Training on Teacher Performance at Public Elementary School 064983 Medan
items: Influence of Teacher Perceptions and Self-Efficacy in Teaching Science in Kindergarten
items: Motivation Analysis of Students of IT Unggul Ad Durrah in Participating in Elementary School Swimming Lessons
items: Correlation Between Nutritional Status, Balance, and Triple Jump Learning Outcomes Among Senior High School Students at Budi Agung Medan
items: Stimulating Gross Motor Skills In Deaf-Mute Children In A Special Needs Elementary School Via Games
items: Adolescent Identity Formation Under Terminal Illness: A Psychosocial Education Approach
items: Teacher and Student Engagement on Social Media: Its Impact on Learning and Students' Social Life: A Literature Review

Artificial Intelligence in Early Childhood Education: A Systematic Review of Educational Implications and Ethical Considerations
type: item
description: Purpose of the study: This systematic literature review examines the pedagogical implications and ethical considerations arising from the integration of Artificial Intelligence (AI) technologies within Early Childhood Education (ECE) environments worldwide. The review seeks to consolidate empirical evidence concerning AI-supported learning outcomes, the evolving dynamics of teacher–AI interactions, and the ethical issues associated with the implementation of intelligent technologies for children aged 0–8 years.. Materials and methods: Guided by the PRISMA 2020 framework, a comprehensive literature search was undertaken across seven major scholarly databases, namely Scopus, Web of Science, ERIC, PsycINFO, IEEE Xplore, ACM Digital Library, and Google Scholar. The search encompassed studies published between January 2015 and December 2024. Following a rigorous screening process based on predefined eligibility criteria, 63 peer-reviewed studies were selected for inclusion. Data extraction was conducted using a standardized procedure, and findings were synthesized through thematic and narrative analysis. Results: The analysis revealed five dominant thematic areas: (1) AI-driven personalized learning and adaptive instructional practices (n = 18); (2) AI companions and educational robots supporting social-emotional development (n = 14); (3) conversational AI applications facilitating language and literacy development (n = 13); (4) teacher professional learning and pedagogical innovation enabled by AI technologies (n = 10); and (5) ethical challenges related to privacy, data protection, and algorithmic bias (n = 8). Across diverse educational and cultural contexts, AI-supported interventions were associated with significant improvements in phonological awareness, early numeracy competencies, and learner engagement. Nevertheless, persistent concerns were identified regarding data privacy, digital inequalities, and the potential erosion of human-centred pedagogical relationsh…
subject: Review Articles
  topic: section
subject: Review Articles
  topic: category
subject: artificial intelligence
  topic: keywords
subject: early childhood education
  topic: keywords
subject: pedagogical impact
  topic: keywords
subject: ethical challenges
  topic: keywords
subject: adaptive learning
  topic: keywords
subject: educational robots
  topic: keywords
creator: Krysten Rocha
creator: Hilvi
creator: Latisha Seymour
rights: Copyright (c) 2026 https://creativecommons.org/licenses/by-sa/4.0
date: 2026-01-27
publication date: 2026-01-27
starting page: 56
ending page: 65
doi: 10.53905/ChildDev.v2i01.10

The Platformization of Childhood and the Reconfiguration ofChildren's Creative Agency in Digital Media Ecosystems:A Critical Philosophical Literature Review
type: item
description: Purpose of the study: This critical philosophical literature review examines childhood platformization as a structural developmental condition shaping the experiences of children aged 0–8 years. While prior research has predominantly explored digital media through behavioral and empirical perspectives, the broader developmental implications of platform-mediated childhood remain insufficiently theorized. Materials and methods: A systematic synthesis was conducted on 52 peer-reviewed articles published between 2021 and 2026 and indexed in Scopus and Web of Science Q1–Q2 journals, including Child Development, Early Childhood Research Quarterly, Computers & Education, Learning, Media and Technology, and New Media & Society. Data were analyzed using thematic synthesis, leading to the inductive development of a Child-Centered Platformization Framework (CCPF). Results: The review identified four interconnected mechanisms through which platformization reshapes early childhood development. First, algorithmic mediation narrows opportunities for exploratory learning and divergent thinking by prioritizing predictable content pathways. Second, datafication and gamification transform creative activities into measurable performances, shifting motivation from intrinsic engagement to external rewards. Third, platform-driven attention economies fragment sustained concentration, undermining deep learning and symbolic play. Fourth, metric-based social validation influences identity formation and socio-emotional development by emphasizing visibility and performance. These findings suggest that major developmental theories, including those of Piaget, Vygotsky, Bronfenbrenner, and Erikson, require critical reconsideration within contemporary platformized childhood contexts. Conclusions: Childhood platformization represents a structural developmental challenge that extends beyond screen exposure and digital use. The proposed CCPF offers a conceptual framework for understanding and evaluati…
subject: Review Articles
  topic: section
subject: Review Articles
  topic: category
subject: platformization
  topic: keywords
subject: creative agency
  topic: keywords
subject: early childhood education
  topic: keywords
subject: foundational learning
  topic: keywords
subject: digital media ecosystems
  topic: keywords
subject: child-centered pedagogy
  topic: keywords
subject: social-emotional development
  topic: keywords
creator: Aliyah Aliyah
creator: Sanne Sweep
rights: Copyright (c) 2026 Aliyah, Sanne Sweep (Author) https://creativecommons.org/licenses/by-sa/4.0
date: 2026-05-27
publication date: 2026-05-27
starting page: 105
ending page: 115
doi: 10.53905/ChildDev.v2i02.15

Empathetic Character Development Through Neuropedagogy-Based Interactive Children's Stories in Elementary Education
type: item
description: Purpose of the study: Empathetic character development in elementary students is essential for holistic education. The ages of 6-12 exhibit notable neuroplasticity and social cognition growth, making it ideal for empathy programs. The study aims to assess a neuropedagogy-based interactive storytelling program for empathy enhancement. Materials and methods: A quasi-experimental design involved 120 students (ages 7-12) in Bangkinang, Riau. The experimental group (n=60) underwent a 12-week interactive storytelling intervention, conducted bi-weekly. Results: Assessments utilized the Basic Empathy Scale for Children, behavioral observations, and perspective-taking measures at baseline, post-intervention, and after four weeks. The experimental cohort exhibited significant advancements in cognitive empathy (34.7%), affective empathy (28.3%), and prosocial behaviors (68.8%). Improvement in perspective-taking reached 36.3%. Follow-up results indicated 81% retention of cognitive empathy and 78% for affective empathy improvements. Conclusions: The neuropedagogy-based storytelling approach was effective in fostering empathetic character among elementary students. Integrating neuroscience concepts into character education provides an evidence-based strategy for curriculum incorporation, with lasting effects reflecting substantial neuroplastic transformations.
subject: Original Reserach
  topic: section
subject: Original Research Articles
  topic: category
subject: empathy development
  topic: keywords
subject: neuropedagogy
  topic: keywords
subject: interactive storytelling
  topic: keywords
subject: elementary education
  topic: keywords
subject: character development
  topic: keywords
subject: neuroplasticity
  topic: keywords
subject: social-emotional learning
  topic: keywords
creator: Wilfi Sari Putri
creator: Lucas Rossi de Sousa
creator: Mladen Georgievski
rights: Copyright (c) 2026 https://creativecommons.org/licenses/by-sa/4.0
date: 2026-05-27
publication date: 2026-05-27
starting page: 97
ending page: 104
doi: 10.53905/ChildDev.v2i02.14

Language Processing Speed as a Strong Predictor of Academic Achievement in Elementary School Students
type: item
description: Purpose of the study: This study aims to examine the relationship between language processing speed and academic achievement across multiple domains in elementary school students. It also investigates the differential predictive values of simple versus complex processing speed components and developmental patterns across grade levels. Materials and methods: A quantitative cross-sectional design was employed involving 485 elementary students from grades 1 to 5, aged 6.2 to 11.8 years. Participants underwent assessments of simple and complex processing speed, language processing speed (e.g., Rapid Automatized Naming), and academic achievement using standardized tests in reading, mathematics, and language arts. Data were analyzed using correlation, hierarchical regression, and structural equation modeling to determine the predictive contributions of processing speed components to academic outcomes. Results: Findings indicated significant moderate to strong positive correlations (r = .34 to .67) between language processing speed and academic performance. Complex processing speed was more strongly associated with higher-order academic skills such as reading comprehension and mathematical problem-solving, while simple processing speed related more to basic academic skills. Reading fluency emerged as the strongest predictor of academic achievement, with specific processing speed measures explaining additional variance beyond age, grade, and general cognitive ability. Conclusions: Language processing speed is a critical predictor of academic achievement in elementary students, with complex processing speed playing a pivotal role in higher-order cognitive tasks. Early identification and intervention focusing on processing speed components can enhance learning outcomes. Future longitudinal research is warranted to explore causal pathways and effective interventions for students with processing speed deficits.
subject: Original Reserach
  topic: section
subject: Original Research Articles
  topic: category
subject: Language processing speed
  topic: keywords
subject: academic achievement
  topic: keywords
subject: elementary education
  topic: keywords
subject: processing speed components
  topic: keywords
subject: reading fluency
  topic: keywords
creator: Nuraini Nuraini
creator: Lydie Lacombe
creator: Richard Hamilton
rights: Copyright (c) 2026 https://creativecommons.org/licenses/by-sa/4.0
date: 2026-05-27
publication date: 2026-05-27
starting page: 90
ending page: 96
doi: 10.53905/ChildDev.v2i02.13

Education for Sustainable Development in Early Childhood Education: A Systematic Literature Review
type: item
description: Purpose of the study: This systematic literature review examines the scope, characteristics, and key findings of published research on Education for Sustainable Development (ESD) in Early Childhood Education (ECE), providing a comprehensive analysis of the field from 2010 to 2024. Materials and methods: Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) 2020 guidelines, a comprehensive electronic search was conducted across four major databases: Scopus, Web of Science (Core Collection), ERIC (ProQuest), and Google Scholar. The search was performed in January 2025, covering publications from January 2010 to December 2024. Studies were included if they were peer-reviewed, published in English, and focused on ESD or sustainability education within ECE settings for children aged 0-8 years. After systematic screening and quality assessment, 47 studies met the final inclusion criteria. Results: The reviewed literature demonstrates that ESD in ECE is a growing yet geographically concentrated research field, dominated by Nordic and Australian scholarship. Five major thematic clusters emerged: (1) conceptual and theoretical frameworks (n = 12), (2) teacher perspectives and professional development (n = 10), (3) curriculum and pedagogical approaches (n = 11), (4) children's agency and participation (n = 8), and (5) national and regional policy implementation (n = 6). Qualitative methodologies predominated (59.6%), while recent years witnessed increased diversification of research approaches and geographic scope, particularly from Southeast Asia. Conclusions: ESD in ECE constitutes a significant and evolving research domain with strong global policy relevance, particularly in the context of the UN 2030 Agenda for Sustainable Development. However, significant disparities in knowledge production between the Global North and Global South persist. Future research should prioritize cross-cultural studies, longitudinal designs, and expanded inv…
subject: Review Articles
  topic: section
subject: Review Articles
  topic: category
subject: education for sustainable development
  topic: keywords
subject: early childhood education
  topic: keywords
subject: sustainability education
  topic: keywords
subject: preschool
  topic: keywords
subject: kindergarten
  topic: keywords
subject: environmental education
  topic: keywords
creator: Lissette Howerton
creator: Ngoanannete David Lekhanya
creator: Carlotta Sauerbier
rights: Copyright (c) 2026 https://creativecommons.org/licenses/by-sa/4.0
date: 2026-05-27
publication date: 2026-05-27
starting page: 82
ending page: 89
doi: 10.53905/ChildDev.v2i02.12

Digital Transformation in Physics Education: A Systematic Review of Technology-Enhanced Learning Environments
type: item
description: Purpose of the Study: This systematic review investigates the integration of digital technologies into physics education across secondary and tertiary institutions globally, identifying patterns, outcomes, and evidence-based best practices within technology-enhanced learning environments (TELEs) from 2015 to 2024. Materials and Methods: Following PRISMA 2020 guidelines, a comprehensive electronic search was conducted across six major databases—Web of Science (WoS), Scopus, ERIC, IEEE Xplore, PsycINFO, and Google Scholar—using systematically constructed Boolean search strings. Inclusion criteria comprised peer-reviewed empirical studies published in English between January 2015 and December 2024, focusing on digital technology interventions in physics education contexts. After full screening, 87 studies met the inclusion criteria and were subjected to qualitative synthesis and descriptive meta-analysis. Results: Analysis revealed five dominant technology clusters: virtual laboratories and simulations (34.5%), augmented and virtual reality environments (21.8%), adaptive learning systems and AI-assisted instruction (18.4%), gamification platforms (14.9%), and collaborative online environments (10.3%). Studies consistently reported positive effects on conceptual understanding (mean effect size d = 0.67, 95% CI [0.54, 0.80]), student engagement (d = 0.72), and laboratory skill acquisition (d = 0.58). Emerging technologies such as immersive VR and AI-driven personalization demonstrated the highest effect sizes, particularly in abstract concept visualization and formative assessment. Conclusions: Digital transformation presents substantial pedagogical opportunities for physics education, provided that implementation is theoretically grounded, teacher-mediated, and contextually tailored. Critical barriers including digital inequity, teacher preparedness, and evidence gaps in long-term retention require urgent targeted policy and research attention.
subject: Review Articles
  topic: section
subject: Review Articles
  topic: category
subject: physics education
  topic: keywords
subject: digital transformation
  topic: keywords
subject: technology-enhanced learning
  topic: keywords
subject: virtual laboratories
  topic: keywords
subject: adaptive learning
  topic: keywords
subject: gamification
  topic: keywords
creator: Yesi Yusmita
creator: Lailatul Syifa Tanjung
creator: Raffly Henjilito
rights: Copyright (c) 2026 Yesi Yusmita, Lailatul Syifa Tanjung, Raffly Henjilito (Author) https://creativecommons.org/licenses/by-sa/4.0
date: 2026-05-27
publication date: 2026-05-27
starting page: 73
ending page: 81
doi: 10.53905/ChildDev.v2i02.11

The Role of Dance Education in Strengthening Pancasila Values: Evidence from Indonesian Educational Literature
type: item
description: Purpose of the study: This systematic review examines the role of dance education in strengthening Pancasila values among Indonesian students across formal educational settings. The study synthesizes empirical and qualitative evidence from Indonesian scholarly literature to determine how dance-based pedagogical approaches facilitate the internalization of Indonesia's five foundational national principles. Materials and methods: Following the PRISMA 2020 framework, a systematic search was conducted across four major databases—Scopus, Web of Science (WoS), ERIC, and Google Scholar—covering publications from January 2014 to December 2024, executed between January 15 and March 1, 2025. Boolean search strings combined terms for dance education (seni tari, tari tradisional), Pancasila values, and Indonesian educational contexts. Of 1,285 initially identified records, 35 peer-reviewed studies met all eligibility criteria and were included in the final synthesis. Results: Analysis revealed that dance education significantly contributes to all five Pancasila dimensions. The strongest evidence was found for national unity and cultural identity (Sila 3; n=15 studies) and religiosity and spiritual awareness (Sila 1; n=12 studies). Effect sizes ranged from small (d=0.32) to large (d=1.14), with most studies reporting statistically significant improvements (p<0.05). Five recurring pedagogical mechanisms were identified: cultural embodiment, collaborative choreography, reflective practice, community performance, and symbolic ritual enactment. Conclusions: Dance education constitutes a culturally congruent and evidentially robust medium for Pancasila values transmission in Indonesian schools. Curriculum designers, policymakers, and educators should integrate structured dance programs across educational levels to support national character-building objectives. Future research should address longitudinal outcomes and cross-regional comparisons.
subject: Review Articles
  topic: section
subject: Review Articles
  topic: category
subject: dance education
  topic: keywords
subject: Pancasila values
  topic: keywords
subject: character education
  topic: keywords
subject: Indonesian schools
  topic: keywords
subject: arts-based pedagogy
  topic: keywords
subject: seni tari
  topic: keywords
subject: moral education
  topic: keywords
creator: Sama Etika Berutu
creator: Helena Petronella Sirait
creator: Annisa Kirani Putri
creator: Habibi Habibi
creator: Sri Yunita
rights: Copyright (c) 2026 Sama Etika Berutu, Helena Petronella Sirait , Annisa Kirani Putri, Habibi , Sri Yunita (Author) https://creativecommons.org/licenses/by-sa/4.0
date: 2026-01-27
publication date: 2026-01-27
starting page: 46
ending page: 55
doi: 10.53905/ChildDev.v2i01.08

Motor Competence as a Predictor of Breaststroke Swimming Learning Outcomes in Physical Education Programs
type: item
description: Purpose of the study: This study investigated whether motor competence serves as a significant predictor of breaststroke swimming learning outcomes among undergraduate students enrolled in a physical education program at a higher education institution in Indonesia. The study further examined which specific components of motor competence most substantially contribute to swimming performance acquisition. Materials and methods: A quantitative predictive correlational design was employed involving 84 undergraduate students (52 males, 32 females; mean age = 20.4 ± 1.2 years) from Sekolah Tinggi Olahraga dan Kesehatan (STOK) Bina Guna, Medan, Indonesia. Motor competence was assessed using the Bruininks-Oseretsky Test of Motor Proficiency, Second Edition (BOT-2), encompassing coordination, balance, agility, and bilateral integration domains. Breaststroke swimming performance was evaluated through a validated observational rubric incorporating stroke mechanics, kick execution, breathing coordination, and temporal efficiency over 50 meters. Data were analyzed using Pearson product-moment correlation and hierarchical multiple regression, with assumptions verified through normality, linearity, and homoscedasticity diagnostics. Results: Motor competence demonstrated a statistically significant positive correlation with breaststroke learning outcomes (r = .62, p < .001). Hierarchical multiple regression revealed that the composite motor competence score accounted for 38.0% of the variance in breaststroke swimming performance (R² = .380, adjusted R² = .372; F(1,82) = 50.21, p < .001). When disaggregated, coordination (β = .41, p < .001) and balance (β = .29, p = .003) emerged as the most influential predictors, collectively explaining 34.7% of the variance. Agility contributed modestly (β = .14, p = .042), while bilateral integration did not reach statistical significance (β = .08, p = .216). Conclusions: Motor competence constitutes a meaningful predictor of breaststroke swimmin…
subject: Original Reserach
  topic: section
subject: Original Research Articles
  topic: category
subject: motor competence
  topic: keywords
subject: breaststroke swimming
  topic: keywords
subject: physical education
  topic: keywords
subject: skill acquisition
  topic: keywords
subject: predictive validity
  topic: keywords
subject: higher education
  topic: keywords
creator: Aidilla Pratiwi Siregar
creator: Afwa Raufi
rights: Copyright (c) 2026 https://creativecommons.org/licenses/by-sa/4.0
date: 2026-01-27
publication date: 2026-01-27
starting page: 14
ending page: 21
doi: 10.53905/ChildDev.v2i01.03

The Impact of Outdoor Play on Motor Skill Development in Early Childhood: A Systematic Literature Review
type: item
description: Purpose of the study: This systematic literature review examines the relationship between outdoor play and motor skill development in children aged 2-8 years, synthesizing empirical evidence to understand the mechanisms, contexts, and outcomes of outdoor play interventions on gross and fine motor competencies. Materials and methods: A comprehensive systematic search was conducted across five electronic databases (PubMed, Web of Science, Scopus, ERIC, and SPORTDiscus) from January 2010 to December 2024. Studies were included if they: (1) involved children aged 2-8 years, (2) examined outdoor play interventions or exposure, (3) measured motor skill outcomes using validated instruments, and (4) employed experimental, quasi-experimental, or longitudinal observational designs. Two independent reviewers screened 3,847 records, assessed 156 full-text articles for eligibility, and included 43 studies in the final synthesis. Data extraction encompassed study characteristics, participant demographics, outdoor play parameters, motor skill assessments, and outcome measures. Quality appraisal utilized the Downs and Black checklist for intervention studies and the Newcastle-Ottawa Scale for observational studies. Results: The 43 included studies (N = 12,847 children) demonstrated predominantly positive associations between outdoor play and motor skill development. Structured outdoor play interventions (n = 28 studies) resulted in significant improvements in object control skills (Cohen's d = 0.67, 95% CI [0.52, 0.82]) and locomotor skills (Cohen's d = 0.59, 95% CI [0.45, 0.73]). Unstructured free play in natural environments (n = 15 studies) was associated with enhanced motor creativity and adaptive movement patterns. Dose-response analyses indicated optimal benefits with 60-90 minutes of daily outdoor play exposure. Effect sizes were moderated by play environment quality (β = 0.34, p < .001), adult facilitation (β = 0.28, p = .003), and baseline motor competence (β = -0.22, p = …
subject: Review Articles
  topic: section
subject: Review Articles
  topic: category
subject: outdoor play
  topic: keywords
subject: motor skills
  topic: keywords
subject: early childhood
  topic: keywords
subject: gross motor skills
  topic: keywords
subject: locomotor skills
  topic: keywords
subject: preschool children
  topic: keywords
subject: nature-based play
  topic: keywords
creator: Pras Dio Nanda
creator: Putra Setia Ndraha
creator: Sabarta Ginting
rights: Copyright (c) 2025 Pras Dio Nanda, Putra Setia Ndraha, Sabarta Ginting https://creativecommons.org/licenses/by-sa/4.0
date: 2025-09-27
publication date: 2025-09-27
starting page: 141
ending page: 156
doi: 10.53905/ChildDev.v1i03.19

Innovation in Micro-Learning Content for Physical Education Teacher Training: Integrating Motion Capture Technology to Revolutionize IT-Based Instruction
type: item
description: Purpose of the study: Micro-learning has gained increasing attention as an effective instructional approach for delivering concise and focused learning content, particularly in teacher education. However, its application in Physical Education Teacher Training (PETT) remains limited, especially in addressing the integration of cognitive knowledge and psychomotor skill development. The integration of motion capture (MoCap) technology offers new opportunities to enhance embodied learning through real-time biomechanical feedback and interactive visualization. This study aimed to develop MoCap-integrated micro-learning content for PETT and to examine its effects on cognitive outcomes, psychomotor performance, learner satisfaction, and engagement. Materials and methods: A quasi-experimental design was conducted with 80 PETT students (mean age = 23.5 years) from an Indonesian public university. Participants were randomly assigned to an experimental group (MoCap-based micro-learning) or a control group (traditional micro-learning). The intervention lasted eight weeks, with weekly sessions of 15–20 minutes. Cognitive knowledge, psychomotor performance, learner satisfaction, and engagement were assessed using validated instruments. Data were analyzed using independent and paired-samples t-tests and Pearson correlation analysis. Results: The experimental group demonstrated significantly higher post-test scores in cognitive knowledge, psychomotor performance, learner satisfaction, and engagement compared to the control group (p < 0.001). Strong positive correlations were found between MoCap-based engagement and learning outcomes (r = 0.68–0.74). Learning gains were substantially greater in the experimental group across all measured domains. Conclusions: MoCap-enhanced micro-learning significantly improves cognitive and psychomotor outcomes while increasing learner engagement and satisfaction in PETT. This approach effectively bridges the gap between theoretical understanding an…
subject: Original Reserach
  topic: section
subject: Original Research Articles
  topic: category
subject: micro-learning
  topic: keywords
subject: motion capture
  topic: keywords
subject: physical education teacher training
  topic: keywords
subject: psychomotor learning
  topic: keywords
subject: learner engagement
  topic: keywords
creator: Surya Adi Saputra
creator: Anton Komaini
creator: Delphia Sheffield
rights: Copyright (c) 2026 Surya Adi Saputra, Anton Komaini, Delphia Sheffield https://creativecommons.org/licenses/by-sa/4.0
date: 2026-01-27
publication date: 2026-01-27
starting page: 06
ending page: 13
doi: 10.53905/ChildDev.v2i01.02

Pedagogical Strategies for Teaching Rhythmic Gymnastics in Primary Education: A Systematic Review
type: item
description: Purpose of the study: This systematic review examines pedagogical strategies employed in teaching rhythmic gymnastics to primary education students (ages 6-12 years), analyzing their effectiveness, implementation methods, and impact on motor skill development, creativity, and student engagement. Materials and methods: A comprehensive search was conducted across PubMed, Scopus, Web of Science, ERIC, and SPORTDiscus databases from inception to December 2024. Studies were included if they: (1) focused on rhythmic gymnastics instruction in primary education, (2) described specific pedagogical strategies, (3) employed empirical research designs, and (4) were published in peer-reviewed journals. Data extraction followed PRISMA guidelines, with quality assessment performed using the Mixed Methods Appraisal Tool (MMAT) and the Physiotherapy Evidence Database (PEDro) scale. Results: Twenty-seven studies met inclusion criteria, encompassing 2,847 primary school children across 12 countries. Five primary pedagogical approaches emerged: game-based learning (n=11, 40.7%), creative teaching methods (n=8, 29.6%), task-oriented instruction (n=5, 18.5%), cooperative learning (n=2, 7.4%), and technology-enhanced pedagogy (n=1, 3.7%). Game-based learning demonstrated significant improvements in motor coordination (d=0.82, p<0.001), student motivation (d=0.76, p<0.01), and rhythmic competency (d=0.68, p<0.01). Creative teaching methods showed particular efficacy in developing artistic expression and cognitive flexibility. Conclusions: Evidence supports game-based and creative pedagogical strategies as effective approaches for teaching rhythmic gymnastics in primary education. These methods enhance motor development while maintaining high levels of student engagement and enjoyment. Future research should investigate long-term retention effects and optimal strategy combinations for diverse learner populations
subject: Review Articles
  topic: section
subject: Review Articles
  topic: category
subject: rhythmic gymnastics
  topic: keywords
subject: primary education
  topic: keywords
subject: pedagogical strategies
  topic: keywords
subject: motor development
  topic: keywords
subject: game-based learning
  topic: keywords
subject: physical education
  topic: keywords
subject: systematic review
  topic: keywords
creator: Gita Nurgaya Br Tarigan
creator: Ramadan Ramadan
creator: Celestina Estes
rights: Copyright (c) 2025 Gita Nurgaya Br Tarigan, Ramadan https://creativecommons.org/licenses/by-sa/4.0
date: 2025-09-27
publication date: 2025-09-27
starting page: 130
ending page: 140
doi: 10.53905/ChildDev.v1i03.18

Influence of on Motor Skill Acquisition in Early Childhood
type: item
description: Purpose of the study: Motor skill development during early childhood is fundamental for physical, cognitive, and social development. Structured play activities have been proposed as effective interventions for enhancing motor skill acquisition in young children. This study investigated the influence of structured play activities on motor skill acquisition among kindergarten students in Medan Deli, North Sumatra, Indonesia. Materials and methods: A total of 120 kindergarten students (aged 4-6 years) participated in this quasi-experimental study. Participants were divided into experimental (n=60) and control groups (n=60). The experimental group engaged in structured play activities for 12 weeks (3 sessions/week, 45 minutes/session), while the control group followed regular curriculum activities. Motor skills were assessed using the Test of Gross Motor Development-3 (TGMD-3) at pre-test and post-test intervals. Results: Statistical analysis using SPSS 28 revealed significant improvements in the experimental group compared to the control group. The experimental group showed substantial gains in locomotor skills (p<0.001, d=1.24) and object control skills (p<0.001, d=1.18). Conclusions: Structured play activities significantly enhance motor skill acquisition in early childhood. Implementation of systematic, play-based motor interventions in kindergarten settings is recommended to optimize developmental outcomes.
subject: Original Reserach
  topic: section
subject: Original Research Articles
  topic: category
subject: motor skill acquisition
  topic: keywords
subject: early childhood
  topic: keywords
subject: structured play activities
  topic: keywords
subject: kindergarten
  topic: keywords
subject: gross motor development
  topic: keywords
subject: physical education
  topic: keywords
creator: Benjamin Sembiring Benjamin Sembiring
creator: Aris Simaremare
creator: Anugrah Panca Dinata
creator: Franroso Pininggit Simatupang
creator: Boisandi Buulolo
creator: Melisah Melisah
rights: Copyright (c) 2025 Benjamin Sembiring, Aris Simaremare, Anugrah Panca Dinata, Franroso Pininggit Simatupang, Boisandi Buulolo, Melisah https://creativecommons.org/licenses/by-sa/4.0
date: 2025-09-27
publication date: 2025-09-27
starting page: 122
ending page: 129
doi: 10.53905/ChildDev.v1i03.17

Audiovisual-Based Learning for the Shoulder Stand Movement in Floor Gymnastics: An Implementation Study
type: item
description: Purpose of the study: The creativity of teachers in delivering Physical Education learning materials plays a crucial role in ensuring that students receive engaging and varied instruction, which in turn fosters their learning motivation. The primary objective of this study is to examine the effectiveness of using audiovisual media in teaching the shoulder stand movement within floor gymnastics. Furthermore, this study aims to assist students in mastering proper techniques, improving movement accuracy, and enhancing their learning motivation through the implementation of audiovisual-based learning media. Materials and methods: This study employed a quasi-experimental method using a pretest-posttest one-group design. Data analysis was conducted through descriptive statistical techniques, providing an overview of the results based on the mean, standard deviation, as well as the highest and lowest scores. These statistical measures were used to describe the students’ initial and final abilities in performing the shoulder stand movement. Results: During the pretest process, the students’ mean score was 67.19, categorized as fair, while the posttest mean score was 82.67, categorized as good. The population standard deviation in the pretest was 9.71, which is considered relatively high, whereas in the posttest it was 6.33, categorized as relatively low. These results indicate that the use of audiovisual media proved to be effective in helping students achieve a more consistent and comprehensive understanding of the shoulder stand movement. Conclusions: The use of audiovisual media in learning the shoulder stand movement within floor gymnastics has been proven to have a positive effect on students’ learning outcomes. The increase in the mean score reflects an overall improvement in students’ abilities, while the decrease in standard deviation indicates that the students’ learning results became more uniform and consistent. Therefore, audiovisual media is effective as a lear…
subject: Original Reserach
  topic: section
subject: Original Research Articles
  topic: category
subject: audio visual learning
  topic: keywords
subject: shoulder stand
  topic: keywords
subject: floor gymnastics
  topic: keywords
creator: Rio Wardhani
creator: Zainal Arifin
creator: Ade Rahmat
rights: Copyright (c) 2026 Rio Wardhani, Zainal Arifin, Ade Rahmat https://creativecommons.org/licenses/by-sa/4.0
date: 2026-01-27
publication date: 2026-01-27
starting page: 01
ending page: 05
doi: 10.53905/ChildDev.v2i01.01

Analysis of Factors Influencing the Success of Forward and Backward Rolls in Elementary School Students in Kayong Utara Regency
type: item
description: Purpose of the study: Floor gymnastics, particularly forward and backward rolls, is a fundamental component of elementary school physical education. However, many students experience difficulty performing these movements successfully due to various contributing factors. This study aims to identify and analyze the dominant internal and external factors influencing the success of forward and backward rolls among elementary school students in Kayong Utara Regency. Materials and methods: This research employed a survey method with a descriptive qualitative approach. A questionnaire consisting of 30 items covering five indicators—balance, self-confidence, repulsion, flexibility, and the use of inclined mats—was distributed to 21 PJOK teachers from Teluk Batang and Sukadana sub-districts. The collected data were analyzed using percentage classification to determine factor dominance. Results: Findings showed that balance was the most influential internal difficulty factor (42.86%), followed by self-confidence (28.57%), repulsion (23.81%), and flexibility (19.05%). Additionally, an external factor—the use of modified inclined mats—demonstrated an equally high influence (42.86%), supporting students' learning success in rolling movements. Conclusions: Students’ success in performing forward and backward rolls is significantly influenced by internal factors such as balance, confidence, strength, and flexibility, as well as external support in the form of appropriate learning media. Strengthening balance training, motivational support, proper technique instruction, flexibility exercises, and the strategic use of inclined mats are recommended to enhance learning outcomes in floor gymnastics.
subject: Original Reserach
  topic: section
subject: Original Research Articles
  topic: category
subject: gymnastics
  topic: keywords
subject: forward roll
  topic: keywords
subject: backward roll
  topic: keywords
subject: student performance
  topic: keywords
subject: physical education
  topic: keywords
subject: motor skills
  topic: keywords
creator: Dody Arifahmi H.
creator: Zusyah Porja Daryanto
creator: Suriani Sari
rights: Copyright (c) 2025 Dody Arifahmi H., Zusyah Porja D., Suriani Sari. https://creativecommons.org/licenses/by-sa/4.0
date: 2025-09-27
publication date: 2025-09-27
starting page: 117
ending page: 121
doi: 10.53905/ChildDev.v1i03.16

Associations Between Daily Physical Activity and Motor Skill Competence Among Preschool Children
type: item
description: Purpose of the study: This study examined the associations between objectively measured daily physical activity (PA) and motor skill competence (MSC) among Indonesian preschool children, addressing the critical gap in understanding early childhood movement behaviors in Southeast Asian contexts. Materials and methods: Eighty-three preschool children (40 boys, 43 girls; mean age 5.2 ± 0.7 years) from TKQ Baiturrahman Medan, Indonesia, participated in this cross-sectional study. Daily PA was measured using ActiGraph GT3X accelerometers worn for seven consecutive days. MSC was assessed using the Test of Gross Motor Development-3 (TGMD-3), evaluating locomotor and ball skills. Pearson correlations and multiple linear regression analyses examined associations between PA variables and MSC scores, controlling for age and gender. Results: Children accumulated 58.4 ± 18.2 minutes of moderate-to-vigorous physical activity (MVPA) daily and 8,847 ± 2,156 steps/day. Mean total MSC standard score was 92.3 ± 14.6 (locomotor: 9.2 ± 2.8; ball skills: 8.9 ± 3.1). Significant positive correlations emerged between daily MVPA and total MSC (r = 0.41, p < 0.001), locomotor skills (r = 0.38, p < 0.001), and ball skills (r = 0.36, p = 0.001). Step count correlated moderately with MSC (r = 0.34, p = 0.002). Multiple regression revealed that MVPA significantly predicted MSC (β = 0.39, p < 0.001), explaining 23% of variance after controlling for covariates. Children in the highest MVPA tertile demonstrated significantly higher MSC scores than those in the lowest tertile (98.7 ± 12.4 vs. 84.6 ± 14.2, p < 0.001). Conclusions: Daily PA, particularly MVPA, demonstrates significant positive associations with motor skill competence in preschool children. These findings underscore the importance of promoting adequate PA opportunities in early childhood education settings to support fundamental motor development. Early childhood educators and policymakers should prioritize structured and unstructured …
subject: Original Reserach
  topic: section
subject: Original Research Articles
  topic: category
subject: physical activity
  topic: keywords
subject: motor skills
  topic: keywords
subject: preschool children
  topic: keywords
subject: accelerometry
  topic: keywords
subject: fundamental movement skills
  topic: keywords
subject: early childhood
  topic: keywords
creator: Nadhira Yasmine Ahmad
creator: Aulia Noviansyah
creator: Rapael Ginting
creator: Marselinus V.Y Manalu
creator: Yoel Gomagel
creator: Surbakti Surbakti
creator: Ritrit Yanto Zai Ritrit Yanto Zai
rights: Copyright (c) 2025 Nadhira Yasmine Ahmad, Aulia Noviansyah, Rapael Ginting, Marselinus V.Y Manalu, Yoel Gomagel, Surbakti, Ritrit Yanto Zai (Author) https://creativecommons.org/licenses/by-sa/4.0
date: 2025-05-27
publication date: 2025-05-27
starting page: 106
ending page: 116
doi: 10.53905/ChildDev.v1i02.15

The Effect of Participation in 17th August Competitions on Students' Physical Fitness: A Cross-Sectional Study
type: item
description: Purpose of the study: The 17th August Independence Day celebrations in Indonesia have traditionally incorporated competitive sports events designed to foster national pride and patriotic spirit. However, limited empirical evidence exists examining the relationship between participation in these competitions and objective measures of physical fitness among students. This study aimed to investigate the effect of participation in 17th August traditional competitions on students' physical fitness levels, comparing active participants with non-participants across multiple fitness dimensions. Materials and methods: A cross-sectional comparative study was conducted with 248 secondary school students (aged 13-17 years; 124 participants, 124 non-participants) in Jakarta, Indonesia. Physical fitness was assessed using standardized tests including cardiorespiratory endurance (VO₂ max estimation), muscular strength (sit-ups and push-ups), flexibility (sit-and-reach test), speed (50-meter dash), and agility (shuttle run). Participants completed a structured questionnaire documenting competition participation history. Statistical analysis employed independent samples t-tests, ANCOVA, and linear regression analysis. Results: Students who participated in 17th August competitions demonstrated significantly superior physical fitness across multiple measures compared to non-participants: cardiorespiratory endurance (M = 38.2 vs. 32.1 mL/kg/min, p < 0.001), one-minute sit-ups (M = 32.4 vs. 28.7 repetitions, p = 0.002), flexibility (M = 15.3 vs. 12.8 cm, p < 0.001), and speed performance (M = 8.2 vs. 8.9 seconds for 50-meter dash, p = 0.001). Effect sizes ranged from small to moderate (d = 0.42 to 0.82). Participation in multiple events (≥3 activities) produced greater fitness improvements (β = 0.58, p < 0.001) than single-event participation. Conclusions: Participation in 17th August traditional competitions is positively associated with enhanced physical fitness in adolescent students…
subject: Original Reserach
  topic: section
subject: Original Research Articles
  topic: category
subject: 17th august competitions
  topic: keywords
subject: adolescent fitness
  topic: keywords
subject: physical activity
  topic: keywords
subject: traditional sports
  topic: keywords
subject: cross-sectional study
  topic: keywords
subject: indonesia
  topic: keywords
creator: Elisa Haddina
creator: Annisa Dwi Amri
creator: Abdi Trinitatis Sihombing
creator: Aland Pelita Teoli Zebua
creator: M. Bayu Samudra Batubara
creator: Nukhi Hotma Partahanan Ahmad
rights: Copyright (c) 2025 Elisa Haddina, Annisa Dwi Amri, Abdi Trinitatis Sihombing, Aland Pelita Teoli Zebua, M. Bayu Samudra Batubara, Nukhi Hotma Partahanan Ahmad. https://creativecommons.org/licenses/by-sa/4.0
date: 2025-05-27
publication date: 2025-05-27
starting page: 97
ending page: 105
doi: 10.53905/ChildDev.v1i02.14

Impact of Game-Based Physical Education on Health Literacy and Physical Fitness in Primary School Children: A Scoping Review
type: item
description: Purpose of the study: This scoping review examined the impact of game-based physical education (PE) interventions on health literacy and physical fitness outcomes in primary school children (6-12 years). The objective was to synthesize existing literature, identify research gaps, and provide recommendations for evidence-based practice. Materials and methods: A comprehensive systematic literature review following PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews) guidelines was conducted. Electronic databases including MEDLINE (PubMed), ERIC, Web of Science, SPORTDiscus, Scopus, and EBSCO were searched from January 2015 to October 2024. Peer-reviewed studies in English examining game-based PE interventions with primary school populations were included. Data extraction captured study design, population characteristics, intervention components, and outcome measures related to health literacy, physical fitness, and psychological well-being. Results: The initial search yielded 706 articles; 37 studies met inclusion criteria. Game-based PE interventions demonstrated significant improvements in moderate-to-vigorous physical activity (MVPA: standardized mean difference [SMD] 0.15, 95% CI 0.01–0.29), physical fitness parameters (including VO₂max, body composition, and fundamental motor skills), and health literacy knowledge. Motivational engagement and adherence rates were notably higher in gamified interventions compared to traditional PE approaches. Achievement-based game elements with embedded feedback were the most effective intervention components. Conclusions: Game-based PE represents a promising pedagogical approach to simultaneously enhance physical fitness and health literacy in primary school children. The integration of game mechanics into PE curricula fosters intrinsic motivation, improves physical competence, and supports the development of health-related knowledge and behaviors. However, heterogeneity i…
subject: Review Articles
  topic: section
subject: Review Articles
  topic: category
subject: game-based learning
  topic: keywords
subject: physical education
  topic: keywords
subject: primary school
  topic: keywords
subject: health literacy
  topic: keywords
subject: physical fitness
  topic: keywords
subject: gamification
  topic: keywords
subject: physical activity
  topic: keywords
creator: Andes Martua Harahap
creator: Wahyu Febriansyah
rights: Copyright (c) 2025 Andes Martua Harahap, Wahyu Febriansyah. https://creativecommons.org/licenses/by-sa/4.0
date: 2025-05-27
publication date: 2025-05-27
starting page: 77
ending page: 89
doi: 10.53905/ChildDev.v1i02.12

Applying a Deep Learning Instructional Approach in Rhythmic Gymnastics Learning for Phase D Grade VIII Junior High School Students
type: item
description: Purpose of the Study: This study aims to determine the effectiveness of rhythmic gymnastics learning using a deep-learning approach among Phase D eighth-grade students at SMP Negeri 13 Medan. The deep-learning approach was applied to foster deeper conceptual understanding through movement analysis, reflective discussion, and gradual practice. Materials and Methods: The study employed a descriptive qualitative method. Data were collected through classroom observations, documentation of learning activities, and field notes, which were then analyzed through data reduction, data display, and conclusion drawing. Results: The findings indicate that the deep-learning approach effectively enhances students’ understanding of rhythm, tempo, and movement patterns. Psychomotor skills—including coordination, flexibility, and accuracy in following rhythms—showed noticeable improvement. Additionally, students demonstrated increased engagement, confidence, and motivation throughout the learning process. They were also able to independently analyze movement errors and collaborate in creating rhythmic gymnastics sequences. Conclusions: Rhythmic gymnastics learning based on a deep-learning approach provides a meaningful and effective learning experience for junior high school students. It strengthens conceptual comprehension, improves psychomotor proficiency, and cultivates active participation and reflective learning, thereby enhancing the overall quality of Physical Education instruction.
subject: Original Reserach
  topic: section
subject: Original Research Articles
  topic: category
subject: deep learning pedagogy
  topic: keywords
subject: rhythmic gymnastics
  topic: keywords
subject: motor skill development
  topic: keywords
subject: conceptual understanding
  topic: keywords
subject: physical education
  topic: keywords
subject: junior high school
  topic: keywords
creator: Perolihen Natalia Boangmanalu
creator: Samsuddin Siregar
creator: Ester Febriyanti Napitupulu
creator: Valentia Febriyani Manurung
creator: Falih Ariq Subakti
creator: Mardongan Togatorop
creator: Sarwoedi Wibowo
creator: Enzi Yoel Fransiskus Tarigan
creator: Muhammad Fadli Boang Manalu
rights: Copyright (c) 2026 Perolihen Natalia Boangmanalu, Samsuddin Siregar, Ester Febriyanti Napitupulu, Valentia Febriyani Manurung, Falih Ariq Subakti, Mardongan Togatorop, Sarwoedi Wibowo, Enzi Yoel Fransiskus Tarigan, Muhammad Fadli Boang Manalu (Author) https://creativecommons.org/licenses/by-sa/4.0
date: 2026-05-27
publication date: 2026-05-27
starting page: 66
ending page: 72
doi: 10.53905/ChildDev.v2i02.10

Deep Learning–Based Sprint Running Instruction for Phase E Junior High School Students
type: item
description: Purpose of the study: This study investigates the effectiveness of a deep learning–based instructional programme for sprint running among Phase E junior high school students (aged 13–15 years). The primary aim was to determine whether a structured, reflective, technology-enhanced instructional cycle significantly improves students’ sprint technique proficiency, biomechanical knowledge, motor coordination, and sport-related self-efficacy. Materials and methods: A quasi-experimental one-group pre-test/post-test design was employed with 32 Phase E students (17 male, 15 female; mean age = 13.9 ± 0.72 years) selected via purposive sampling at SMP Negeri 35 Medan, Indonesia. An eight-week deep learning programme (16 sessions × 80 min) integrating video analysis, biomechanical instruction, guided peer reflection, and iterative corrective feedback was implemented. Outcome measures included the Sprint Technique Assessment Rubric (STAR; ICC = 0.91), Biomechanical Knowledge Test (BKT; Cronbach’s α = 0.83), and the Physical Education Self-Efficacy Scale (PESES; α = 0.79). Wilcoxon signed-rank tests, paired-samples t-tests, and Cohen’s d effect sizes were applied (α = .05; Bonferroni corrected αadj = .008. Results: All outcome measures improved significantly (p < .001). The overall composite score increased from M = 49.5 (SD = 7.4) to M = 80.5 (SD = 6.8), a gain of 62.6%. Effect sizes ranged from d = 2.56 (stride rhythm stability) to d = 4.61 (biomechanical knowledge), all exceeding Cohen’s large-effect benchmark. Conclusions: The deep learning–based instructional model is an effective, scalable approach for sprint running instruction at the junior high school level, simultaneously enhancing technical proficiency, declarative biomechanical knowledge, motor coordination, and self-efficacy. Physical educators and curriculum developers are encouraged to integrate reflective, video-mediated instructional cycles into school athletics programmes.
subject: Original Reserach
  topic: section
subject: Original Research Articles
  topic: category
subject: deep learning approach
  topic: keywords
subject: sprint running instruction
  topic: keywords
subject: physical education
  topic: keywords
subject: motor skill development
  topic: keywords
subject: video-based learning
  topic: keywords
subject: junior high school
  topic: keywords
subject: self-efficacy
  topic: keywords
creator: Muhammad Azkar Saleh
creator: Samsuddin Siregar
creator: Badriatha Wafianto
creator: Santa Nunut Hutasoit
creator: Zubir Desem Syahputra
creator: Rudy Kharunia Harahap
creator: Bintang Nurilla Panjaitan
creator: Frekdi Alosius Manik
creator: Sri Dora Oktavia Sipayung
rights: Copyright (c) 2026 Muhammad Azkar Saleh, Samsuddin Siregar, Badriatha Wafianto, Santa Nunut Hutasoit, Zubir Desem Syahputra, Rudy Kharunia Harahap, Bintang Nurilla Panjaitan, Frekdi Alosius Manik, Sri Dora Oktavia Sipayung (Author) https://creativecommons.org/licenses/by-sa/4.0
date: 2026-01-27
publication date: 2026-01-27
starting page: 39
ending page: 45
doi: 10.53905/ChildDev.v2i01.07

Fundamental Locomotor Skill Proficiency in Phase a Primary Students: An Observational Study of Walking, Running, and Jumping
type: item
description: Purpose of the study: Fundamental locomotor skills—walking, running, and jumping—constitute the motor foundation upon which more complex physical competencies are developed during early childhood and primary school years. Adequate mastery of these skills is essential not only for physical performance but also for cognitive engagement, social participation, and lifelong physical activity habits. This study aimed to describe and assess the fundamental locomotor movement abilities of Phase A first-grade elementary school students, specifically examining walking, running, and jumping proficiency during Physical Education (PE) learning activities at SD Ibnu Halim, Medan, Indonesia. Materials and methods: A qualitative descriptive research design was employed. Twelve students (6 males, 6 females; mean age 6.5 ± 0.5 years) were purposively selected as participants. Data were collected across three structured observation sessions using a validated locomotor skill observation rubric, supplemented by semi-structured teacher interviews and document analysis. Data were analyzed through thematic analysis comprising data reduction, data display, and conclusion drawing. Lincoln and Guba’s trustworthiness criteria (credibility, transferability, dependability, and confirmability) were applied to ensure rigor. Results: Walking demonstrated the highest proficiency rate (75.0%), characterized by consistent rhythmic gait and adequate dynamic balance. Running showed moderate proficiency (58.3%), with over 40% of participants displaying postural compensation and inconsistent arm–leg coordination. Jumping exhibited the lowest proficiency (33.3%), with the majority of students unable to execute proper two-foot takeoff mechanics and controlled landing techniques. Thematic analysis revealed four overarching themes influencing locomotor development: movement experience, pedagogical strategy, individual variation, and feedback quality. Conclusions: Phase A first-grade students demonstrate locom…
subject: Original Reserach
  topic: section
subject: Original Research Articles
  topic: category
subject: fundamental locomotor skills
  topic: keywords
subject: walking
  topic: keywords
subject: running
  topic: keywords
subject: jumping
  topic: keywords
subject: phase a
  topic: keywords
subject: elementary school students
  topic: keywords
subject: physical education
  topic: keywords
subject: motor development
  topic: keywords
creator: Ika Oktarina br Kaban
creator: Samsudi Siregar
creator: Syalwa Octavia
creator: Diyah Salsabil Nasution
creator: Mutia Mutia
creator: Kuntum Tamba
creator: Arif Rahman Dalimunthe
creator: Wahyu Pebriansyah
creator: Ramelina Banjarnahor
rights: Copyright (c) 2026 Ika Oktarina Br Kaban, Samsudin Siregar, Syalwa Octavia , Diyah Salsabil Nasution, Mutia, Kuntum Tamba, Arif Rahman Dalimunthe, Wahyu Pebriansyah, Ramelina Banjarnahor (Author) https://creativecommons.org/licenses/by-sa/4.0
date: 2026-01-27
publication date: 2026-01-27
starting page: 32
ending page: 38
doi: 10.53905/ChildDev.v2i01.06

Bibliometric Mapping of Postoperative Wound Care Patient Education: Trends, Collaboration Networks, and Research Gaps (2019–2024)
type: item
description: Purpose of the study: Surgery is at risk of developing surgical wound infections (ILOs) that can prolong recovery and reduce the patient's quality of life. Wound care according to standards and education to patients and families are essential to prevent complications. The role of health workers as educators and optimal family support is key in accelerating postoperative healing. This study aims to analyze global and domestic literature bibliometrically to identify trends in publications, collaborations, research themes, and knowledge gaps, especially in Indonesia. Materials and methods: This research method uses a bibliometric approach by looking at data retrospectively. Data was collected from Scopus, PubMed, Garuda Portal, and Google Scholar (2019–2024), analyzed with VOSviewer and Biblioshiny. Results: The results of the 796 articles showed an increase in publications and strong collaboration between institutions in the US, China, and the UK. Four main clusters emerged: education and self-management, wound care technology, clinical outcomes and complication prevention, and the role of patient introduction. In Indonesia, research is still predominantly descriptive, with minimal technological exploration and a burden of parenting Conclusions: global research is moving towards technology and patient empowerment, while Indonesia lags behind in innovation and sustainability of interventions. The study recommends the development of culturally adaptive blended education models, evaluation of the cost-effectiveness of telemedicine, and measurement of long-term outcomes for patients and patient providers
subject: Original Reserach
  topic: section
subject: Original Research Articles
  topic: category
subject: bibliometrics
  topic: keywords
subject: patient education
  topic: keywords
subject: postoperative wound care
  topic: keywords
subject: patient introduction
  topic: keywords
subject: surgical outcomes
  topic: keywords
subject: vosviewer
  topic: keywords
creator: Wahyu Wijanarko
creator: Widya Hari Cahyati
creator: Dina Nur Anggraini Ningrum
rights: Copyright (c) 2026 Wahyu Wijanarko, Widya Hari Cahyati, Dina Nur Anggraini Ningrum (Author) https://creativecommons.org/licenses/by-sa/4.0
date: 2026-01-27
publication date: 2026-01-27
starting page: 27
ending page: 31
doi: 10.53905/ChildDev.v2i01.05

The Rise of Digital Health: A Bibliometric Review of Social Media and Online Platforms for STI Education in Adolescents
type: item
description: Purpose of the study: Sexually Transmitted Infections (STIs) continue to increase, especially among adolescents. Minimal sexual education and risky behaviors are the main factors in STIs. In the digital era, social media has the potential to be an effective means of STI education for adolescents. However, scientific studies related to this matter are still limited. This study aims to map the current research landscape regarding the use of social media and online platforms for STI education among adolescents. Materials and methods: This study uses a bibliometric approach. Literature searches were conducted in the Scopus database using keywords such as "social media", "online platforms", "IMS/IST education", "adolescents", and "health" for period 2014-2024. Results: An analysis of 428 documents that met the inclusion criteria showed a very rapid increase in publications related to this topic, with an annual growth rate of 78.5%. The results of the network visualization identified four main clusters, namely: (1) the effectiveness of digital health campaigns; (2) the role of social media platforms such as Instagram, TikTok, and YouTube in the dissemination of information; (3) factors that affect the behavior of receiving health information online; and (4) the development of mobile app-based health interventions (mHealth). Conclusions: Digital health for adolescent STI education is growing rapidly and multidimensional. The initial surge in publications reflects a response to the global crisis, followed by a deepening of approaches and topics. Bibliometric visualization emphasizes the importance of interdisciplinary and innovative approaches in dealing with adolescent health challenges in the digital age
subject: Original Reserach
  topic: section
subject: Original Research Articles
  topic: category
subject: bibliometrika
  topic: keywords
subject: social media
  topic: keywords
subject: online platform
  topic: keywords
subject: sti education
  topic: keywords
subject: adolescent health
  topic: keywords
subject: digital health
  topic: keywords
creator: Henky Yoga Prasetya
creator: Sri Ratna Rahayu
creator: Widya Hary Cahyati
rights: Copyright (c) 2025 Henky Yoga Prasetya, Sri Ratna Rahayu, Widya Hary Cahyati (Author) https://creativecommons.org/licenses/by-sa/4.0
date: 2026-01-27
publication date: 2026-01-27
starting page: 22
ending page: 26
doi: 10.53905/ChildDev.v2i01.04

The Effect of Traditional Folk Games During the Independence Day Celebration on the Development of Gross Motor Skills in Elementary School Children
type: item
description: Purpose of the study: This research investigated the effect of traditional Indonesian folk games practiced during Independence Day celebrations on the development of gross motor skills in elementary school children. Traditional games represent a culturally relevant and engaging approach to physical education that may enhance fundamental motor development in school-aged children. Materials and methods: A quasi-experimental pretest-posttest control group design was employed with 40 students (20 boys and 20 girls) aged 9–11 years from Sekolah Dasar Negeri 106809 Kolam, Indonesia. Participants were divided into experimental (n=20) and control (n=20) groups using purposive sampling. The experimental group participated in a four-week traditional folk games intervention (three 60-minute sessions per week) featuring balap karung (sack race), tarik tambang (tug of war), gobak sodor, and engklek. The control group continued regular physical education curriculum. Gross motor skills were assessed using the Test of Gross Motor Development–Third Edition (TGMD-3) at baseline and post-intervention. Data were analyzed using paired t-tests for within-group changes and independent t-tests for between-group comparisons (p < 0.05). Results: The experimental group demonstrated significant improvements in both locomotor skills (pre: 38.45±4.12 vs. post: 43.80±3.85, p < 0.001, d = 1.34) and object control skills (pre: 41.30±5.28 vs. post: 47.15±4.62, p < 0.001, d = 1.20), with a total TGMD-3 score increase from 79.75±8.84 to 90.95±7.89 (p < 0.001, d = 1.33). The control group showed minimal changes (p > 0.05). Between-group analysis revealed significant differences favoring the experimental group in locomotor skills (p < 0.001, d = 1.89), object control skills (p < 0.001, d = 1.62), and total scores (p < 0.001, d = 1.85). Conclusions: Traditional folk games conducted during Independence Day celebrations significantly enhanced gross motor skill development in elementary school children. The…
subject: Original Reserach
  topic: section
subject: Original Research Articles
  topic: category
subject: gross motor skills
  topic: keywords
subject: traditional folk games
  topic: keywords
subject: TGMD-3
  topic: keywords
subject: elementary school children
  topic: keywords
subject: physical education intervention
  topic: keywords
subject: cultural games
  topic: keywords
subject: motor development
  topic: keywords
creator: Agnes Monica Hutahaean
creator: Rifaldo P. Simbolon
creator: Dedi Torman Gea
creator: Nurfadillah Siregar
rights: Copyright (c) 2025 Agnes Monica Hutahaean, Rifaldo P. Simbolon, Dedi Torman Gea, Nurfadillah Siregar (Author) https://creativecommons.org/licenses/by-sa/4.0
date: 2025-09-27
publication date: 2025-09-27
starting page: 157
ending page: 166
doi: 10.53905/ChildDev.v1i03.120

The Influence of Work Discipline and Training on Teacher Performance at Public Elementary School 064983 Medan
type: item
description: Purpose of the study: The optimization of teacher performance constitutes a fundamental determinant in achieving educational excellence within primary educational institutions. Despite the acknowledged importance of work discipline and professional training, empirical evidence concerning their concurrent influence on teacher performance in Indonesian elementary schools remains insufficiently documented. This investigation endeavored to ascertain the magnitude and significance of the relationship between work discipline and training on teacher performance at SD Negeri 064983 Medan, examining both individual and combined effects. Materials and methods: A quantitative research paradigm employing census sampling methodology was implemented, encompassing the complete population of 30 civil servant teachers. Data acquisition was executed through validated questionnaires utilizing a five-point Likert scale. Multiple linear regression analysis was conducted using SPSS version 22.0, accompanied by comprehensive assumption testing including normality, multicollinearity, and heteroscedasticity assessments. Results: The analytical procedures yielded statistically significant relationships for both predictor variables. Work discipline demonstrated a substantial positive influence (β = 0.632, t = 6.118, p < 0.001), while training exhibited a moderate positive effect (β = 0.260, t = 2.611, p = 0.015). The combined model manifested robust explanatory power (F = 53.823, p < 0.001, R² = 0.785), accounting for 78.5% of the variance in teacher performance. Conclusions: The empirical evidence substantiates that both work discipline and training exert statistically significant positive influences on teacher performance, with work discipline demonstrating comparatively greater predictive strength. The findings underscore the imperative for educational administrators to systematically enhance disciplinary enforcement mechanisms and implement comprehensive professional development programs …
subject: Original Reserach
  topic: section
subject: Original Research Articles
  topic: category
subject: work discipline
  topic: keywords
subject: professional training
  topic: keywords
subject: teacher performance
  topic: keywords
subject: elementary education
  topic: keywords
subject: human resource management
  topic: keywords
creator: Delima Sarah Panjaitan
creator: Dwi Fany Fransiska Dewi Butar Butar
creator: Hafni Cholida Nasution
rights: Copyright (c) 2025 Delima Sarah Panjaitan, Dwi Fany Fransiska Dewi Butar Butar, Hafni Cholida Nasution (Author) https://creativecommons.org/licenses/by-sa/4.0
date: 2025-09-27
publication date: 2025-09-27
doi: 10.53905/ChildDev.v1i02.13

Influence of Teacher Perceptions and Self-Efficacy in Teaching Science in Kindergarten
type: item
description: Purpose of the study: Early childhood science education forms the foundation for students' scientific literacy and inquiry skills. Teacher perceptions and self-efficacy beliefs significantly influence the quality and frequency of science instruction in kindergarten settings. Understanding these factors is crucial for improving early science education outcomes. This study aimed to examine the relationship between kindergarten teachers' perceptions of science teaching and their self-efficacy beliefs, and to determine how these factors influence science instruction practices in Indonesian kindergarten settings. Materials and methods: A quantitative cross-sectional study was conducted with 135 kindergarten teachers from 27 kindergarten institutions in Pekanbaru City, Indonesia. Data were collected using validated questionnaires measuring teacher perceptions of science teaching importance, self-efficacy beliefs, and science teaching practices. Statistical analyses were performed using SPSS version 29.0. Results: Results revealed a significant positive correlation (r = 0.742, p < 0.001) between teacher self-efficacy and frequency of science instruction. Teachers with higher self-efficacy scores (M = 4.23, SD = 0.58) demonstrated more positive perceptions toward science teaching compared to those with lower self-efficacy (M = 3.45, SD = 0.72). Multiple regression analysis indicated that self-efficacy beliefs explained 55.1% of the variance in science teaching practices. Conclusions: Teacher self-efficacy emerged as the strongest predictor of effective science instruction in kindergarten settings. Professional development programs focusing on enhancing teacher confidence and competence in science education are essential for improving early childhood science learning outcomes.
subject: Original Reserach
  topic: section
subject: Original Research Articles
  topic: category
subject: early childhood education
  topic: keywords
subject: science education
  topic: keywords
subject: teacher self-efficacy
  topic: keywords
subject: teacher perceptions
  topic: keywords
subject: kindergarten
  topic: keywords
subject: professional development
  topic: keywords
creator: Syamsuyurnita Syamsuyurnita
creator: Tina Vickery
creator: Herli Pardilla
creator: Mellissa Frazer
rights: Copyright (c) 2025 Syamsuyurnita, Tina Vickery, Herli Pardilla, Mellissa Frazer (Author) https://creativecommons.org/licenses/by-sa/4.0
date: 2025-05-27
publication date: 2025-05-27
starting page: 66
ending page: 76
doi: 10.53905/ChildDev.v1i02.11

Motivation Analysis of Students of IT Unggul Ad Durrah in Participating in Elementary School Swimming Lessons
type: item
description: Purpose of the study: This study aimed to analyze the motivational factors influencing elementary school students' participation in swimming lessons at IT Unggul Ad Durrah Medan, Indonesia, and to identify key predictors of student engagement in aquatic activities. Materials and methods: A cross-sectional quantitative study was conducted with 156 elementary students (ages 7-12) from IT Unggul Ad Durrah. Data collection utilized the Sport Motivation Scale-28 (SMS-28) adapted for swimming contexts, demographic questionnaires, and participation records. Statistical analyses were performed using SPSS v27, including descriptive statistics, correlation analysis, and multiple regression. Results: Results revealed that intrinsic motivation (M = 4.23, SD = 0.87) was the strongest predictor of swimming participation, followed by identified regulation (M = 3.89, SD = 0.92). Significant gender differences were observed (p < 0.05), with female students showing higher levels of intrinsic motivation. Age was negatively correlated with external regulation (r = -0.34, p < 0.01). Conclusions: Intrinsic motivation significantly influences elementary students' participation in swimming lessons. Educational interventions should focus on fostering autonomous motivation while considering gender and age-related differences in motivational profiles.
subject: Original Reserach
  topic: section
subject: Original Research Articles
  topic: category
subject: motivation
  topic: keywords
subject: elementary education
  topic: keywords
subject: swimming instruction
  topic: keywords
subject: physical education
  topic: keywords
subject: self-determination theory
  topic: keywords
subject: aquatic sports
  topic: keywords
creator: Dewi Maya Sary
creator: Rizky Purnama Sirait
creator: Arti Kurniaty Bangun
creator: Tama Anugrah
creator: Syifa Ainun Angga
creator: Radja Sihombing Esrauli Lumbantobing
creator: Fadya Afarin
rights: Copyright (c) 2025 Dewi Maya Sary, Rizky Purnama Sirait, Arti Kurniaty Bangun, Tama Anugrah, Syifa Ainun Angga, Radja Sihombing Esrauli Lumbantobing, Fadya Afarin (Author) https://creativecommons.org/licenses/by-sa/4.0
date: 2025-05-27
publication date: 2025-05-27
starting page: 56
ending page: 65
doi: 10.53905/ChildDev.v1i02.10

Correlation Between Nutritional Status, Balance, and Triple Jump Learning Outcomes Among Senior High School Students at Budi Agung Medan
type: item
description: Purpose of the study: This study aimed to investigate the correlation between nutritional status, balance ability, and learning outcomes in triple jump performance among senior high school students at Budi Agung Medan, Indonesia. Materials and methods: A cross-sectional study was conducted with 120 students (60 males, 60 females) aged 16-18 years. Nutritional status was assessed using Body Mass Index (BMI) and body composition analysis. Balance was evaluated using the Stork Balance Stand Test and Y-Balance Test. Triple jump performance was measured through standardized technique assessment and distance achievement. Data were analyzed using Pearson correlation and multiple regression analysis with SPSS v27. Results: Significant positive correlations were found between nutritional status and triple jump performance (r = 0.624, p < 0.001), balance ability and triple jump performance (r = 0.712, p < 0.001), and nutritional status and balance ability (r = 0.543, p < 0.001). Multiple regression analysis revealed that balance ability (β = 0.465, p < 0.001) and nutritional status (β = 0.287, p < 0.01) jointly explained 58.7% of the variance in triple jump learning outcomes. Conclusions: Nutritional status and balance ability are significant predictors of triple jump learning outcomes in adolescents. Physical education programs should incorporate nutritional education and balance training to optimize athletic performance development.
subject: Original Reserach
  topic: section
subject: Original Research Articles
  topic: category
subject: nutritional status
  topic: keywords
subject: postural balance
  topic: keywords
subject: triple jump
  topic: keywords
subject: physical education
  topic: keywords
subject: adolescents
  topic: keywords
subject: motor learning
  topic: keywords
creator: Devi Hot Ida Ulina Br Siringo Ringo
creator: Romanus Waruwu
creator: Guswaldi Harapan Waruwu
creator: Pius Populer Putra Daeli
creator: Primayadi Perwira Siregar
rights: Copyright (c) 2025 Devi Hot Ida Ulina Br Siringo Ringo, Romanus Waruwu, Guswaldi Harapan Waruwu, Pius Populer Putra Daeli, Primayadi Perwira Siregar (Author) https://creativecommons.org/licenses/by-sa/4.0
date: 2025-05-27
publication date: 2025-05-27
starting page: 49
ending page: 55
doi: 10.53905/ChildDev.v1i02.9

Stimulating Gross Motor Skills In Deaf-Mute Children In A Special Needs Elementary School Via Games
type: item
description: Purpose of the study: This research aimed to evaluate the effectiveness of structured game-based interventions in improving gross motor skills among deaf-mute children in a special needs elementary school setting. Materials and methods: A quasi-experimental study was conducted with 36 students (ages 7-12 years) from a special needs elementary school in Binjai city, North Sumatra. Participants were randomly divided into experimental (n=18) and control (n=18) groups. The experimental group received 12 weeks of structured game-based motor skill interventions (3 sessions/week, 45 minutes/session), while the control group continued regular physical education. Gross motor skills were assessed using the Test of Gross Motor Development-3 (TGMD-3) pre- and post-intervention. Results: Statistical analysis using SPSS v27 revealed significant improvements in the experimental group's gross motor skills. The experimental group showed significant increases in locomotor skills (pre: M=42.3, SD=6.8; post: M=58.7, SD=5.2; p<0.001) and ball skills (pre: M=38.9, SD=7.1; post: M=52.4, SD=6.3; p<0.001) compared to the control group. Conclusions: Game-based interventions significantly enhanced gross motor skills in deaf-mute children. These findings support the implementation of structured play-based programs in special needs education settings.
subject: Original Reserach
  topic: section
subject: Original Research Articles
  topic: category
subject: deaf-mute children
  topic: keywords
subject: gross motor skills
  topic: keywords
subject: game-based intervention
  topic: keywords
subject: special needs education
  topic: keywords
subject: motor development
  topic: keywords
creator: Khairani Khairani
creator: Lazuardi Van Ungerer
creator: Boby Helmi
rights: Copyright (c) 2025 Khairani, Lazuardi Van Ungerer, Boby Helmi (Author) https://creativecommons.org/licenses/by-sa/4.0
date: 2025-05-27
publication date: 2025-05-27
starting page: 42
ending page: 48
doi: 10.53905/ChildDev.v1i02.8

Adolescent Identity Formation Under Terminal Illness: A Psychosocial Education Approach
type: item
description: Purpose of the study: The primary purpose of this research is to investigate the struggle of forming adolescent identity through terminal illness as depicted in the film Clouds (2020), directed by Justin Baldoni. The study analyzes the real-life story of Zach Sobiech, who was diagnosed with osteosarcoma, through the lens of Erikson's psychosocial theory, specifically focusing on the stage of identity versus role confusion. Materials and methods: This study employs a qualitative descriptive approach using content analysis methodology. Primary data was collected from the film Clouds (2020) through systematic viewing and dialogue analysis. Secondary data included scholarly articles, theses, and relevant literature discussing the film and psychosocial development theory. Data analysis focused on identifying elements related to Erikson's identity versus role confusion stage, examining how Zach's limited life expectancy influenced his identity formation process. Results: The analysis reveals that terminal illness significantly accelerates the adolescent identity formation process. Despite facing osteosarcoma, Zach Sobiech demonstrated remarkable resilience in pursuing his dreams of becoming a singer, maintaining relationships, and creating meaningful experiences. The study identifies three key themes: the intensification of identity exploration under time constraints, the role of creative expression in identity formation, and the impact of terminal illness on developmental priorities and life meaning. Conclusions: Terminal illness does not necessarily impede adolescent identity formation but rather transforms and accelerates the process. The research demonstrates that when faced with mortality, adolescents may develop a more focused and purposeful approach to identity development, prioritizing authentic self-expression and meaningful relationships. This study contributes to understanding how extreme life circumstances can influence psychosocial development and provides in…
subject: Original Reserach
  topic: section
subject: Original Research Articles
  topic: category
subject: adolescent identity formation
  topic: keywords
subject: terminal illness
  topic: keywords
subject: psychosocial development
  topic: keywords
subject: Erikson's theory
  topic: keywords
subject: osteosarcoma
  topic: keywords
subject: identity versus role confusion
  topic: keywords
subject: film studies
  topic: keywords
creator: Hasna Lathifah
creator: Yeny Prastiwi
rights: Copyright (c) 2025 Hasna Lathifah, Yeny Prastiwi (Author) https://creativecommons.org/licenses/by-sa/4.0
date: 2025-05-27
publication date: 2025-05-27
starting page: 35
ending page: 41
doi: 10.53905/ChildDev.v1i02.7

Teacher and Student Engagement on Social Media: Its Impact on Learning and Students' Social Life: A Literature Review
type: item
description: Purpose of the study: This systematic literature review examines the multifaceted relationship between teacher-student social media engagement and its dual impact on academic learning outcomes and students' social development. The study aims to synthesize existing research to identify patterns, contradictions, and gaps in understanding how educational social media interactions influence both pedagogical effectiveness and students' social well-being. Materials and methods: A comprehensive systematic review methodology was employed, analyzing 87 peer-reviewed studies published between 2010 and 2024. Studies were identified through structured database searches in Web of Science, ERIC, Scopus, PsycINFO, and Education Source using predetermined inclusion criteria. Data extraction focused on social media platforms used, interaction patterns, pedagogical approaches, learning outcomes, social-emotional effects, and ethical considerations. Results: The analysis revealed four major themes: (1) platform-specific pedagogical effectiveness with higher engagement rates on interactive multimedia platforms; (2) correlation between structured social media integration and improved learning outcomes; (3) bidirectional influence between academic social media use and students' broader digital social lives; and (4) significant disparities in digital literacy and access affecting engagement patterns. The findings indicate that teacher-moderated social media interactions with clear educational objectives show positive learning outcomes, while unstructured engagement demonstrates inconsistent results. Conclusions: Teacher-student social media engagement presents substantial opportunities for enhanced learning when implemented with intentional pedagogical frameworks, proper boundaries, and digital literacy support. However, careful attention to ethical considerations, privacy concerns, and potential negative impacts on students' social development is essential. Educational institutions would…
subject: Original Reserach
  topic: section
subject: educational technology
  topic: keywords
subject: social media pedagogy
  topic: keywords
subject: digital learning environments
  topic: keywords
subject: teacher-student online interaction
  topic: keywords
subject: digital citizenship
  topic: keywords
subject: educational social networks
  topic: keywords
subject: online learning communities
  topic: keywords
creator: Surya Adi Saputra
rights: Copyright (c) 2025 Surya Adi Saputra (Author) https://creativecommons.org/licenses/by-sa/4.0
date: 2025-01-27
publication date: 2025-01-27
starting page: 28
ending page: 34
doi: 10.53905/ChildDev.v1i01.6