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All Journal Aulad : Journal on Early Childhood Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Jurnal Komunikasi Pendidikan Edukids: Jurnal Pertumbuhan, Perkembangan, dan Pendidikan Anak Usia Dini MURHUM : JURNAL PENDIDIKAN ANAK USIA DINI Pelangi: Jurnal Pemikiran dan Penelitian Pendidikan Islam Anak Usia Dini Journal of International Conference Proceedings Tekmulogi: Jurnal Pengabdian Masyarakat Al Fitrah: Journal Of Early Childhood Islamic Education Early Childhood Research Journal (ECRJ)
Zaman, Badru
Unknown Affiliation
Religion Humanities Decision Sciences, Operations Research & Management Education Electrical & Electronics Engineering Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

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Embedding Character Values to Children in Bugis Family Nurture Salmiati, Salmiati; Zaman, Badru
Journal of International Conference Proceedings Vol 4, No 1 (2021): Proceedings of the 9th International Conference of Project Management (ICPM) Mal
Publisher : AIBPM Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32535/jicp.v4i1.1161

Abstract

Family nurture is one of parents’ attempts to guide and lead their children physically and mentally from born to adulthood. The family has a significant role in preparing individuals in the early stages of development of their members. Family members are expected to have an active role in the community where they live. Values, norms, and practices embedded in primary socialization are influenced by family background involving ethnicity, religion, culture, and social strata. This causes children to acquire character values slowly and below the parents’ expectations. This study aimed at obtaining information on children character values inculcation in Bugis family nurture as it has been stated in Law number 20 Year 2003. This study indicated that there was character values inculcation to children in Bugis family nurture. One of the parents’ roles was to inculcate noble values to children from birth to adulthood. To realize this mission, it was crucial to strengthen the character values and the Bugis family nurture as well as to cooperate with the people within the community, messages in the Bugis community to children occur through the process of socialization and enculturation. Socialization through a verbal process, namely through advice, advice, advice and also actions in the form of parents giving examples of what is good and not good for children, while the enculturation process occurs through habituation by children to the values learned from parents and to their children. surrounding environment.
KECERDASAN FINANSIAL UNTUK MENUMBUHKAN JIWA ENTREPRENEUR ANAK USIA DINI Sari, Dewi Ratna; Zaman, Badru
Al Fitrah: Journal Of Early Childhood Islamic Education Vol 7, No 1 (2024): Early Childhood Islamic Education
Publisher : UIN Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ja.v7i2.4413

Abstract

Pentingnya pendidikan kecerdasan finansial anak usia dini ini untuk menjadikan anak akan lebih peka terhadap finansial dan bagaimana pengelolaan uang. Bukan di usia dewasa saja mendapatkan pembelajaran tentang finansial namun alangkah baiknya dimulai sejak dini mengenal bagaimana kecakapan literasi keuangan dan kecerdasan finansial. Semua itu sangatlah perpengaruh pada masa depan anak yang akan datang, dan untuk menumbuhkan kecerdasan finansial tentulah membutuhkan sebuah stimulisasi dan penanaman pembelajaran pada anak. Dengan ini peneliti mengangkat permasalahan yang sering ditemui akhir-akhir ini banyak orang dewasa, mereka tidak bisa mengelola bagaimana cara menggunakan ataupun mengelola uang dengan baik. Tidak menjadikan uang sebagai sesuatu yang mudarat tetapi menjadikan sesuatu yang bernilai dan bermanfaat dengan baik. Dalam penelitian ini penulis menggunakan tinjauan literatur yang bertujuan untuk menganalisis perkembangan kecerdasan finansial anak usia dini. Penulis memilih studi yang relevan akurat dari sumber akademik terbatas, seperti google scholar dan Crossref untuk mengumpulkan data penelitian yang kemudian dikategorikan menurut kriteria PRISMA. Untuk pencarian pertama menghasilkan 141 artikel, yang kemudian dipangkas menjadi 20 jurnal yang dapat diterima untuk pemeriksaan lebih lanjut. Hasil penelitian ini mengungkapkan kurangnya peningkatan pembelajaran finansial dikelompok PAUD. Hal ini pendidikan anak usia dini kurangnya dibekali dengan pendidik pembelajaran finansial.
Universal Design For Learning (UDL) Dalam Pendidikan Anak Usia Dini Haris, Fakhita Indira; Zaman, Badru; Kurniati, Euis; Apsari, Nurcita; Khoerunnisa, Salsabila; Sidqia, Tiara Lisania; Shofia, Aida Fitri; Arini G, Alfianti; Hamid, Ainun Ibrahim
Early Childhood Research Journal (ECRJ) Vol. 8 No. 2 (2025)
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ecrj.v8i2.11119

Abstract

Penelitian ini bertujuan untuk mengkaji penerapan Universal Design for Learning (UDL) dalam pendidikan anak usia dini (PAUD) melalui pendekatan Systematic Literature Review (SLR) dengan kerangka PRISMA. UDL merupakan pendekatan inklusif yang dirancang untuk mengakomodasi keberagaman peserta didik melalui desain kurikulum yang fleksibel, adaptif, dan dapat diakses oleh semua anak. Analisis dilakukan terhadap 13 sumber literatur terakreditasi yang relevan dengan topik UDL dan keberagaman pada anak usia dini. Hasil kajian menunjukkan bahwa UDL berkembang sebagai respons terhadap kebutuhan akan pendidikan yang adil dan inklusif sejak dini. Strategi implementasi UDL di PAUD mencakup desain pembelajaran fleksibel, pengenalan gaya belajar anak, serta penguatan kapasitas guru. Penerapan UDL terbukti meningkatkan aksesibilitas, partisipasi, dan motivasi belajar anak, termasuk bagi mereka yang memiliki kebutuhan khusus. Temuan ini menegaskan bahwa UDL berkontribusi pada pembelajaran yang berpihak pada anak dan menghargai keberagaman. Penelitian ini memberikan kontribusi teoritis dan praktis untuk mendukung perancangan lingkungan belajar yang inklusif di jenjang PAUD.
Pedagogical Principles Underpinning STEAM Education in Early Childhood: A Systematic Literature Review Afrilliany, Afrilliany; Juhanaini, Juhanaini; Zaman, Badru
Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Vol. 11 No. 2 (2026)
Publisher : Program Studi Pendidikan Islam Anak Usia Dini, Fakultas Ilmu Tarbiyah dan Keguruan, UIN Sunan Kalijaga, Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jga.2026.112-02

Abstract

STEAM education in early childhood is increasingly promoted as an integrated approach for supporting children’s creativity, inquiry, collaboration, and problem solving. However, the pedagogical principles that make STEAM developmentally appropriate remain dispersed across studies on classroom activities, media use, teacher learning, and implementation outcomes. This systematic literature review synthesized peer reviewed English language articles on STEAM or STEM learning in early childhood education published between 2015 and 2025. Searches were conducted in Scopus, ERIC, ScienceDirect, and Google Scholar via Publish or Perish using Boolean keyword combinations. Following PRISMA 2020, 327 records were identified, 79 duplicates were removed, 248 titles and abstracts were screened, 67 full texts were assessed, and 30 articles were included. The included studies were examined through quality appraisal, structured data extraction, and thematic synthesis. The synthesis identified seven interconnected pedagogical principles: child centered learning, inquiry based exploration, experiential and play based learning, interdisciplinary integration, creativity and arts integration, collaborative learning, and teacher facilitation. Child centered learning and inquiry based exploration operated as the core principles, while play, arts, collaboration, and teacher facilitation supported children’s meaning making across STEAM domains. This review contributes to the global literature on early childhood education by offering an integrated and transferable typology for understanding STEAM as a developmentally responsive pedagogical ecology rather than a collection of isolated projects. The typology can inform curriculum design, teacher professional learning, assessment practices, and future classroom based research across diverse early childhood contexts.
Co-Authors Afrilliany, Afrilliany Agustin, Mubair Aisyah Durrotun Nafisah Apsari, Nurcita Arini G, Alfianti Dewi Ratna Sari El-Seira, Ridha Marissa Euis Kurniati Hamid, Ainun Ibrahim Haris, Fakhita Indira Ilahiah, Nur Juhanaini, Juhanaini Kamaliyah, Nurhayatul Khairunnisa, Fathul Khoerunnisa, Salsabila Komalasari, Iis Melati, Herlina Puspa Novita Wulandari Nur Faizah Romadona Nurfadilah, Fathia Ocih Setiasih Putri Adriana, Nadhira Ramdani, Cepi Rita Mariyana Rudianto Rudiyanto Rudiyanto, Rudiyanto Salmiati Salmiati, Salmiati Sapta Wati, Eka Sari, Yopita Shofia, Aida Fitri Sidqia, Tiara Lisania Wahyuni, Indriyana Yuli Kurniawati, Yuli Zeniputri, Shifa Zumayyah, Anbar