Modification of the Game Engklek to Improve the Character of Discipline and Thinking in Early Childhood

This research is motivated by the current education system, which tends to emphasize that critical thinking is only developed and taught at higher levels of education but less so in early childhood. Therefore, it is important to instill and motivate critical thinking skills from an early age. This research aims to: (1) describe the development of critical thinking in early childhood in Samarinda; (2) describe the strategies used by kindergarten teachers to motivate critical thinking in early childhood in Samarinda; and (3) describe the supporting and inhibiting factors in motivating critical thinking in early childhood. This research investigates the strategies used by kindergarten teachers in Samarinda to motivate critical thinking in early childhood, specifically at three schools: Islamic Center Kindergarten, Ittihad Kindergarten, and Fastabiqul Khairat Kindergarten. This research is a qualitative descriptive study that uses data collection techniques such as observation, interviews, and documentation. Data analysis techniques include data condensation, data presentation, conclusion drawing and verification, and data validity testing using data triangulation. The results of this research are as follows: (1) In the development of critical thinking, children were found to have a strong sense of curiosity, often ask deep questions, can analyze information, are willing to explore ideas, actively participate in learning, and can solve problems independently. Teacher strategies to motivate critical thinking in young children demonstrate a variety of approaches to stimulating critical thinking. Each strategy has its own unique benefits. Educators have a variety of tools and techniques that they can use to stimulate critical thinking in children. Combining diverse strategies can provide a richer and deeper learning experience. Supporting factors in motivating critical thinking in children include parental support, collaboration with other teachers, adequate resources, good communication between mothers and children, the use of creative teaching strategies, and positive encouragement. However, there are also inhibiting factors that need to be considered, such as time constraints, lack of training in teaching critical thinking, excessive academic pressure, miscommunication with parents, and constraints in the learning environment.

This study aimed to examine studies on critical thinking in early childhood through bibliometric analysis. In the research, 251 studies on the concept of "critical thinking" were selected according to the inclusion criteria and analyzed with the VOS-viewer program. In the study, co-author, co-reference, co-citation and co-word analysis of the studies on the concept of "critical thinking" was carried out according to the distribution of the ten most cited authors and publications, years, published sources and countries. According to the results of bibliometric analysis on critical thinking, it was concluded that the birthplace of the subject and the most productive country is the USA. According to the co-author analysis, it was concluded that Daniel and Gagnon were the authors who contributed the most to the subject, Lipman and Kuhn according to the result of co-citation analysis, and Dovigo and Karadağ according to the result of co-citation analysis. In addition, according to co-word analysis, the most recurring keywords in the studies were critical thinking, early childhood education, creativity, early childhood, cognitive development, teacher training, preschool. As a result of the research, it was concluded that the number of studies on critical thinking in early childhood is low and there should be an increase in studies with children as the sample.

The development of character education has been extensively studied, but research on instilling character values in early childhood learners at RA (Islamic Kindergarten) institutions remains limited. This study, therefore, aims to analyze the model of instilling character values in early childhood at Islamic Kindergartens during the online learning process. This descriptive qualitative research adopts a phenomenological approach. Data were collected through structured interviews, observation, and documents from principals, teachers, and parents of early childhood at several Islamic Kindergartens (Raudatul Athfal) Watampone, south Sulawesi. Data was qualitatively analyzed using three steps: data reduction, data display, and drawing conclusion. A thematic analysis using Atlas.ti was employed. The results reveal that the optimal development of character values in early childhood at RA Watampone during the covid-19 pandemic is achieved through diverse models in the learning process, including value inculcation, exemplification, facilitation, and the development of intellectual and social skills, habituation, play, storytelling, and advisory approaches. School culture-based character value implementation at RA Watampone involves routine and spontaneous habituation, exemplifying behavior, and conditioning. Additionally, community-based character value implementation is achieved through partnership and synergistic-collaborative models.Keywords: Character values, Character development, Early childhood, Islamic kindergarten

The focus of this study is to describe the role of teachers in developing students' character values, especially Islamic character in early childhood. While the purpose of the study is to describe the Role of Teachers as educators, mentors, and as models in Building Character Values in Early Childhood.The study uses a descriptive qualitative approach. The type of research is a case study. The data collection techniques are Observation, Interviews, and Documentation. The data analysis technique used in this study is Miles and Huberman data analysis, namely Data Condensation, Data Reduction, Data Display, and Conclusion Drawing/Verification. While for the validity of the data in this study using Triangulation Techniques and Source Triangulation.The results of this study are: 1) The role of teachers as educators in Developing Character Values in Early Childhood, especially group B at RA Telasan Imam Syafi'i Tanjung Lombok Utara is as a protector, companion, and servant for their students. Protecting, accompanying, and serving students is the obligation and responsibility of a teacher as an educator to realize character values related to God, parents, and themselves. 2) The role of teachers as mentors in developing character values in early childhood, especially group B at RA Telasan Imam Syafi'i Tanjung Lombok Utara is as a director, controller, monitor, guard, and reminder which in its implementation is to always accompany, direct, remind and guide students to have good behavior, character, and morals. As a mentor, teachers not only guide students from a physical aspect but also build good mentality, good behavior, and good morals. 3) The role of teachers as models/roles in developing character values in early childhood, especially group B at RA Telasan Imam Syafi'i Tanjung Lombok Utara is to provide good examples to children, implement behaviors that are in accordance with the guidance of the Qur'an and Sunnah, align words with actions and display a neat and polite appearance inside and outside school and class.

Teachers play the most important role in education apart from curriculum, infrastructure, methods, parents and the environment in improving critical thinking in early childhood as a quality generation towards golden Indonesia 2045. The purpose of this study is to describe teacher perceptions regarding the urgency of increasing critical thinking in early childhood as a quality generation towards golden Indonesia 2045. Teacher information regarding the urgency of increasing critical thinking in early childhood uses case studies with a qualitative approach. The informants consisted of 5 PAUD teachers in the city of Pekanbaru. The results of the study reveal that teachers feel that increased critical thinking is needed from early childhood towards a quality generation, especially in preparing for golden Indonesia 2045, teachers make efforts in the form of providing various learning strategies, teachers stimulate children's critical thinking with questions, teachers do not only try to improve cognitive, but also the attitudes and behavior of children make adab above knowledge.

The physical learning environment in early childhood education plays a central role in shaping children’s learning experiences, social interactions, and cognitive development. Grounded in the Reggio Emilia concept of the environment as the “third teacher,” this article presents a systematic review of empirical studies examining how physical learning environments support the development of critical thinking and problem-solving skills in early childhood. Using the PRISMA-guided Systematic Literature Review approach, 223 initial records published between 2015 and 2025 were screened, resulting in 20 empirical studies that met inclusion criteria, consisting of 15 empirical articles and 5 essential theoretical or methodological articles. Thematic synthesis generated four major themes: spatial organization that promotes autonomy and collaboration; open-ended materials that stimulate exploration and representational thinking; indoor–outdoor continuity that provides authentic reasoning contexts; and teacher mediation that transforms environmental affordances into meaningful cognitive engagement. Findings indicate that well-designed learning environments that are comfortable, aesthetically rich, and creatively arranged enhance children’s motivation, inquiry behaviors, reasoning skills, and ability to solve problems. This review highlights practical implications for teachers, curriculum designers, and school administrators in optimizing the learning environment to foster higher-order thinking in early childhood education

The purpose of the study was to determine the formation of noble morals through character development in early childhood. A descriptive qualitative approach with data collection techniques such as interviews, observation, and documentation were used. The study was carried out at Tarbiyatul Athfal Kindergarten Banjarmasin and Beruntung Jaya Kindergarten. Furthermore, data analysis was conducted in phases, including reduction, presentation, and conclusion with various findings. First, the formation of noble morals through character values in early childhood was influenced by habituation. Second, the noble morals in early childhood include religiosity, courtesy, honesty, independence, and discipline. Third, the religious, moral, and skill values were derived from the school’s vision and cross-site findings. Lastly, the formation of noble morals was strongly influenced by developing character values in early childhood, including parental support, school environment and infrastructure, and qualified teachers. However, less parental support, limited learning time, and the child’s condition inhibited noble morals.

The purpose of the study was to determine the formation of noble morals through character development in early childhood. A descriptive qualitative approach with data collection techniques such as interviews, observation, and documentation were used. The study was carried out at Tarbiyatul Athfal Kindergarten Banjarmasin and Beruntung Jaya Kindergarten. Furthermore, data analysis was conducted in phases, including reduction, presentation, and conclusion with various findings. First, the formation of noble morals through character values in early childhood was influenced by habituation. Second, the noble morals in early childhood include religiosity, courtesy, honesty, independence, and discipline. Third, the religious, moral, and skill values were derived from the school’s vision and cross-site findings. Lastly, the formation of noble morals was strongly influenced by developing character values in early childhood, including parental support, school environment and infrastructure, and qualified teachers. However, less parental support, limited learning time, and the child’s condition inhibited noble morals.

In Hindu teachings, there is a wealth of universal character values that remain relevant to contemporary character education. Instilling Hindu character values should ideally begin in early childhood to lay a solid foundation for ethical and moral development. This study aims to analyze methods for developing Hindu character values in early childhood, focusing on three key principles: Tri Parartha, Tri Kaya Parisudha, and Tat Twam Asi. Using a library research method, data for this study was collected from journals, books, and other literature relevant to Hindu ethics and early childhood education. The research process involved setting objectives, gathering and selecting literature, reviewing content, analyzing data, synthesizing findings, and drawing conclusions. The results indicate that the development of Hindu character values in early childhood requires a multi-faceted approach that considers the unique developmental stages of children. Parental involvement is critical, serving as both facilitators and role models in imparting these values. Key methods include modeling ethical behavior in daily life (Tri Kaya Parisudha), fostering empathy and interconnectedness through the principle of Tat Twam Asi, and integrating communal values (Tri Parartha) into family and social interactions. Additionally, literacy activities and positive reinforcement play vital roles in embedding these teachings effectively. In conclusion, cultivating Hindu character values in early childhood not only nurtures ethical behavior but also aligns with the broader goals of character education. This approach emphasizes the importance of synergy between parents, educators, and cultural practices to ensure children internalize and live these values in their formative years.

Pancasila education plays a very important role in shaping national values in early childhood. The purpose of writing this research is to analyze the urgency and strategy of Pancasila education in forming national values in early childhood. This study uses the literature review method to analyze relevant studies on Pancasila educational strategies in forming national values in early childhood. Relevant literature sources are identified and analyzed using content analysis techniques. This study aims to gain an in-depth understanding of effective strategies in Pancasila education and their influence on the formation of national values in early childhood. The result of this work is that the inculcation of national values in early childhood is important for forming responsible characters and strengthening national identity, as well as preparing for a better nation's future. Pancasila education in early childhood is important in forming national values through reflective and transinternal strategies, with the active role of teachers, parents and the surrounding environment to create supportive intensive stimulation.

Character value cultivation in children should begin at an early age through early childhood education institutions, via learning activities tailored to the needs of young children. One method is the implementation of the 9 Pillars of Education in instilling character values in early childhood at RA Al-Izzah, Serang City. The purpose of this study is to determine the implementation of the 9 Pillars of Education in instilling character values in early childhood at RA Al-Izzah, Serang City. The method used is qualitative with a case study approach. Data collection was carried out through data triangulation, and data analysis techniques included data reduction, data presentation, and conclusion drawing. The results of the study indicate that the implementation begins with the preparation of RPPH and the application of character cultivation activities during the first 10 minutes of learning. Supporting factors include adequate facilities, competent teachers, exemplary behavior, habituation, and family harmony. Inhibiting factors in instilling character values in early childhood include limited time, differing child temperaments, lack of cooperation between parents and teachers, and social environmental factors. The conclusion is that the implementation of this learning is very important as the 9 Pillars of Character can enhance the development of children into better individuals in various aspects of life.

One of the developments of children’s potential is the development of character values. This study aims to describe the character values formed during the learning process of the art of playing gamelan cilik (GACIL). This type of research is quantitative. The subjects of this study were 618 children aged 5–6 years from kindergarten. The data analyses used to describe the character values formed in early childhood are descriptive statistics, confirmatory factor analysis and network analysis. The results showed that there were nine character values that were successfully formed in early childhood during learning the art of playing GACIL, namely the love of God, independence, honesty, courtesy, generosity, hard work, justice, humbleness and tolerance. Character values in early childhood are 46.44% cultured, 10.84% evolving, 5.18% visible and 37.54% unseen. Generosity (DM) is a dominant character value that is formed in early childhood and there is a strong relationship between character values. This finding is a good alternative for kindergarten teachers in planting and inculcating character values through learning the art of playing GACIL based on local culture. Keywords: Character, early childhood, gamelan cilik, learning, value.

Critical thinking is increasingly recognized as a foundational competence that can be fostered from early childhood. The COVID-19 pandemic intensified scholarly attention to this area by disrupting early childhood education while accelerating pedagogical and technological innovation. This study revisits research trends and thematic developments on critical thinking in early childhood education during and after the COVID-19 period. Using a mixed-method design, the study integrates bibliometric analysis and a narrative literature review of 309 Scopus-indexed publications (2019-2026), analyzed using VOSviewer to identify publication growth, influential sources, subject areas, keyword co-occurrence, and temporal thematic shifts, while the narrative review synthesized recent empirical and conceptual studies. The findings show steady publication growth during COVID-19 and a marked surge in the post-pandemic period, with a substantial increase culminating in a publication peak in 2025. Research themes evolved from assessment, health-related issues, and emergency digital learning toward pedagogical refinement, teacher professional development, early childhood–specific interventions, and ethical integration of digital and AI-based tools. Overall, the literature reflects a shift toward understanding critical thinking as a socially mediated, context-dependent, and developmentally appropriate competence in early childhood education.

Al-Quran education must be given to children from an early age. The application of Al-Quran learning to early childhood in As-Salam Kindergarten aims to educate young children who are Qur'anic and become human resources based on the Al-Quran. Children can know short hadiths and short suras and their meanings about everyday life. This study aims to examine how the implementation of Al-Quran learning affects the development of religious and moral values ​​(NAM) in early childhood. This study used a qualitative descriptive research type with data collection carried out directly at the research location. The informants in this study were group A1 (age 4-5 years) totaling 22 people. How to collect data using interview techniques, observation, and documentation. The results of this study show that in the implementation of Al-Quran learning in the development of NAM in early childhood it shows that children can show good morals, behave politely, care, and be able to maintain personal hygiene. Children can also practice short hadiths in daily life following the sunnah of the Prophet, children also understand the meaning or stories of the surahs of the Al-Quran that are read, along with what important days are commemorated and made special days in Islam.

Al-Quran education must be given to children from an early age. The application of Al-Quran learning to early childhood in As-Salam Kindergarten aims to educate young children who are Qur'anic and become human resources based on the Al-Quran. Children can know short hadiths and short suras and their meanings about everyday life. This study aims to examine how the implementation of Al-Quran learning affects the development of religious and moral values ​​(NAM) in early childhood. This study used a qualitative descriptive research type with data collection carried out directly at the research location. The informants in this study were group A1 (age 4-5 years) totaling 22 people. How to collect data using interview techniques, observation, and documentation. The results of this study show that in the implementation of Al-Quran learning in the development of NAM in early childhood it shows that children can show good morals, behave politely, care, and be able to maintain personal hygiene. Children can also practice short hadiths in daily life following the sunnah of the Prophet, children also understand the meaning or stories of the surahs of the Al-Quran that are read, along with what important days are commemorated and made special days in Islam.