Atfaluna Journal of Islamic Early Childhood Education

Assessing Divergent and Convergent Creativity in Early Childhood Drawings: A Multi-Task Deep Learning Approach

2026-01-01T01:06:32+08:00

This study aims to develop and evaluate a deep learning model for the comprehensive assessment of divergent and convergent creativity dimensions. The dataset comprised 102 digital drawings obtained from Indonesian children aged 4 to 6 years using the Test for Creative Thinking - Drawing Production (TCT-DP). This study employed a quantitative model development approach, where ground-truth labels were derived from the 14 TCT-DP scoring criteria aggregated into divergent and convergent scores through label engineering. Using a Multi-Task Convolutional Neural Network (MT-CNN) based on MobileNetV2 architecture, the study analyzed extracted visual features to predict expert-rated scores. The results revealed a strong positive correlation (r = +0.51) between divergent and convergent thinking scores, challenging the traditional view of these processes as antagonistic and supporting an integrated model of creative cognition. From a technical perspective, the model demonstrated satisfactory predictive capability as a proof-of-concept, achieving a lower error rate for convergent scores (RMSE = 1.52) compared to divergent scores (RMSE = 1.97). It indicates that while structured convergent features are more machine-learnable, the abstract nature of divergent thinking remains a complex challenge. In conclusion, this study validates the feasibility of automated creativity assessment while offering empirical evidence for the interplay between generative and evaluative thinking in early childhood.

Seeing to Choose: Understanding Parental Visual Preferences in Selecting Early Childhood Equipment

2026-01-01T01:03:51+08:00

This study aims to identify parents’ color preferences, sources of visual inspiration, and the roles of family members in decision-making when selecting products for early childhood. Using a quantitative descriptive approach, data were collected through an online survey involving 185 parents. The instrument included a color preference scale, Likert-based attitude statements, and comparative visual image selections. Descriptive statistical analysis was employed to interpret the data. The findings indicate that bright colors remain dominant for products such as toys and clothing, reflecting associations with playfulness and stimulation. In contrast, neutral tones, such as beige and earth colors, are more frequently preferred for educational products and room settings, as they are perceived to promote calmness and visual comfort for children. Direct visual encounters with products and exposure to social media content emerge as the primary sources of visual inspiration. At the same time, mothers are identified as the main decision-makers regarding children’s product selection within the family. These results suggest that parents’ visual choices are shaped not only by functional considerations but also by lifestyle aspirations and aesthetic values believed to support children’s development. Within this context, color functions as a symbolic representation of family identity and parental expectations for children’s everyday environments. This study recommends that designers, manufacturers, and early childhood education practitioners give greater consideration to visual aspects in product development and calls for further research on the developmental implications of visual design in early childhood settings.

STEAM-Based Augmented Reality Media: Enhancing Gender-Responsive Pedagogy in Indonesian Early Childhood Education

2026-01-01T01:05:13+08:00

This study aims to develop and evaluate STEAM-based Augmented Reality (AR) learning media to enhance teachers’ competence in implementing gender-responsive pedagogy in early childhood education. Employing the ADDIE research and development model, the study involved 31 early childhood teachers in Walantaka District. The feasibility of the developed media was assessed by content experts, media experts, and practitioners, while its effectiveness was evaluated through pre- and post-test measures. The findings indicate that the AR-based learning media demonstrated very high feasibility, with an average validation score of 88% (ranging from 86% to 90%). The effectiveness analysis yielded an N-Gain score of 0.67, indicating a substantial improvement in teachers’ competence in applying gender-responsive pedagogical practices. The developed media presents professional roles in a balanced and non-stereotypical manner and integrates STEAM principles to foster critical thinking, creativity, and problem-solving skills. The study concludes that STEAM-based AR learning media are effective in supporting the implementation of gender-responsive pedagogy in early childhood education. By embedding gender equality principles into immersive digital learning experiences, this research contributes to inclusive instructional design and provides educators with practical tools. Future studies are recommended to involve larger and more diverse samples, examine long-term impacts on classroom practices, and explore the integration of AR-based gender-responsive media across different educational contexts and learning domains.

How Do Early Childhood Teachers Design Lesson Plans? A Professional Competency Analysis

2026-01-01T01:09:16+08:00

This study aims to analyze early childhood education (ECE) teachers’ professional competencies in designing lesson plans. A quantitative descriptive approach was employed using a survey method. The participants consisted of 100 ECE teachers from DKI Jakarta and Banten Provinces, selected through purposive sampling. Data were collected using closed-ended questionnaires to measure teachers’ professional competence and open-ended questionnaires to examine the lesson plans prepared by the teachers. The data were analyzed using descriptive statistical techniques. The results indicate that 98% of the ECE teachers were female, with 49% holding a high school qualification and 43% holding a bachelor’s degree. Teachers aged over 50 years demonstrated higher levels of professional competence compared to younger teachers. In terms of educational background, teachers with diploma-level qualifications exhibited higher professional competence than those holding bachelor’s degrees. Teachers with 4–6 years of teaching experience achieved the highest professional competence scores. However, analysis of the lesson plans revealed that most teachers relied heavily on student worksheets, resulting in limited variation and low creativity in learning activities. This study concludes that although ECE teachers demonstrate relatively high levels of professional competence, these competencies are not fully reflected in the quality of their lesson plan design. The findings highlight the need for continuous professional development programs that emphasize creative and innovative lesson planning practices. This study reveals a mismatch between teachers’ measured professional competence and their practical ability to design varied lesson plans within the Indonesian ECE context. Future research is recommended to employ mixed-methods or longitudinal designs to explore the underlying factors influencing this mismatch and to examine the effectiveness of targeted professional development interventions in improving lesson plan quality.

Measuring Openness, Conflict, and Dependency: Validation of the Student–Teacher Relationship Scale among Indonesian Youth Learners

2026-01-12T11:03:50+08:00

This study aimed to adapt the Student–Teacher Relationship Scale into Indonesian and to examine its psychometric reliability in the Indonesian educational context. The research participants were Indonesian teachers working with youth learners, selected through purposive sampling based on their direct instructional involvement with students. The adaptation process employed a quantitative methodological approach and followed standard cross-cultural procedures, including forward translation, back-translation, expert judgment, and cultural refinement to ensure semantic and conceptual equivalence. Data were collected using STRS which measures three core dimensions of teacher–student relationships: openness, conflict, and dependency. Reliability analysis was conducted using Cronbach’s alpha to assess internal consistency. The results indicated that the Indonesian version of the instrument demonstrated high reliability, with a Cronbach’s alpha coefficient of 0.894, suggesting strong internal consistency across items. Minor linguistic adjustments were implemented to enhance cultural appropriateness without altering the theoretical constructs measured by the scale. To sum up, the findings indicate that the Indonesian adaptation of the Student–Teacher Relationship Scale is a reliable instrument for assessing teacher–student relationship quality in Indonesian educational settings. The adapted scale can be applied by researchers and educational practitioners to better understand relational dynamics that contribute to children’s school adjustment and to inform educational intervention.

Gadget Use and Social-Emotional Growth: Does It Connect or Detach Children from Their Peers?

2026-01-01T01:07:31+08:00

This study examines the relationship between gadget use and the social and emotional development of early childhood. Concerns over the increasing intensity of gadget use in early childhood and its potential negative impact on social interaction and emotional regulation prompted this quantitative correlational study involving 25 children aged 5-6 years at Pembina Kindergarten, Kampar, selected using a total sampling technique. Data were collected through a Likert-scale questionnaire completed by parents and teachers, accompanied by documentation. Data analysis, conducted using SPSS 25.0, included a nonparametric Spearman's Rank correlation test and the coefficient of determination. The results showed a significant negative correlation (r = -0.639, p = 0.001 < 0.05) between gadget use and social and emotional development, indicating a strong association. Furthermore, gadget use explained 41.8% (Adjusted R² = 0.418) of the variation in children's social and emotional development, with the remaining variation related to other factors such as parenting styles, environment, and external social interactions. These findings emphasize the need for wise gadget management to support optimal social and emotional growth. Longitudinal studies with larger, more diverse samples could help better understand the long-term impact of gadget use on early childhood and are recommended for further research. Qualitative research could also be conducted to explore the role of parenting styles and the family environment in moderating the relationship between gadget use and children's social and emotional development.

Playful Learning at Home: Developing SISEMO Flashcards to Enrich Parent-Child Sensory-Motor Activities

2026-01-01T01:35:35+08:00

This study aims to develop a flashcard-based, play-oriented learning medium to stimulate children's sensory-motor development through parental guidance at home. The study employed a Research and Development (R&D) methodology using the ADDIE development model, comprising analysis, design, development, limited implementation, and evaluation stages. The analysis stage involved interviews and observations to identify parents' needs in facilitating children's play activities at home. In contrast, the design and development stages focused on conceptualizing and producing the flashcard product. The research participants were parents of children aged 4–5 years (Class A) at PAUD Al-Hidayah, North Jakarta, who were directly involved in accompanying their children's play activities and sensory-motor stimulation at home. Product validation was conducted by content experts, media experts, and early childhood education practitioners using feasibility questionnaires, followed by three stages of product trials: individual, small-group, and large-group. The results indicate that the developed flashcard, named SISEMO, was classified as highly feasible, achieving validation scores of 95% from content experts, 98% from media experts, and 98% from practitioners, while the limited implementation stage yielded a positive response rate of 87.80%. The study focuses on the development of sensory-motor flashcards that include structured, practical play-based activity ideas for collaborative parent–child use at home, thereby bridging early childhood developmental stimulation between school and family environments. This study concludes that the SISEMO Flashcard is both practical and feasible as a supportive medium for parents' sensory-motor play activities. Future research is recommended to examine the effectiveness of this product using experimental designs with control groups and to extend its implementation across diverse social and cultural contexts to strengthen the generalizability of the findings.

Creativity among Prospective Early Childhood Teachers: The Effects of Screencast-O-Matic-Assisted Project-Based Learning

2026-01-21T16:42:30+08:00

This study investigated the effect of Screencast-O-Matic–assisted Project-Based Learning (PjBL) on the creativity of prospective Islamic early childhood education teachers in higher education. A quantitative method with a descriptive-associative design was employed. The participants were 75 sixth-semester students from the Islamic Early Childhood Education program at IAIN Langsa, Aceh, selected using the Slovin sampling technique. Data were collected using an observation checklist measuring four dimensions of creativity - fluency, flexibility, originality, and elaboration - and a questionnaire capturing students' responses toward the implementation of Screencast-O-Matic–assisted PjBL. Data analysis was conducted using Pearson's product–moment correlation, t-tests, and simple linear regression in SPSS version 20. The findings revealed that PjBL supported by Screencast-O-Matic had a positive and statistically significant effect on students' creativity (t = 2.312, p = 0.004). However, the strength of this relationship was relatively weak (r = 0.370), indicating that the learning model contributed only marginally to overall creativity development. Further analysis showed that the contribution of technology-assisted PjBL was not evenly distributed across creativity dimensions. The learning model was more effective in enhancing students' elaboration skills, particularly in organizing, developing, and presenting ideas in a structured manner, while its effect on originality remained limited. These results suggest that Screencast-O-Matic–assisted PjBL supports structured idea development rather than the generation of genuinely novel ideas, especially when instructional design does not explicitly target divergent thinking and originality. Consequently, although the learning model demonstrates a statistically significant contribution to creativity, the research objectives were only partially achieved. Future research is therefore recommended to employ mixed-method or experimental designs, develop project tasks that explicitly target originality and divergent thinking, and examine the long-term effects of technology-assisted PjBL on broader pedagogical competencies and professional readiness across diverse educational contexts.