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All Journal Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini
Putri Amanah, Adinda
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Education Social Sciences Other

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Pendidikan Karakter: Komparasi TK Islam dan TK Umum di SD Al-Kautsar Bandar Lampung Sagala, Rumadani; Romlah , Romlah; Putri Amanah, Adinda
Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Vol. 5 No. 3 (2020)
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.2020.53-04

Abstract

The purpose of this study was to identify the various types of student delinquency and the causes and understand how to deal with student delinquency. The method used is qualitative research. This research was conducted at SD AL-Kautsar Bandar Lampung. Data obtained from interviews with school principals and teacher educators and questionnaires distributed to students. Data were analyzed using the following steps: data reduction, data display and conclusion/verification. Based on the results of research in the field, the authors conclude that character education at SD Al-Kautsar Bandar Lampung is very good in terms of teaching and practice. Character development in schools is pursued through several ways including learning activities in the classroom and outside the classroom with qualified teachers who are believed to be able to build the character of their students, as well as cooperation from parents of students in cultivating good character at home.
Relational Coherence in Educating Generation Alpha: Digital Exposure, Adult Guidance, and Home-School Coordination in Indonesian Early Childhood Education R. Slate, John; Vinodhen, Vanessa; Putri Amanah, Adinda; Xolile Ntshangase, Mohammed
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.2026.112-09

Abstract

This study examines how adults involved in early childhood education in Indonesia understand Generation Alpha, respond to children’s digital exposure, and identify challenges in guiding children across home and school. Rather than treating Generation Alpha simply as a technologically fluent cohort, the study approaches digital childhood as a developmental and relational condition shaped by adult guidance, family routines, teacher authority, and home-school coordination. A small-scale interpretive qualitative design was employed, with data collected through open-ended written responses from three purposively selected adult participants who were directly involved in raising or educating young children. The responses were analyzed thematically to identify recurring patterns in participants’ understandings, strategies, concerns, and perceived barriers. The findings show that participants initially defined Generation Alpha through birth cohort and digital proximity. Their educational responses emphasized gadget supervision, personal attention, skills development, and holistic guidance. Digital exposure was associated with concerns about discipline, reduced social interaction, and communication development, although these concerns should be understood as adult perceptions rather than causal evidence. The most prominent pattern was relational: participants repeatedly linked educational difficulties to limited parental involvement, weak trust in teachers, and insufficient cooperation between home and school. The study contributes to global discussions on Generation Alpha by shifting attention from digital competence alone to relational coherence. It suggests that early childhood education in digitally saturated environments depends not only on how families and schools manage technology, but also on how adults build shared expectations, consistent guidance, and trustworthy relationships that support children’s learning, communication, and development.
Co-Authors R. Slate, John Romlah , Romlah Rumadani Sagala Vinodhen, Vanessa Xolile Ntshangase, Mohammed