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All Journal Tunas Cendekia : Jurnal Program Studi Pendidikan Anak Usia Dini SWARNA
Jastin Martino
Bina Nusantara University
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Neuroscience Physics Social Sciences Other

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STEM Education in Early Childhood: A Systematic Literature Review of Trends and Practices Indri Suci Wardhani; Jastin Martino; Mida Ayu Restanti; Nurbani Syifa; Eiftien Yuliar Rasyidin
Tunas Cendekia : Jurnal Program Studi Pendidikan Anak Usia Dini Vol. 9 No. 1 (2026): Tunas Cendekia : Jurnal Program Studi Pendidikan Anak Usia Dini
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/tunascendekia.v9i1.12714

Abstract

Despite expanding global interest in early childhood Science, Technology, Engineering, and Mathematics (STEM) education, empirical evidence regarding pedagogical integration, teacher belief systems, and early cognitive outcomes remains conceptually fragmented and geographically asymmetric. To address this gap, this systematic literature review applies PRISMA 2020 guidelines and the SPIDER eligibility framework to synthesize a primary empirical corpus of N = 20 studies within a broader 30-source academic foundation. Grounded in Vygotsky’s sociocultural theory and Papert’s constructionism, this review evaluates early childhood STEM instructional mechanics including Engineering Design Process (EDP) cycles, screen-free tangible robotics, digital manipulatives, and arts-integrated storybooks for learners aged 3 to 8 years. Synthesized findings reveal a clear developmental continuum: toddler learning (ages 3-4) relies primarily on open-ended sensory discovery, whereas kindergarten settings (ages 5-6) require structured teacher scaffolding to guide children from initial prototyping toward systematic testing, spatial reasoning, and failure optimization. Furthermore, teacher pedagogical belief structures significantly moderate curriculum execution; educators holding discrete beliefs regarding play and academics achieve higher technical coding gains through structured modules, whereas those with integrated beliefs prioritize open-ended exploration without diminishing computational thinking or debugging skills. Methodological quality appraisal via the Mixed Methods Appraisal Tool (MMAT 2018) confirms high overall rigor (M = 84.5%), though geographic distributions reveal severe imbalances favoring Asian and European research hubs over African and South American contexts. Ultimately, this review offers actionable theoretical, policy, and practical frameworks for curriculum designers and teacher education programs seeking to establish equitable, developmentally aligned early STEM learning environments.
Cross-Cultural Collaboration and Student Learning in an International Community Engagement Program Jastin Martino; Hannah Fithrotien Salsabila Nadiani; Vicky Taniady; Ulul Ilmi; Devanka Diaz Ayu Pitaloka
SWARNA: Jurnal Pengabdian Kepada Masyarakat Vol. 5 No. 10 (2026): SWARNA : Jurnal Pengabdian Kepada Masyarakat, Oktober, 2026
Publisher : LPPM Sekolah Tinggi Ilmu Ekonomi 45 Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55681/swarna.v5i10.4861

Abstract

Although international community engagement programs are widely implemented across higher education, qualitative evidence detailing how students internally process cross-cultural friction and contextual design adaptation remains sparse compared to administrative reporting. This study addresses this gap through a reflection-centered qualitative inquiry, analyzing reflection transcripts from ten Indonesian and Singaporean student participants (BINUS University and Singapore Polytechnic) engaged in short-term rural field projects at A Green and Yayasan KDM. Using reflexive thematic analysis grounded in Kolb's experiential learning cycle and Schön's reflection-in-action, the analysis revealed four core experiential dynamics. Intercultural dialogue developed by combining emotional translation with rapid visual sketching, while working-pace mismatches between structured planning and local flexibility were resolved through nightly debriefings and user-evidence affinity synthesis. Unscripted rural constraints forced a design pivot toward low-tech cardboard mockups refined through elder ergonomic feedback, while an immersive community stay shifted student perspectives away from top-down technical assumptions toward active community listening and empathy-rooted design ethics. These findings offer a reflective framework for structuring debriefings and ethical co-design in international service-learning, moving beyond superficial activity metrics.
Co-Authors Devanka Diaz Ayu Pitaloka Eiftien Yuliar Rasyidin Hannah Fithrotien Salsabila Nadiani Indri Suci Wardhani Mida Ayu Restanti Nurbani Syifa Ulul Ilmi Vicky Taniady