Journal of Foundational Learning and Child Development
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, support evidence-based policy and practice, and foster equitable learning opportunities for young children across diverse cultural and institutional settings. Journal title Journal of Foundational Learning and Child Development Cover Subject 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. Abbreviation J. Found. Learn. Child Dev Publisher INSPIRETECH GLOBAL INSIGHT Language English Frequency 3 issues per year: January 27 | May 27 | September 27 DOI Prefix 10.53905/ChildDev by Crossref Online ISSN 3090-8183 Chief Editor Assoc. Prof. Ahmad Yani, Ed. D. Citation Analysis Google Scholar | Dimension | OpenAlex | Scilit MDPI Indexing CROSSREF | GARUDA | Google Scholar More indexing.. Journal aims to promote scholarly discourse and empirical research on topics including but not limited to early literacy and numeracy, child psychology, pedagogical innovation, inclusive education, curriculum development, teacher education, socio-emotional learning, and policy issues related to early years and primary education.
Artificial Intelligence in Early Childhood Education: A Systematic Literature Review of Pedagogical Impacts and Ethical Challenges
Purpose of the study: This systematic literature review investigates the pedagogical impacts and ethical challenges associated with the integration of Artificial Intelligence (AI) technologies in Early Childhood Education (ECE) settings globally. The study aims to synthesize empirical evidence on AI-mediated learning outcomes, teacher-AI interaction dynamics, and the ethical dimensions of deploying intelligent systems with young children aged 0–8 years. Materials and methods: Following PRISMA 2020 guidelines, a comprehensive electronic search was conducted across seven major academic databases — Scopus, Web of Science, ERIC, PsycINFO, IEEE Xplore, ACM Digital Library, and Google Scholar — covering publications from January 2015 to December 2024. After rigorous screening against predefined inclusion/exclusion criteria, 63 peer-reviewed studies were retained for full analysis. Data were extracted using a standardized protocol and synthesized through thematic analysis combined with narrative synthesis. Results: The review identified five principal thematic clusters: (1) AI-enhanced personalized learning and adaptive instruction (n=18); (2) social-emotional development mediated by AI companions and robots (n=14); (3) language and literacy acquisition supported by conversational AI (n=13); (4) teacher professional development and pedagogical transformation (n=10); and (5) ethical, privacy, and algorithmic bias concerns (n=8). Findings indicate statistically significant improvements in phonological awareness, early numeracy, and engagement metrics across diverse cultural contexts. Concurrently, substantive concerns regarding data privacy, digital equity, and the risk of replacing human pedagogical relationships emerged consistently. Conclusions: AI technologies hold transformative potential for ECE when deployed under rigorous ethical frameworks that prioritize child welfare, developmental appropriateness, and equitable access. However, current evidence underscores significant research gaps regarding longitudinal outcomes, cultural transferability, and robust governance frameworks. Policy-makers, educators, and technology designers are urged to adopt co-design principles that centre the developmental rights of young children.
Copyright (c) 2026 Krysten Rocha, Dean Dudley, Latisha Seymour (Author) https://creativecommons.org/licenses/by-sa/4.0
Digital Transformation in Physics Education: A Systematic Review of Technology-Enhanced Learning Environments
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.
Copyright (c) 2026 Yesi Yusmita, Lailatul Syifa Tanjung, Raffly Henjilito (Author) https://creativecommons.org/licenses/by-sa/4.0
The Role of Dance Education in Strengthening Pancasila Values: Evidence from Indonesian Educational Literature
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.
Copyright (c) 2026 Sama Etika Berutu, Helena Petronella Sirait , Annisa Kirani Putri, Habibi , Sri Yunita (Author) https://creativecommons.org/licenses/by-sa/4.0
Motor Competence as a Predictor of Breaststroke Swimming Learning Outcomes in Physical Education Programs
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 swimming learning outcomes in higher education physical education settings. Coordination and balance represent the primary motor competence domains influencing swimming skill acquisition. These findings underscore the pedagogical value of integrating systematic motor competence screening and targeted preparatory motor skill interventions prior to formal swimming instruction to optimize learning trajectories.
Copyright (c) 2026 https://creativecommons.org/licenses/by-sa/4.0
The Impact of Outdoor Play on Motor Skill Development in Early Childhood: A Systematic Literature Review
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 = .012). Conclusions: This systematic review provides robust evidence that outdoor play significantly enhances motor skill development in early childhood. Structured outdoor interventions yielded larger effect sizes for specific motor competencies, while unstructured nature-based play contributed to motor creativity and exploratory movement behaviors. Policy implications support the integration of daily outdoor play opportunities in early childhood education settings and the development of accessible, well-designed outdoor play spaces. Future research should employ standardized motor assessment protocols and examine longitudinal trajectories of motor development in relation to outdoor play patterns.
Copyright (c) 2025 Pras Dio Nanda, Putra Setia Ndraha, Sabarta Ginting https://creativecommons.org/licenses/by-sa/4.0
Innovation in Micro-Learning Content for Physical Education Teacher Training: Integrating Motion Capture Technology to Revolutionize IT-Based Instruction
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 and practical skill execution, highlighting its potential as an innovative and scalable model for IT-based physical education teacher training.
Copyright (c) 2026 Surya Adi Saputra, Anton Komaini, Delphia Sheffield https://creativecommons.org/licenses/by-sa/4.0
Pedagogical Strategies for Teaching Rhythmic Gymnastics in Primary Education: A Systematic Review
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
Copyright (c) 2025 Gita Nurgaya Br Tarigan, Ramadan https://creativecommons.org/licenses/by-sa/4.0
Influence of on Motor Skill Acquisition in Early Childhood
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.
Copyright (c) 2025 Benjamin Sembiring, Aris Simaremare, Anugrah Panca Dinata, Franroso Pininggit Simatupang, Boisandi Buulolo, Melisah https://creativecommons.org/licenses/by-sa/4.0
Audiovisual-Based Learning for the Shoulder Stand Movement in Floor Gymnastics: An Implementation Study
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 learning aid to enhance students’ understanding of movement techniques and their skills in performing the shoulder stand in floor gymnastics.
Copyright (c) 2026 Rio Wardhani, Zainal Arifin, Ade Rahmat https://creativecommons.org/licenses/by-sa/4.0
Analysis of Factors Influencing the Success of Forward and Backward Rolls in Elementary School Students in Kayong Utara Regency
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.
Copyright (c) 2025 Dody Arifahmi H., Zusyah Porja D., Suriani Sari. https://creativecommons.org/licenses/by-sa/4.0
Associations Between Daily Physical Activity and Motor Skill Competence Among Preschool Children
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 PA experiences to facilitate optimal motor competence development during this critical developmental period.
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
The Effect of Participation in 17th August Competitions on Students' Physical Fitness: A Cross-Sectional Study
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. These culturally embedded competitive events show promise as practical vehicles for promoting youth physical activity and fitness while fostering national cultural values. Future longitudinal studies should examine long-term fitness trajectories and identify mechanisms sustaining physical activity post-event.
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
Impact of Game-Based Physical Education on Health Literacy and Physical Fitness in Primary School Children: A Scoping Review
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 in intervention design, outcome measurement, and population characteristics necessitates further high-quality randomized controlled trials to establish definitively the optimal implementation strategies for sustainable health promotion in school settings.
Copyright (c) 2025 Andes Martua Harahap, Wahyu Febriansyah. https://creativecommons.org/licenses/by-sa/4.0
Applying a Deep Learning Instructional Approach in Rhythmic Gymnastics Learning for Phase D Grade VIII Junior High School Students
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.
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
Deep Learning–Based Sprint Running Instruction for Phase E Junior High School Students
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.
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
Fundamental Locomotor Skill Proficiency in Phase a Primary Students: An Observational Study of Walking, Running, and Jumping
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 locomotor abilities consistent with normative developmental expectations; however, significant refinement is required, particularly in jumping skills. Physical Education instruction should adopt game-based, exploratory, and differentiated approaches to optimize locomotor competency development. Teachers must provide structured guidance, timely corrective feedback, and sufficient practice opportunities aligned with each child’s developmental stage.
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
Bibliometric Mapping of Postoperative Wound Care Patient Education: Trends, Collaboration Networks, and Research Gaps (2019–2024)
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
Copyright (c) 2026 Wahyu Wijanarko, Widya Hari Cahyati, Dina Nur Anggraini Ningrum (Author) https://creativecommons.org/licenses/by-sa/4.0
The Rise of Digital Health: A Bibliometric Review of Social Media and Online Platforms for STI Education in Adolescents
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
Copyright (c) 2025 Henky Yoga Prasetya, Sri Ratna Rahayu, Widya Hary Cahyati (Author) https://creativecommons.org/licenses/by-sa/4.0
The Effect of Traditional Folk Games During the Independence Day Celebration on the Development of Gross Motor Skills in Elementary School Children
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. These culturally relevant activities provide an effective, engaging, and contextually appropriate intervention for promoting fundamental motor skills. Physical educators and school administrators should consider incorporating traditional games into physical education curricula as an evidence-based strategy for motor development.
Copyright (c) 2025 Agnes Monica Hutahaean, Rifaldo P. Simbolon, Dedi Torman Gea, Nurfadillah Siregar (Author) https://creativecommons.org/licenses/by-sa/4.0
The Influence of Work Discipline and Training on Teacher Performance at Public Elementary School 064983 Medan
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 to optimize pedagogical effectiveness.
Copyright (c) 2025 Delima Sarah Panjaitan, Dwi Fany Fransiska Dewi Butar Butar, Hafni Cholida Nasution (Author) https://creativecommons.org/licenses/by-sa/4.0
Influence of Teacher Perceptions and Self-Efficacy in Teaching Science in Kindergarten
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.
Copyright (c) 2025 Syamsuyurnita, Tina Vickery, Herli Pardilla, Mellissa Frazer (Author) https://creativecommons.org/licenses/by-sa/4.0
Motivation Analysis of Students of IT Unggul Ad Durrah in Participating in Elementary School Swimming Lessons
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.
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
Correlation Between Nutritional Status, Balance, and Triple Jump Learning Outcomes Among Senior High School Students at Budi Agung Medan
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.
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
Stimulating Gross Motor Skills In Deaf-Mute Children In A Special Needs Elementary School Via Games
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.
Copyright (c) 2025 Khairani, Lazuardi Van Ungerer, Boby Helmi (Author) https://creativecommons.org/licenses/by-sa/4.0
Adolescent Identity Formation Under Terminal Illness: A Psychosocial Education Approach
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 insights for educators and healthcare professionals working with terminally ill adolescents.
Copyright (c) 2025 Hasna Lathifah, Yeny Prastiwi (Author) https://creativecommons.org/licenses/by-sa/4.0
Teacher and Student Engagement on Social Media: Its Impact on Learning and Students' Social Life: A Literature Review
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 benefit from developing comprehensive social media policies that balance academic innovation with student well-being.
Copyright (c) 2025 Surya Adi Saputra (Author) https://creativecommons.org/licenses/by-sa/4.0
Parental Contributions to Character Development in Primary Education
Purpose of the study: This study aims to investigate the role of parents in supporting character education for primary school children in Bangkinang, Indonesia, and to identify effective strategies for parental involvement in character development. Materials and methods: A quantitative research design was employed, involving 186 parents of primary school children (grades 1-6) from five elementary schools in Bangkinang. Data were collected using a structured questionnaire measuring six dimensions of parental involvement in character education. Statistical analysis was conducted using IBM SPSS Statistics version 30. Results: The findings revealed that 78.5% of parents actively participated in their children's character education through various strategies. The most effective approaches included role modeling (M=4.32, SD=0.76), providing guidance (M=4.17, SD=0.84), and establishing consistent routines (M=3.98, SD=0.92). Significant differences were found between parental education levels and the implementation of character education strategies (p<0.05). Conclusions: The study concludes that parental involvement significantly contributes to character development in primary school children. Collaboration between parents and schools is essential for establishing effective character education. Parents who model positive behaviors, provide consistent guidance, and establish routines demonstrate the most effective approaches to character education
Copyright (c) 2025 Ahmad Fajri (Author) https://creativecommons.org/licenses/by-sa/4.0
The Association Between Parenting Styles and Emotional Intelligence in Early Childhood
Purpose of the study: This study aimed to examine the relationship between different parenting styles (authoritative, authoritarian, and permissive) and the development of emotional intelligence in early childhood. Materials and methods: The study involved 27 male junior high school students from Medan city, Indonesia. A quantitative non-experimental design with a correlational approach was employed. Participants completed the Parenting Practices Questionnaire (PPQ) to assess parenting styles and the Sullivan Emotional Intelligence Scale for Children (EISC) to measure emotional intelligence. Statistical analysis was performed using SPSS version 25. Results: Findings revealed that authoritative parenting style had a significant positive correlation with emotional intelligence (r = 0.512, p < 0.001). Conversely, authoritarian parenting demonstrated a significant negative correlation with emotional intelligence (r = -0.347, p < 0.05), while permissive parenting showed a weak negative correlation (r = -0.215, p < 0.05). Conclusions: Parenting styles significantly influence the development of emotional intelligence in early childhood. Authoritative parenting, characterized by high responsiveness and reasonable demands, appears to foster higher levels of emotional intelligence compared to authoritarian and permissive styles
Copyright (c) 2025 Sharie Trejo, Isratul Jannah (Author) https://creativecommons.org/licenses/by-sa/4.0
Learning Outcomes Associated with the Execution of Short Service in Badminton Among Junior High School Students: The Proficiency of Eye-Hand Coordination in Motor Activities
Purpose of the study: This research aimed to investigate the relationship between eye-hand coordination and the learning outcomes associated with badminton short service execution among junior high school students, and to determine the extent to which eye-hand coordination influences skill acquisition in this fundamental badminton technique. Materials and methods: The study employed a quantitative non-experimental approach involving 27 male junior high school students aged 13-15 years from Medan City, Indonesia. Data collection utilized pre-test and post-test measurements of eye-hand coordination through a standardized ball throwing and catching test and short service proficiency using an adapted French Short Service Test. Students participated in an eight-week training program focused on developing eye-hand coordination and short service technique. Data were analyzed using SPSS version 26, employing descriptive statistics, Pearson correlation, and regression analysis. Results: Findings revealed a significant positive correlation between eye-hand coordination scores and short service proficiency (r = 0.783, p < 0.001). Regression analysis indicated that eye-hand coordination accounted for approximately 61.3% of the variance in short service performance. Students with higher initial eye-hand coordination demonstrated greater learning improvements following the training intervention (19.1 ± 5.2 points) compared to students with lower coordination (13.7 ± 4.5 points). Conclusions: Eye-hand coordination significantly influences badminton short service learning outcomes among junior high school students. The development of eye-hand coordination enhances students' ability to perform precise short services, suggesting that physical education curricula should incorporate specific coordination training to optimize badminton skill acquisition.
Copyright (c) 2025 Akbar Alvian Sitorus, Aris Simaremare, Arjuna, Boisandi Buulolo, Brema Pehulisa Pandia, Alan Alfiansyah Putra Karo Karo, Muhammad Ikram Salim, Charisma Maranatha Sitanggang, Lasdo Pangihutan Sihombing, Yupiter Prakasa Laia (Author) https://creativecommons.org/licenses/by-sa/4.0
Analysis of the Impact of Inclusive Education on the Social Development of Students with Special Needs in Primary Schools
Purpose of the study: This study aimed to investigate the impact of inclusive education on the social development of students with special needs in primary schools, specifically examining peer interactions, social skills development, and overall social integration. Materials and methods: A quantitative design with a non-experimental approach was employed at Sekolah Luar Biasa Negeri Bangkinang Kota, Riau, Indonesia. Data collection involved Likert-scale questionnaires measuring social development indicators, structured observations of classroom interactions, and interviews with teachers and parents. Statistical analysis was conducted using SPSS. Results: Findings revealed that inclusive education significantly enhanced social development among students with special needs, particularly in areas of peer acceptance, cooperation skills, and self-confidence. Students in inclusive settings demonstrated improved ability to follow social cues, cooperate with peers, and engage in group activities compared to those in segregated learning environments. Conclusions: Inclusive education provides substantial benefits for the social development of students with special needs, creating opportunities for meaningful social interactions and character development. The inclusive approach, when properly implemented with adequate support systems, helps students overcome social and emotional barriers while fostering positive social integration.
Copyright (c) 2025 Enjel Kirana, Febridho Zam, Raffly Henjilito (Author) https://creativecommons.org/licenses/by-sa/4.0