Journal of Early Childhood Education Perspectives
Journal of Early Childhood Education Perspectives (JECEP) is a peer-reviewed scholarly journal that provides a forum for researchers, teacher educators, policymakers, and practitioners to explore critical, interdisciplinary, and contextual perspectives in early childhood education (birth–8 years). The journal publishes empirical, theoretical, and practice-based studies that examine child development, learning processes, and early childhood psychology within educational contexts. JECEP emphasizes research that integrates psychological foundations with pedagogical practice, addressing educational innovation, curriculum and assessment, teacher professionalism, family and community engagement, inclusive and equitable education, and early childhood educational policies that shape learning environments for young children. Journal Information Jornal Name : Journal of Early Childhood Education Perspectives Initials : JECEP ISSN : 3110-6641 Frequency : Twice a year [January - June and July - December] Editor-in-chief : Selia Dwi Kurnia Publisher : Lia Center of Research and Education Before Make a Submission Manuscripts must be original, unpublished, and not being considered for publication elsewhere at the time of submission to Journal of Early Childhood Education Perspectives. The author must ensure that the submitted manuscript has been prepared using the Journal of Early Childhood Education Perspectives Template. Manuscripts must also have been corrected with a similarity check (similarity check or Turnitin). Reference writing must use citation manager tools such as Mendeley, Zotero, EndNote, Ref-Works, Bib-Text, etc. Any manuscript that does not meet the author's guidelines, focus, and scope, that is written in a different format, and does not meet the administrative requirements will be immediately rejected. The only manuscript that meets Journal of Early Childhood Education Perspectives standards will be further processed.
Integrating Local Wisdom: Islamic Learning Management via Reyog Puppetry in Early Childhood Education
Islamic religious education plays a vital role in shaping children’s moral and spiritual foundations from an early age, particularly considering that early childhood is a developmental stage characterized by play, imagination, and active exploration. Integrating religious values into meaningful and enjoyable learning experiences is therefore essential. Aisyiyah Singosaren Kindergarten adopts an innovative approach by utilizing Reyog, a traditional art form from Ponorogo, as a pedagogical medium to instill Islamic values in young learners. This article seeks to examine and understand the management of Islamic religious education learning implemented through the integration of local Reyog Ponorogo culture. The study employs a descriptive qualitative method aimed at systematically describing and analyzing the planning, implementation, and evaluation of Islamic religious education at the kindergarten. Data were collected through classroom observations, documentation review, and in-depth interviews with teachers and school administrators. The findings reveal that learning management begins with careful planning aligned with themes, learning objectives, basic competencies, and measurable indicators. Classroom organization, including learning space arrangement and seating design, supports active engagement. Instructional strategies include lectures, dialogic interaction, and demonstrations. Evaluation is conducted through observation, recall activities, and reinforcement to consolidate children’s understanding of Islamic values.
Copyright (c) 2026 Alip Sugianto, Sayid Abas (Author) https://creativecommons.org/licenses/by-sa/4.0
Early Childhood Teachers' Attitudes Toward Gender-Neutral Pedagogical Practices: Insights from Indonesia and Pakistan
This exploratory cross-sectional, cross-national study examined early childhood teachers' attitudes toward gender-neutral pedagogical practices in Indonesia and Pakistan. Structured interviews were conducted with 80 teachers (40 per country) working with children aged 3–6 years. Participants were recruited through purposive sampling from urban early childhood education centers. Attitudes toward gender-neutral pedagogical practices were operationalized across four dimensions: gender-inclusive language, mixed-gender participation, non-stereotyped learning materials, and balanced behavioral expectations. Data were analyzed using descriptive statistics, independent-samples t-tests, and multiple regression analyses. Indonesian teachers reported higher attitude scores across all dimensions, with moderate to very large effect sizes (Cohen’s d = 0.45–1.10). Educational attainment (β = .28) and participation in professional development (β = .31) were positively associated with teachers’ attitudes. The model explained 42% of the variance in attitudes (R² = .42, adjusted R² = .39). The findings indicate that higher formal qualifications and participation in professional development are associated with more favorable attitudes toward non-stereotyped classroom practices within the sampled early childhood settings.
Copyright (c) 2026 Muhammad Rehan Sabir, Dewi Candraningrum (Author) https://creativecommons.org/licenses/by-sa/4.0
Revisiting Critical Thinking in Early Childhood: A Bibliometric Review of Trends During and After COVID-19 Pandemic
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.
Copyright (c) 2026 William Ben Gunawan, Eka Anggraeny (Author) https://creativecommons.org/licenses/by-sa/4.0
Healthy Lifestyle Education Through Play-Based Learning among Children Aged Three to Four Years: A Case Study in Indonesia
This study explores the implementation of healthy lifestyle education through play-based learning in early childhood education settings. Early childhood is a critical developmental stage during which children begin to form daily habits related to nutrition, hygiene, physical activity, rest, and emotional well-being. This qualitative case study was conducted in a pseudonymized early childhood education center in Indonesia and focused specifically on children aged 3–4 years (n = 15) over a two-week observation period. Data were collected through classroom observations, semi-structured interviews with the classroom teacher, and documentation of learning activities. The findings revealed that integrating health-related content into play-based activities encouraged active participation and meaningful learning. Twelve out of fifteen children consistently demonstrated improved hand-washing routines, greater willingness to engage in physical movement activities, and increased awareness of healthy food choices during the observation period. These changes were identified through systematic observation and teacher reflection rather than formal behavioral scoring. Parental involvement played an important role in reinforcing health-related routines at home, contributing to behavioral consistency across settings. Teachers reported that play-based learning made health education more natural, developmentally appropriate, and enjoyable for children. In this study, internalization is understood as children’s consistent and self-initiated enactment of healthy behaviors within play and daily routines, supported by social interaction and repetition, rather than explicit verbal understanding of underlying health concepts. This study contributes to the literature by demonstrating how healthy lifestyle behaviors can be naturally embedded in early learning routines for children aged 3–4 years without direct instruction, expanding understanding of play-based learning as a mediating pathway for early health-habit internalization within Asian early childhood education contexts.
Copyright (c) 2026 Prima Trisna Aji, Elinda Rizkasari, Arief Shofyan Baidhowy (Author) https://creativecommons.org/licenses/by-sa/4.0
The Lauḥ Method in Early Childhood Qur’anic Pedagogy: A Case Study on Memorization Strategies at Zawiyah Asmariyah, Libya
This study aims to analyze the Lauḥ method as a pedagogical approach in Qur’anic memorization learning for early childhood learners. The study explicitly situates the analysis within the framework of Early Childhood Education and emphasizes the alignment of the Lauḥ method with children’s developmental characteristics, particularly in cognitive processes, memory, attention, and multisensory learning. The research employs a qualitative approach with a case study design conducted at Zawiyah Asmariyah, Libya. Data were collected through participatory observation, semi-structured interviews with Qur’anic memorization teachers and institutional administrators, and document analysis. The study analyzes the data thematically by linking empirical findings to pedagogical principles of early childhood education. The findings indicate that the Lauḥ method, through stages of preparation, writing, repetition, erasure, and gradual evaluation, aligns with core principles of early childhood learning, including cognitive load management, teacher scaffolding, and the use of visual, auditory, and kinesthetic stimulation. The method contributes to improving children’s focus, memory retention, and learning engagement. The study concludes that the Lauḥ method can function as a relevant and contextual pedagogical approach in Qur’anic memorization learning for early childhood learners when implemented systematically and oriented toward developmental needs.
Copyright (c) 2026 Taufik Awan Wibowo, Fiqi Restu Subekti (Author) https://creativecommons.org/licenses/by-sa/4.0
Comparative Study of Conventional and Montessori Learning Methods on the Cognitive Development of Preschool Children
This study aims to compare the effectiveness of conventional and Montessori learning methods on the cognitive development of preschool-aged children in Indonesia. This study used a mixed-methods design with a concurrent embedded approach, where the quantitative component in the form of a quasi-experiment with a pretest–posttest control group design was the main focus, while qualitative data were used to enrich the interpretation of the results. The study sample consisted of 160 children aged 4–6 years from eight early childhood education institutions in the Special Region of Yogyakarta, who were divided into Montessori and conventional groups. Cognitive development was measured through executive function, problem-solving, and early literacy and numeracy skills using a standardized instrument adapted for the Indonesian context. Data analysis was conducted using ANCOVA with pretest scores as a covariate. The results showed that children who participated in the Montessori method had significantly higher cognitive development scores compared to those who participated in the conventional method, especially in aspects of executive function such as working memory, inhibitory control, and cognitive flexibility. These findings indicate that the Montessori method is more effective in supporting the cognitive development of preschool-aged children and has the potential to have a long-term impact on children's learning readiness.
Copyright (c) 2026 Hisyam Syafii, Husain Azhari , Rudyn Alaldaya (Author) https://creativecommons.org/licenses/by-sa/4.0
Integration of Neuroscience into Early Childhood Educational Psychology: A Critical Literature Review of Cognition, Emotion, and Pedagogical Implications
The integration of neuroscience into early childhood educational psychology has gained increasing scholarly attention in response to the need for a holistic and evidence-based understanding of young children’s learning and development. This article aims to critically analyze the contribution of neuroscience in enriching the theoretical framework of early childhood educational psychology, particularly in understanding the interrelationship between cognition, emotion, and pedagogical implications in early learning contexts. Employing a critical literature review approach, this study examines articles from reputable international and accredited national journals related to educational neuroscience, early childhood education, and educational psychology. The analysis is conducted through a reflective thematic synthesis that places neuroscientific findings in dialogical engagement with contemporary educational theory. The findings indicate that neuroscience functions as an epistemic lens that deepens understanding of early childhood learning processes, rather than as a direct methodological prescription for classroom practice. This article emphasizes the importance of critical awareness of neuromyths and highlights neuroscience as a foundation for early childhood educators’ professional reflection in designing developmentally appropriate, ethical, and meaningful learning experiences. Theoretically, this study contributes to an integrative framework for early childhood educational psychology, while practically offering reflective direction for educators and researchers in engaging with neuroscience critically and responsibly.
Copyright (c) 2026 Hani Hasnah Safitri, Ulul Albab, Siti Mumun Muniroh, Mohammad Adam, Faiz Akhmad Khan (Author) https://creativecommons.org/licenses/by-sa/4.0
Integration of Health Education and Character Building in Children through Ecoliteracy Learning: A Multiple Case Study in Early Childhood Education
This research examines ecoliteracy-based learning practices that integrate health education and character building in Early Childhood Education settings using a qualitative multiple case study approach. The research uses a qualitative approach with a multiple case study design conducted in three Early Childhood Education institutions in the city of Pangkalpinang, Bangka Belitung Islands Province. Data were collected through participatory observation, in-depth interviews with teachers and parents, as well as document studies, and then analyzed using thematic analysis assisted by NVivo. Research results indicate that ecoliteracy implementation in Early Childhood Education is manifested through three principal patterns: routine-based habituation, narrative-reflective learning and participatory experiential activities. Collectively, these three approaches demonstrate how ecological awareness, clean and healthy lifestyle practices, and holistic character development are meaningfully integrated in children’s daily learning experiences. In addition to increasing environmental awareness, ecoliteracy-based learning also contributes to strengthening values of responsibility, discipline, empathy, and cooperation in young children. The findings position ecoliteracy as an integrative pedagogical approach relevant to sustainability, health, and character education, with implications for educators and policymakers in developing sustainability-oriented early childhood learning.
Copyright (c) 2025 Tika Pustika Fersari, Amirrudin Muhammad (Author) https://creativecommons.org/licenses/by-sa/4.0
The Role of Feedback in Early Childhood Development: A Systematic Review of Cognitive, Social-Emotional, and Motivational Impacts
Feedback represents a fundamental pedagogical mechanism with substantial impact on the holistic development of young children. This systematic review analyzes the role of feedback in shaping cognitive, social-emotional, and motivational developmental domains in children aged 0-8 years. Synthesis of 35 empirical studies demonstrates that high-quality feedback, characterized by specificity, timeliness, process orientation, and developmental appropriateness, yields significant improvements in metacognitive skills (d=0.52), emotional regulation (d=0.48), and intrinsic motivation (d=0.61). Analysis reveals that process feedback is superior to person feedback in developing growth mindset (β=0.43, p<0.001) and academic resilience. However, contextual factors such as child temperament characteristics, cultural norms, and teacher-student relationship quality moderate feedback effectiveness. Practical implications include the need for systematic professional development programs for educators, emphasizing culturally responsive, evidence-based feedback techniques. This research contributes theoretically by integrating perspectives from cognitive psychology, developmental theory, and early childhood pedagogy to construct a comprehensive model of feedback mechanisms in early learning.
Copyright (c) 2025 Lalu Mohammad Abid Zainul Puad (Author) https://creativecommons.org/licenses/by-sa/4.0
The Concept of Disaster Education and the Roles of Educational Personnel, Parents, Partners, and Community in Early Childhood Education
Indonesia faces high disaster risk due to its geological and geographical conditions, which disproportionately affect vulnerable groups, including young children. This situation highlights the urgency of integrating disaster education into Early Childhood Education to build awareness, preparedness, and resilience from an early age. This research aims to examine the concept and implementation of disaster education in Early Childhood Education and to analyze the roles of education personnel, parents, partners and the community in its implementation. Employing a qualitative case study approach, the research was conducted in six ECE institutions in Pangkalpinang City and Bangka Regency, Bangka Belitung Islands Province. Data were collected through in-depth interviews, participatory observation, and document analysis involving 24 informants, including teachers, parents, partner representatives, and community leaders and using the interactive model of Miles, Huberman, and Saldaña. The findings identify two empirically grounded implementation models: comprehensive (holistic) and partial integration, shaped by institutional readiness, educator capacity, and local disaster risk contexts. The research also reveals a collaborative ecosystem in which teachers function as core implementers, school leaders as coordinators, parents as learning reinforcers, and partners and community as technical supporters. These findings demonstrate that disaster education in Early Childhood Education is practiced in adaptive and context-specific forms. This research contributes an ecosystem-based, multi-stakeholder framework to strengthen sustainable disaster preparedness and long-term resilience from early childhood.
disaster educamulti-stakeholder collaboration
Copyright (c) 2025 Dwi Jati Marta, I Dewa Ketut Kerta Widana, Adi Subiyanto, Arry Aditsya Yoga (Author) https://creativecommons.org/licenses/by-sa/4.0
Pedagogical Model Innovation in Early Childhood Education: A Systematic Literature Review on Child Development, and the Role of the Family
This systematic literature review examined the latest innovations in early childhood pedagogical models by synthesizing 45 peer-reviewed studies published in the last five years. These findings reveal that early childhood education is undergoing a significant transformation characterized by a pedagogical approach that is child-centered, inclusive, and technology-supported. Play-based learning, early STEM integration, digital learning tools, project-based activities, and multimodal literacy have emerged as key innovations that improve children's cognitive, social-emotional, language, and creative development. This review highlights that effective pedagogical innovation requires not only methodological advancements but also paradigm shifts in the way young children learn and interact in their learning environment. Family involvement was identified as a central determinant of pedagogical effectiveness. Home-school collaboration, parent involvement, and structured family-based learning activities strengthen continuity between home and school, thereby improving children's developmental outcomes. The review further emphasizes the role of inclusive education models, particularly the use of differentiated teaching, Universal Design for Learning (UDL), and culturally responsive pedagogy. This approach ensures that learning spaces accommodate the diverse needs of children, including those with special educational needs, while fostering empathy, collaboration, and social identity development. Overall, the review concludes that the most effective pedagogical innovations in early childhood education are those that integrate constructivist principles, active family participation, and inclusive learning practices. These findings underscore the need for ongoing professional development for educators, institutional support systems, and sustainable implementation strategies. This study contributes to shaping a future early childhood education model that is holistic, equitable, and responsive to the evolving needs of young learners.
Copyright (c) 2025 Rahman Febrian, Moh Yaqob (Author) https://creativecommons.org/licenses/by-sa/4.0
Pre-service Early Childhood Teachers' Perceptions on Digital Media for Language Creativity Stimulation
The integration of digital media in early childhood education has become increasingly prevalent, yet understanding pre-service teachers' perceptions toward its role in stimulating language creativity remains limited. This mixed-methods study examined 95 pre-service early childhood teachers' perceptions of digital media for language creativity stimulation. Using a structured questionnaire with 21 Likert-scale items and three open-ended questions, we assessed six dimensions: importance of language creativity, readiness and competence, perceptions of digital media, teaching methods, frequency and effectiveness, and barriers and challenges. Quantitative data were analyzed using descriptive statistics, while qualitative responses underwent thematic analysis. Results revealed an overall high perception (M = 4.353), with the highest scores for importance of language creativity (M = 4.703) and readiness and competence (M = 4.532). Participants demonstrated strong awareness of digital media benefits, with 77.9% emphasizing vocabulary enhancement, while acknowledging significant challenges including infrastructure limitations (41.1%) and content appropriateness concerns (38.9%). The study contributes to understanding pre-service teachers' preparedness for technology integration in developing country contexts and highlights the need for comprehensive technological pedagogical content knowledge development in teacher education programs to support effective digital media integration in early childhood language education.
Copyright (c) 2025 Anies Listyowati, Titah Kinasih (Author) https://creativecommons.org/licenses/by-sa/4.0
Stakeholder Perceptions and Institutional Readiness for Inclusive Education Implementation: A Multi-Dimensional Analysis
Inclusive education implementation in Indonesia's regional cities faces significant challenges, particularly in bridging conceptual support with practical readiness. This study examines multi-dimensional public perceptions toward inclusive education in Palopo City, South Sulawesi, analyzing the relationship between conceptual understanding, implementation support, institutional readiness, and perceived benefits. A cross-sectional survey design was employed with 26 purposively selected stakeholders using a validated 30-item Likert scale questionnaire (Cronbach's α = 0.89). Data were collected during May-June 2024 and analyzed using descriptive statistics, mean comparison tests, and dimensional analysis. Findings revealed significantly high conceptual understanding (M = 4.115, SD = 0.654) and strong support for inclusive education principles (M = 4.423, SD = 0.631). However, institutional readiness showed concerning gaps, particularly in facility adequacy (M = 3.000, SD = 0.832) and teacher competency perceptions (M = 3.346, SD = 0.829). Dimensional analysis indicated substantial discrepancies between theoretical support (Conceptual Understanding: 4.115) and practical implementation readiness (Institutional Readiness: 3.476, p < 0.05). While Palopo City stakeholders demonstrate robust conceptual support for inclusive education, critical implementation gaps exist in institutional infrastructure and human resource preparedness. These findings suggest urgent need for comprehensive capacity-building interventions targeting teacher training, facility enhancement, and systematic implementation support mechanisms.
Copyright (c) 2025 Octa Vian Dwi Tanto, Muh. Yamin (Author) https://creativecommons.org/licenses/by-sa/4.0
Artificial Intelligence as a Catalyst for Innovation in Early Childhood Pedagogy: A Critical Review
The integration of artificial intelligence technologies in early childhood education represents a significant paradigm shift in pedagogical practices, yet comprehensive critical analyses of AI's role as an innovation catalyst remain limited. This systematic literature review aims to synthesize recent research examining AI-driven innovations in early childhood pedagogy, identifying key trends, opportunities, and challenges for children aged 0-8 years. Following PRISMA guidelines, a comprehensive search across multiple databases yielded 34 high-quality studies published between 2019-2024. Data extraction employed a structured coding framework examining AI technology types, pedagogical applications, theoretical alignments, and ethical considerations. Results revealed four primary AI technology categories: intelligent tutoring systems (41.2%), educational robotics (35.3%), natural language processing (17.6%), and computer vision systems (5.9%). Educational robotics demonstrated the highest learning outcome improvements (42%), followed by intelligent tutoring systems (35%). AI technologies successfully enhanced personalized learning delivery, social-emotional development, and STEM skill acquisition while maintaining alignment with constructivist and play-based learning principles. However, significant challenges emerged regarding data privacy, algorithmic bias, teacher professional development requirements, and digital equity concerns. The findings indicate that while AI serves as a powerful catalyst for pedagogical innovation, successful implementation requires intentional approaches prioritizing developmental appropriateness, ethical considerations, and equitable access to ensure AI enhances rather than replaces essential human elements in early learning environments.
Copyright (c) 2025 Tyasa Safa Amelia (Author) https://creativecommons.org/licenses/by-sa/4.0
The Role of Early Childhood Teachers in Fostering Positive Attachment in Educational Settings: A Theoretical Review from the Perspective of Developmental Psychology
This literature review examines the pivotal role of early childhood teachers in fostering positive attachment relationships within educational settings, grounded in developmental psychology theory. Secure attachments between teachers and young children are essential for promoting socio-emotional well-being, cognitive development, and school readiness. Drawing on recent empirical studies and theoretical frameworks, this review highlights how teacher responsiveness, emotional availability, and consistent caregiving contribute to children’s sense of security and trust. Key indicators of positive attachment—such as proximity seeking, distress alleviation, and child-initiated interactions—are linked to improved social competence, reduced anxiety, and enhanced academic outcomes. Furthermore, the review explores the neurodevelopmental implications of teacher-child attachment, emphasizing its influence on brain regions responsible for stress regulation and executive function. The compensatory role of teachers for children experiencing insecure attachments at home is also discussed, underscoring the protective effects of sensitive and stable caregiving in educational contexts. Finally, the importance of institutional support, including low child-teacher ratios, professional development in attachment-informed pedagogy, and teacher well-being, is emphasized as critical to sustaining effective teacher-child relationships. The findings advocate for integrating attachment theory into early childhood education policy and practice to foster holistic development and resilience in young learners.
Copyright (c) 2025 Hardianti Riani Utami (Author) https://creativecommons.org/licenses/by-sa/4.0
Adapting Problem Tree-Assisted Small-Group Facilitation to Strengthen Collaborative Decision-Making Foundations in Early Childhood Education: Insights from Elementary Classroom Action Research
This study investigates challenges in Civic Education, particularly the development of deliberation skills among fifth-grade students at Yaminas Islamic Elementary School, Noling. Observations revealed ten students struggled to regulate emotions during discussions, often rejecting differing opinions with negative expressions or arguments. Classroom participation was also dominated by a few voices, limiting collaboration and equity. To address these issues, a Classroom Action Research (CAR) design was applied, combining small-group facilitation with the “problem tree” method. The intervention proceeded in two cycles: planning, implementation, observation, and reflection. In Cycle I, the theme was “Flood Issues and Solutions,” identifying waste as the root problem. In Cycle II, the focus shifted to “Effective Waste Management,” with flooding as the key concern. Deliberations were organized through small-group, large-group, and plenary sessions to balance participation. Findings showed clear improvement. The average score increased from 23 in Cycle I to 32 in Cycle II, indicating progress in participation, emotional regulation, and consensus-building. Although situated in an elementary school, the results offer insights for Early Childhood Education (ECE). Structured facilitation and problem tree media can be adapted for play-based contexts, helping young children practice turn-taking, negotiation, perspective-taking, and collective decision-making. These foundations strengthen social-emotional skills and prepare children for civic readiness from early ages.
Copyright (c) 2025 Raodhatul Jannah M (Author) https://creativecommons.org/licenses/by-sa/4.0
From Adolescents to Early Learners: Adapting Role-Playing for Pancasila Education in Early Childhood Contexts
This study reexamines the role of the Role-Playing method in Pancasila Education, originally implemented with seventh-grade students at SMPN 6 Satap Baraka, to explore its broader implications for early childhood contexts. The initial classroom action research, conducted over two cycles with three sessions each, demonstrated that conventional teacher-centered methods had failed to actively engage learners, resulting in achievement scores below the Minimum Mastery Criteria (KKM). By contrast, the introduction of role-playing produced significant improvements: average learning outcomes increased from 60.41 in Cycle I to 81.87 in Cycle II, while student activity levels rose from 65% to 98%. These findings highlight the effectiveness of role-playing in creating dynamic, participatory, and meaningful learning environments, fostering both engagement and value internalization. While the empirical data were collected at the secondary level, the developmental nature of role-playing—anchored in play, empathy, and perspective-taking—suggests even stronger pedagogical relevance for early childhood education, where play is the primary mode of learning. The study therefore argues that role-playing represents not merely a remedial strategy for adolescents but a foundational approach for cultivating Pancasila values in early learners.
Copyright (c) 2025 Risdayanti Risdayanti, Nurhikmah (Author) https://creativecommons.org/licenses/by-sa/4.0