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All Journal Cakrawala Pendidikan Harmonia: Journal of Research and Education Jurnal Pendidikan Usia Dini Biopsikososial: Jurnal Ilmiah Psikologi Fakultas Psikologi Universitas Mercubuana Jakarta AL-ATHFAL : JURNAL PENDIDIKAN ANAK Atfaluna: Journal of Islamic Early Childhood Education TEMATIK: Jurnal Pemikiran dan Penelitian Pendidikan Anak Usia Dini MURHUM : JURNAL PENDIDIKAN ANAK USIA DINI Journal of English Language and Education Atthufulah : Jurnal Pendidikan Anak Usia Dini Jurnal Riset sosial humaniora, dan Pendidikan (Soshumdik) SENTRI: Jurnal Riset Ilmiah Journal of Islamic Education Students Indonesian Journal of Early Childhood Educational Research
Syarah, Erie Siti
Teacher Education Program In Early Childhood Education, STIT Muhammad Mardiyana, Tangerang, Indonesia
Aerospace Engineering Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Neuroscience Social Sciences Other

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Exploring the Impact of Digital Literacy on Cognitive Development in Early Childhood Education: A Systematic Literature Review Karnita, Anggun; Aisyah, Siti; Mustapa, Noviana; Siti Syarah, Erie; Raymena Jovanka , Della; bt Mahamud, Samihah
Al-Athfal: Jurnal Pendidikan Anak Vol. 11 No. 1 (2025)
Publisher : Islamic Early Childhood Education Study Program, Faculty of Tarbiyah and Education, UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/al-athfal.2025.111-08

Abstract

Purpose – This systematic literature review explores the development of digital literacy among children in the post-typographic era, where digital technology increasingly dominates daily life. The purpose of this study is to identify the impact of digital literacy on various dimensions of cognitive development in young children, including early numeracy, executive functioning, critical thinking, and creativity. By broadening the conceptualization of cognitive development, this study aims to provide a comprehensive understanding of how digital literacy contributes to children's intellectual growth in early childhood education.Design/methods/approach – Analysis of 33 studies obtained from the period between 2019 and 2024 indicates that children engage in multimodal practices, using technology for both play and learning. This highlights the importance of educators' understanding of digital literacy practices at home. Factors such as children's age, family structure, household income, and Human Development Index (HDI) significantly contribute to predicting preschool children's early digital literacy.Findings – The findings show that while children's literacy skills may benefit from access to digital resources, their mathematical skills do not demonstrate significant improvement. However, this study recommends that teachers collaborate with parents to enhance digital literacy and awareness of digital data security. Additionally, the use of interactive digital media can increase children's engagement and motivation in learning, allowing for more differentiated and inclusive learning approaches.Research implications/limitations – Future research should prioritize the development of age-appropriate, culturally relevant, and innovative digital content that can support effective teaching and learning in the digital age. Additional longitudinal studies are needed to explore the long-term cognitive and socio-emotional effects of digital media exposure in early childhood.Practical implications – Digital literacy can help children develop critical thinking, problem-solving, and creativity skills. However, exposure to age-inappropriate content can hinder their social-emotional development. The conclusion of this study emphasizes the need for training and support for educators in using digital media, as well as close collaboration with parents to ensure the successful implementation of digital literacy in early childhood education.Originality/value – This review offers a novel contribution by integrating multiple dimensions of cognitive development with the concept of digital literacy. It provides valuable insights into the future of educational practices, emphasizing the importance of digital competencies as foundational elements in early childhood education in the digital era.Paper type Literature review
The Impact of the Emo-Sisi Board Game on Emotional Self-Regulation in Preschool Children: A Quasi Experimental Study Mustapa, Noviana; Risnawati, Erna; Syarah, Erie Siti; Pramitasari, Muktia; Mahamud, Samihah
Biopsikososial: Jurnal Ilmiah Psikologi Fakultas Psikologi Universitas Mercubuana Jakarta Vol 9, No 1 (2025): VOL. 9 NO. 1 APRIL 2025
Publisher : Universitas Mercu Buana Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22441/biopsikososial.v9i1.32908

Abstract

Emotional self-regulation plays an essential role within early childhood education, laying the groundwork for children to cope with emotions and build healthy interactions with others. This research analyses the improvement of preschool aged children’s emotional self-regulation using a quantitative quasi-experimental approach with a pre-test post-test group design with the Emo-Sisi “Understanding Emotion” Board Game. Emo-Sisi Board Game, by Watiek Ideo is an interactive educational game for preschoolers to identify, understand, and regulate emotions. The sample included 50 preschool children, 25 in an intervention group who engaged in structured board game sessions and 25 in a control group who received standard classroom activities. PreBERS scale was utilized to assess emotional self-regulation via pre-test as well as post-test measures. Two-tailed paired independent t- tests and the Wilcoxon signed rank test were used to analyse data. The results demonstrated that the intervention group performed significantly better than the control group on emotional recognition, emotional expression, and application of self-regulation strategies. These insights indicate that the Emo-Sisi Board Game helps to enhance emotional self-regulation skills for preschool children. Future studies are warranted to explore the long-term consequences of these interventions and their effects on wider developmental domains.
The Influence of Song Implementation on Early Childhood Language Skills: A Literature Review Ginting, Eunike Laveda; Amini, Mukti; Chandrawati, Titi; Syarah, Erie Siti
Journal of English Language and Education Vol 10, No 4 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i4.976

Abstract

This literature review explores the influence of song implementation on the development of language skills in early childhood. Songs are widely used as an engaging educational tool to introduce children to vocabulary, sentence structures, and concepts such as counting and environmental knowledge. This study aims to examine how the integration of songs in early learning environments supports language acquisition and communication development. Using a qualitative literature review approach, relevant studies were analyzed to identify patterns in the use of music for linguistic stimulation. The findings highlight that songs significantly enhance children's vocabulary, facilitate faster word recall, and improve long-term memory retention. Moreover, singing activities help reduce language delays by creating a relaxed, enjoyable learning atmosphere that encourages verbal expression. These results underscore the importance of incorporating music-based methods in early childhood education as a strategy to optimize language development.
Early childhood financial literacy: A systematic literature review Pramitasari, Muktia; Siti Syarah, Erie; Risnawati, Erna; Shofiyah Tanjung, Khoiriyah
Atfaluna Journal of Islamic Early Childhood Education Vol. 6 No. 1 (2023): January-June 2023
Publisher : Atfaluna: Journal of Islamic Early Childhood Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/atfaluna.v6i1.5724

Abstract

Financial literacy is important for individuals, society as a whole and contributes to economic growth and development. This systematic literature review aims to provide information regarding the importance of financial literacy for early childhood, financial literacy that early childhood can learn and good practices that have been implemented in stimulating early childhood financial literacy. This research reviews 14 journals from 143 various international journals and proceedings. Research has found that introducing the concept of financial literacy from an early age will encourage healthy financial habits in the future, financial education provides knowledge, skills and confidence, and various media and methods have been developed to stimulate early childhood financial literacy.
Unlocking Imagination through Living Books: A Case Study on Deep Literacy Engagement in Early Childhood within a Charlotte Mason Community in Indonesia Mustapa, Noviana; Syarah, Erie Siti; Risnawati, Erna; Pramitasari, Muktia; Kassim, Siti Kholijah
Atfaluna Journal of Islamic Early Childhood Education Vol. 8 No. 1 (2025): January-June 2025
Publisher : Atfaluna: Journal of Islamic Early Childhood Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/atfaluna.v8i1.11136

Abstract

This study examines the perceptions of parents adhering to the Charlotte Mason educational philosophy regarding the use of living books in fostering literacy engagement among children. A total of 119 parents participated in this study, selected through purposive sampling based on specific inclusion criteria: their active practice of the Charlotte Mason method and experience in reading living books aloud to their children. The participants predominantly comprised mothers (79.8%), aged between 21 and 50 years, and were predominantly residing in urban areas throughout Indonesia. Employing a quantitative descriptive research design, data were collected through a self-constructed questionnaire consisting of 38 items categorized into four dimensions: perceptions of the benefits of reading living books aloud, reasons for encouraging children to retell stories, rationale for selecting living books, and methods of reading living books. The questionnaire was distributed via Google Forms, and the collected data were analyzed using descriptive statistics with SPSS version 26. The results indicated that respondents possessed highly positive perceptions regarding the cognitive, emotional, and social benefits of reading living books aloud to children. Additionally, parents perceived the practice of asking children to retell stories as beneficial for enhancing language skills, self-confidence, and narrative abilities. The study revealed that living books play a significant role in fostering deep literacy engagement and socio-emotional development in early childhood. The findings provide significant insights for educators, parents, and policymakers in designing effective literacy programs that integrate living books as an essential pedagogical tool and resources.
Effectiveness of Early Literacy Activities for Anti-Bullying Education in Early Childhood: A Systematic Review Alif Estiq Faroh; Tatminingsih, Sri; Budi Maryatun, Ika; Siti Syarah, Erie
Journal of Islamic Education Students (JIES) Vol. 5 No. 2: November 2025
Publisher : Universitas Islam negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Bullying in early childhood poses significant long-term risks to children’s social and emotional development. Preventive efforts through early literacy activities have increasingly been recognized as an effective strategy to cultivate empathy, moral understanding, and social skills from an early age. This study aims to systematically review the literature on the effectiveness of early literacy activities in anti-bullying education for young children. The search process was conducted using three major electronic journal databases Google Scholar, JSTOR, and EBSCO employing standardized keywords. Article selection followed the PRISMA stages of identification, screening, eligibility, and inclusion, resulting in 15 studies that met the criteria. Findings indicate that activities such as storytelling, role-playing, and shared reading consistently enhance children’s understanding of empathy, emotional regulation, assertive communication, and prosocial behavior—core competencies essential for bullying prevention. Furthermore, early literacy activities strengthen positive social interactions through structured narratives and interpersonal simulations. Therefore, early literacy can be recommended as an effective pedagogical approach within early childhood curricula to support anti-bullying education through engaging and developmentally appropriate learning experiences.
Scaling Early Childhood Digital Practices Through a Design-Based Implementation Research Model in Rural Ecosystems Syarah, Erie Siti; Puspitasari, Kristanti Ambar; Aisyah, Siti; Mustapa, Noviana; Sudirman, Sudirman; Linawati, Linawati; Khalid, Nursyahidah binti; Himphinit, Musakkid
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.   
THE EFFECTIVENESS OF THE SCIENTIFIC APPROACH ON THE CRITICAL THINKING SKILLS OF 5-6 YEAR OLD CHILDREN-A SYSTEMATIC LITERATURE REVIEW Saragih, Perisma Seri; Mustapa, Noviana; Syarah, Erie Siti; I Made Indra Purwanita
Atthufulah : Jurnal Pendidikan Anak Usia Dini Vol 6 No 1 (2025): Atthufulah - October
Publisher : Fakultas Tarbiyah Universitas Ibrahimy Situbondo

Show Abstract | Download Original | Original Source | Check in Google Scholar

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.
A Systematic Review of Fun Cooking Activities for Strengthening Children's Measurement Skills in STEM Education Rahmawati, Dewi; Chandrawati, Titi; Siti Syarah, Erie
Murhum : Jurnal Pendidikan Anak Usia Dini Vol. 6 No. 2 (2025): Desember
Publisher : Perkumpulan Pengelola Jurnal (PPJ) PAUD Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37985/murhum.v6i2.1715

Abstract

Measurement skills are an important foundation in early childhood mathematics and science learning and play a role in building STEM readiness. Fun cooking activities, especially those based on traditional foods, provide concrete experiences that help children understand the concepts of weight, volume, and proportion in a cultural context that is close to their lives. This study is a systematic review using the PRISMA guidelines and the Scopus, Web of Science, ERIC, SpringerLink, and Google Scholar databases. Of the 327 studies identified, 28 articles met the inclusion criteria and were analyzed thematically. The results show that fun cooking can improve children's quantitative understanding, while the use of traditional foods reinforces the relevance of learning and cultural values. Teacher and parental guidance plays an important role in the scaffolding process, although challenges such as limited tools and curriculum adaptation are still found. Culture-based fun cooking is an effective approach to support measurement skills in early childhood STEM education, but further research is needed to assess the long-term impact.
Dampak Aktivitas Bermain Drumband terhadap Keaksaraan Awal Anak melalui Kajian Sistematis Satu Dekade Terakhir Muhlisoh, Afidatul; Fitriani, Yulianti; Luluk, Hadiqotul; Siti Syarah, Erie
Murhum : Jurnal Pendidikan Anak Usia Dini Vol. 7 No. 1 (2026): Juli In Progress
Publisher : Perkumpulan Pengelola Jurnal (PPJ) PAUD Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37985/murhum.v7i1.1762

Abstract

Masalah literasi dini masih menjadi tantangan dalam Pendidikan Anak Usia Dini (PAUD), khususnya terkait keterbatasan media pembelajaran yang menarik, inovatif, dan sesuai perkembangan anak. Musik ritmis, seperti aktivitas drumband, memiliki potensi sebagai pendekatan alternatif yang mampu mengintegrasikan aspek permainan dengan stimulasi keaksaraan awal. Penelitian ini bertujuan untuk menganalisis dampak aktivitas bermain drumband terhadap perkembangan keaksaraan awal anak usia dini. Metode yang digunakan adalah Systematic Literature Review (SLR) dengan mengikuti tahapan PRISMA. Data diperoleh melalui penelusuran artikel dari Google Scholar dan Scopus dengan rentang publikasi 2015–2025, menggunakan kriteria inklusi eksklusi yang telah ditetapkan. Dari 145 artikel yang teridentifikasi, 13 artikel memenuhi kriteria kelayakan. Hasil sintesis menunjukkan bahwa aktivitas drumband berkontribusi positif terhadap perkembangan keaksaraan awal melalui peningkatan kesadaran fonologis, sensitivitas bunyi, koordinasi motorik, atensi, serta konektivitas saraf yang berkaitan dengan bahasa dan literasi. Aktivitas ritmis juga terbukti meningkatkan keterlibatan emosional anak, kerja sama sosial, dan motivasi membaca melalui pendekatan bermain yang menyenangkan. Temuan ini merekomendasikan integrasi musik ritmis dalam praktik pembelajaran PAUD sebagai media alternatif dalam stimulasi keaksaraan awal.
Co-Authors Alif Estiq Faroh Andriani, Mia Ayu Niza Machfauzia bt Mahamud, Samihah Chandrawati, Titi DEWI RAHMAWATI Elindra Yetti Fridani, Lara Ginting, Eunike Laveda Gunarti, Winda Hapidin, Hapidin Himphinit, Musakkid I Made Indra Purwanita Ika Budi Maryatun Ilza Mayuni isnaini, Waliatun Karnita, Anggun Kassim, Siti Kholijah Khalid, Nursyahidah binti Lie, Catherine Linawati Linawati Luluk, Hadiqotul Mahamud, Samihah Maria Sembiring, Jennita Muhlisoh, Afidatul Mukti Amini Murni Murni Mustapa, Noviana Nurbiana Dhieni Nurhalita Diny Pramitasari, Muktia Puspitasari, Kristanti Ambar Raymena Jovanka , Della Risnawati, Erna Roudhotul Jannah, Siti Saragih, Perisma Seri Shofiyah Tanjung, Khoiriyah Siti Aisyah Sri Tatminingsih Sudirman Susilawati, Eneng Sri Winda Gunarti Yuli Pujianti YULI PUJIANTI Yulianti Fitriani Zakirman