Article Per Year (5 Year)
p-Index From 2021 - 2026
3.044
P-Index
This Author published in this journals
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

Published : 24 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 24 Documents
Search

 1   2   3 
Pemetaan Jaringan Pengetahuan: Analisis Jaringan Sastra Sistematis Permainan Banyumasan dan Berpikir Kritis Anak Murni, Murni; Susilawati, Eneng Sri; Syarah, Erie Siti
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.
Food Pedagogy and Parenting Programs In Improving Food Literacy of Early Childhood: A Systematic Literature Review Maria Sembiring, Jennita; Siti Syarah, Erie; Roudhotul Jannah, Siti
Journal of Islamic Education Students (JIES) Vol. 6 No. 1 (2026): Inpress
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.
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 Integrating Food Pedagogy and Project-Based Learning to Promote Healthy Eating in Early Childhood: A Systematic Literature Review isnaini, Waliatun; Zakirman; Siti Syarah, Erie; Aisyah, Siti; Mustapa, Noviana; Lie, Catherine
Indonesian Journal of Early Childhood Educational Research (IJECER) Vol. 5 No. 1 (2026): Inpress
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.
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