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All Journal Atthufulah : Jurnal Pendidikan Anak Usia Dini SENTRI: Jurnal Riset Ilmiah Jurnal Educative: Journal of Educational Studies Journal of Islamic Education Students Indonesian Journal of Early Childhood Educational Research
Erie Siti Syarah
Universitas Terbuka
Aerospace Engineering Humanities Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Other

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Food Pedagogy and Parenting Programs In Improving Food Literacy of Early Childhood: A Systematic Literature Review Jennita Maria Sembiring; Erie Siti Syarah; Siti Roudhotul Jannah
Journal of Islamic Education Students (JIES) Vol. 6 No. 1: May 2026
Publisher : Universitas Islam negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/jies.v6i1.16716

Abstract

The increasing exposure of children to ultra-processed foods highlights the importance of developing food literacy from early childhood. This study aims to identify food pedagogy strategies applied in early childhood education, examine parenting-based nutrition programs influencing children’s food literacy, evaluate their effectiveness based on Scopus-indexed empirical studies, and identify research gaps in integrated school–family intervention models. This research employed a Systematic Literature Review guided by the PRISMA 2020 framework. Literature searches were conducted in Scopus and Web of Science for articles published between 2014 and 2025. After screening and eligibility assessment, twelve empirical studies were included in the analysis. The findings indicate that experiential food pedagogy approaches such as cooking activities, gardening, and project-based learning effectively enhance children’s food knowledge, skills, and attitudes toward healthy eating. Parenting-based nutrition programs also contribute significantly to improving children’s dietary behaviors through parental modeling and family engagement. However, most interventions are implemented separately within school or family contexts, indicating the need for integrated school–family intervention models to strengthen sustainable food literacy development in early childhood.
The Integrating Food Pedagogy and Project-Based Learning to Promote Healthy Eating in Early Childhood: A Systematic Literature Review Waliatun isnaini; Zakirman; Erie Siti Syarah; Siti Aisyah; Noviana Mustapa; Catherine Lie
Indonesian Journal of Early Childhood Educational Research (IJECER) Vol. 5 No. 1 (2026)
Publisher : Universitas Islam negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/ijecer.v5i1.16367

Abstract

Food insecurity remains a critical issue affecting early childhood health. Early food knowledge significantly shapes children’s dietary behaviors, underscoring the need for effective pedagogical integration within early education settings. This study aims to systematically examine the integration of food pedagogy and Project-Based Learning (PjBL) and to analyze its impact on children’s health knowledge and healthy food choices. This systematic literature review followed PRISMA guidelines. Peer-reviewed empirical studies published between 2014 and 2024 were retrieved from the Scopus database using predefined inclusion and exclusion criteria. Articles focusing on early childhood populations, food or nutrition education, and project-based or experiential learning approaches were selected. Data were extracted and synthesized thematically to identify instructional patterns and reported outcomes. The findings indicate that integrating food pedagogy within PjBL enhances nutritional knowledge, fosters positive attitudes toward healthy foods, and supports informed dietary decision-making. Evidence consistently shows that experiential and collaborative projects contribute to sustainable healthy eating behaviors in early childhood. Overall, food pedagogy implemented through project-based learning represents a promising approach to strengthening early preventive efforts against food insecurity.
THE EFFECTIVENESS OF THE SCIENTIFIC APPROACH ON THE CRITICAL THINKING SKILLS OF 5-6 YEAR OLD CHILDREN-A SYSTEMATIC LITERATURE REVIEW Perisma Seri Saragih; Noviana Mustapa; Erie Siti Syarah; I Made Indra Purwanita
Atthufulah : Jurnal Pendidikan Anak Usia Dini Vol 6 No 1 (2025): Atthufulah - October
Publisher : Fakultas Tarbiyah Universitas Ibrahimy Situbondo

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Abstract

Critical thinking skills are essential skills that need to be developed from an early age to face the challenges of the 21st century. This study aims to assess the effectiveness of the scientific approach in improving the critical thinking skills of children aged 5-6 years through a systematic literature review. Data were collected from ten selected scientific articles published between 2020 and 2025 and analyzed based on strict inclusion and exclusion criteria. The study results show that the scientific approach significantly improves children's critical thinking skills, especially in the aspects of observing, questioning, reasoning, problem solving and concluding. This approach is effectively applied in various learning contexts, including conventional learning as well as those that integrate technology and innovative methods such as mind mapping, makerspace and problem-based learning. Successful implementation is strongly influenced by teacher competence, learning environment support, and parental involvement. However, challenges such as limited teacher understanding, lack of resources and low parental participation are still obstacles. Although its short-term effectiveness has been proven, longitudinal research is needed to assess its long-term impact on children's cognitive development. Thus, the scientific approach is recommended as the main learning strategy in early childhood education to optimally build the foundation of critical thinking.
Developing Physical Activity-Based Ular Tangga Rahasia Learning Media to Enhance Early Childhood Gross Motor Skills Wara Rina Wahyuni; Hadiqotul Luluk; Zakirman; Erie Siti Syarah
Jurnal Educative: Journal of Educational Studies Vol. 10 No. 2 (2025): December 2025
Publisher : Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30983/educative.v10i2.11086

Abstract

This study aimed to develop a physical activity-based Ular Tangga Rahasia media to improve early childhood gross motor skills. This research employed a Research and Development (R&D) method using the 4D development model consisting of define, design, develop, and disseminate stages. The research subjects consisted of 30 children aged 5–6 years. Data collection instruments included expert validation sheets, teacher response questionnaires, observation sheets, and children's gross motor skill tests. Data were analyzed using descriptive quantitative analysis and paired sample t-test. The results showed that the developed media had a very high level of validity, with an average score of 90% from media experts, 92% from material experts, and 93.5% from language experts. The practicality test results obtained an average score of 93% categorized as very practical. In the effectiveness test, the average gross motor skill score increased from 61.6 in the pretest to 86.3 in the posttest, with an improvement of 24.7 points. The paired sample t-test results showed a significance value of 0.000 (<0.05), indicating that the media effectively improves early childhood gross motor skills. Improvements were observed in balance, coordination, agility, strength, and locomotor movement indicators. Therefore, the physical activity-based Ular Tangga Rahasia media is considered valid, practical, and effective and can be used as an innovative learning media to improve early childhood gross motor skills.
Pemetaan Jaringan Pengetahuan: Analisis Jaringan Sastra Sistematis Permainan Banyumasan dan Berpikir Kritis Anak Murni Murni; Eneng Sri Susilawati; Erie Siti Syarah
SENTRI: Jurnal Riset Ilmiah Vol. 5 No. 2 (2026): SENTRI : Jurnal Riset Ilmiah, Februari 2026
Publisher : LPPM Institut Pendidikan Nusantara Global

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55681/sentri.v5i2.5786

Abstract

Critical thinking is increasingly recognized as a core competency of the 21st century that must be cultivated from the early stages of education. However, in early childhood education practices, the development of critical thinking still tends to focus on formal approaches and modern or digital games, while the potential of traditional games rich in cultural context and cognitive challenges has not been systematically studied. Traditional cultural practices are often positioned merely as recreational activities, rather than as pedagogical media for developing children's higher-order thinking skills. Therefore, this study aims to examine how traditional Banyumasan games, particularly Lowok and Lithongan, contribute to fostering children's critical thinking skills. Through Systematic Literature Network Analysis (SLNA), this study reviewed and mapped 163 scientific articles indexed by Scopus and Web of Science published between 2010 and 2024. Bibliometric and network analyses were conducted using VOS viewer to identify keyword relationships, co-citation patterns, bibliographic coupling, and collaboration networks between authors, institutions, and countries. The research findings reveal four main clusters: critical thinking and problem-solving in early childhood education, culture-based pedagogy through traditional games, collaborative learning and social interaction, and the integration of 21st-century skills in a game-based approach. The mapping results also indicate that neuroscientific perspectives examining the cognitive and neural mechanisms underlying traditional game-based learning remain underexplored, highlighting a significant research gap in this field. Although this field is rapidly developing, publications are still dominated by American and European sources, with contributions from Southeast Asia limited. This research contributes to the development of educational science by demonstrating how culture-based pedagogical practices can strengthen children's critical thinking skills while opening up cross-cultural and longitudinal research directions.
Scaling Early Childhood Digital Practices Through a Design-Based Implementation Research Model in Rural Ecosystems Erie Siti Syarah; Kristanti Ambar Puspitasari; Siti Aisyah; Noviana Mustapa; Sudirman Sudirman; Linawati Linawati; Nursyahidah binti Khalid; Musakkid Himphinit
Indonesian Journal of Early Childhood Educational Research (IJECER) Vol. 4 No. 2 (2025)
Publisher : Universitas Islam negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/ijecer.v4i2.15911

Abstract

This study examines how a design-based implementation research (DBIR) approach can accelerate developmentally appropriate digitalization in early childhood education within a rural village ecosystem. We co-designed, piloted, and iteratively refined a practice-proximal package, professional learning and coaching, a contextualized digital lesson bank, implementation tools (rubrics/SOPs), and organizational supports, delivered through a stepped-wedge rollout across six ECE centers (310 children; 34 staff). Mixed methods integrated repeated surveys/logs, structured classroom observations and artefact audits, and interviews/FGDs; instruments covered teacher outcomes, classroom processes, center-level implementation outcomes, and system supports. Quantitatively (n=18 teachers), teachers strongly endorsed play-based pedagogy and age-appropriate management and reported high confidence to blend traditional–digital approaches, while routine device/app use and simple media creation were lower, indicating an enactment fluency gap. Qualitatively, key barriers were limited devices/media, uneven digital skills, and device-related classroom management; children’s engagement was predominantly positive. Triangulation suggests two proximal mechanisms, motivation and procedural clarity, by which coaching and SOPs (rotation/transition) convert enthusiasm into on-task behavior. Findings yield a feasible pathway for scale: prioritize shared-device solutions and offlineable media, intensify practice-based coaching on two workflow “kernels,” and institutionalize leadership-backed routines. Future work will test dose–response and moderation using longitudinal mixed-effects models and center-level interrupted time series to assess sustainment and generalizability.   
Co-Authors Catherine Lie Eneng Sri Susilawati I Made Indra Jennita Maria Sembiring Linawati Linawati Luluk, Hadiqotul Murni Murni Musakkid Himphinit Mustapa, Noviana Nursyahidah binti Khalid Perisma Seri Saragih Puspitasari, Kristanti Ambar Siti Aisyah Siti Roudhotul Jannah Sudirman Waliatun isnaini Wara Rina Wahyuni Zakirman Zakirman