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All Journal Jurnal Pendidikan Anak Usia Dini Undiksha Edutech Jurnal Pendidikan Usia Dini Indonesian Journal of Early Childhood Education Studies Al Ishlah Jurnal Pendidikan Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini Jurnal Penelitian Pendidikan IPA (JPPIPA) PEDAGOGIA AL-ATHFAL : JURNAL PENDIDIKAN ANAK Jurnal Basicedu Aulad : Journal on Early Childhood Journal on Education JETL (Journal Of Education, Teaching and Learning) Jurnal Pembelajaran Inovatif Edukids: Jurnal Pertumbuhan, Perkembangan, dan Pendidikan Anak Usia Dini G-Couns: Jurnal Bimbingan dan Konseling MURHUM : JURNAL PENDIDIKAN ANAK USIA DINI Jurnal Pasca Dharma Pengabdian Masyarakat Edusentris: Jurnal Ilmu Pendidikan dan Pengajaran International Journal of Science and Society (IJSOC) Jurnal Basicedu Tekmulogi: Jurnal Pengabdian Masyarakat Ta'dib
Rita Mariyana
Universitas Pendidikan Indonesia
Religion Aerospace Engineering Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Engineering Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics Public Health Social Sciences Other

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Developing an Integrative SMART Learning Model to Support Holistic Development in Early Childhood Education Nita Priyanti; Rita Mariyana; Rika Sadiyah; Debie Susanti; Restu Yuningsih
Ta'dib Vol 28 No 2 (2025)
Publisher : Universitas Islam Negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/jt.v28i2.16163

Abstract

Learning practices in early childhood education have not yet optimally integrated science, mathematics, art, religious values, and technology into a unified instructional model. This study aims to develop and examine the effectiveness of the SMART learning model (Science, Math, Art, Religion, and Technology) in early childhood education. Using a research and development (R&D) approach, the study integrated quantitative and qualitative data and involved early childhood learners as research participants. The model was developed through the ADDIE framework and validated by early childhood education experts, classroom teachers, and religious education specialists. The findings indicate that the SMART learning model is more effective than conventional lecture-based learning in enhancing children’s competencies across science, mathematics, art, religion, and technology. Overall, the study demonstrates that the SMART learning model provides an integrative, child-centered approach that supports holistic learning outcomes and aligns with early childhood developmental characteristics.
Teachers’ Challenges in ICT Integration for Early Childhood Education: A Systematic Literature Review Jannah, Hawa Nurul; Mariyana, Rita; Hadi, Moh Syaikhol
Aulad: Journal on Early Childhood Vol. 9 No. 1 (2026): January-April 2026 in Progress
Publisher : Perkumpulan Pengelola Jurnal PAUD Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/aulad.v9i1.1500

Abstract

Teachers still encounter obstacles when trying to include ICT into early childhood education, despite the growing importance of this practice in promoting digital literacy and age-appropriate learning. Researchers in this study want to learn more about current trends in the field and the obstacles that educators have when trying to include technology into their work with young children. Using the criteria outlined in PRISMA 2020, a systematic literature review was performed using 23 journal articles indexed by Scopus and published between 2016 and 2025. Studies that focused on teachers' experiences, both empirically and conceptually, made up the unit of analysis. Data were analyzed using thematic synthesis and bibliometric mapping to identify patterns and trends. The findings reveal growing research interest in ICT-ECE, alongside persistent barriers related to infrastructure, limited professional development, low TPACK levels, and difficulties aligning ICT with play-based pedagogy. These results imply the need for context-sensitive ICT integration models and sustained teacher capacity building to inform policy and practice.
Exploring Preschool Teachers' Perspectives on Pedagogical Integration of Coding in Early Childhood Classrooms Gusmawanti, Sari; Kurniati, Euis; Mariyana, Rita
Al-Athfal: Jurnal Pendidikan Anak Vol. 11 No. 2 (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.2025.112-10

Abstract

Purpose – This study aims to explore preschool teachers’ perspectives on the pedagogical integration of coding in early childhood classrooms. As coding is increasingly introduced as part of early digital literacy, understanding teachers’ perspectives is essential for designing developmentally appropriate and context-sensitive practices in Indonesian early childhood education.Design/methods/approach – This study employed A qualitative descriptive design to capture teachers’ experiences, interpretations, and classroom considerations regarding coding integration. Five ECE (Early Childhood Education) teachers were selected through purposive sampling based on teaching experience, exposure to digital learning activities, and willingness to participate. Data were collected through semi-structured interviews and analyzed using thematic analysis through transcription, open coding, categorization, and theme development. Trustworthiness was strengthened through member checking, repeated reading of transcripts, and analytic memoing.Findings – The analysis generated eight interrelated themes. Three core findings emerged. First, teachers showed conceptual ambiguity in defining coding, indicating that coding is still understood unevenly in ECE settings. Second, teachers experienced pedagogical tension between digital learning demands and principles of child development, which led to a strong preference for unplugged and play-based coding activities. Third, structural constraints, including limited facilities, insufficient training, and the absence of clear curriculum guidance, restricted consistent implementation. Despite these constraints, teachers recognized coding as potentially beneficial for children’s logical thinking, creativity, problem-solving, and collaboration.Research implications/limitations – This study contributes empirical insight from a developing-country context in which coding in early childhood education remains underexplored. However, The small number of participants and the interview-based design limit broader transferability. Further studies involving more diverse settings, classroom observations, and comparative contexts are needed.Practical implications – The findings underline the need for sustained teacher professional development, accessible teaching resources, and contextual curriculum guidance for play-based coding integration. In low-resource contexts, unplugged coding can function as a realistic pedagogical entry point before the gradual use of digital tools.Originality/value – This study contributes to the discourse on early childhood coding education by foregrounding teachers’ perspectives in the Indonesian ECE context. It positions coding not merely as a technological innovation, but as a pedagogical practice negotiated through developmental considerations and structural limitations.Paper type Research paper
Teacher Development Models for Integrating Computational Thinking in Early Childhood Education: A Systematic Literature Review Muthia Atika Fajri; Heny Djoehaeni; Rita Mariyana
AL-ISHLAH: Jurnal Pendidikan Vol 18, No 1 (2026): MARCH 2026
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v18i1.8833

Abstract

Computational Thinking (CT) is widely acknowledged as a core competency in 21st-century education; however, its integration in Early Childhood Education (ECE) is limited by the absence of systematic teacher development frameworks.This study conducts a systematic literature review of 12 peer-reviewed articles published between 2016 and 2025, sourced from ERIC and Scopus. The analysis focuses on identifying and categorizing existing teacher development models for CT in ECE and examining their implementation and outcomes.Three categories of teacher development models were identified: (1) unplugged play-based models using concrete manipulatives; (2) plugged models emphasizing robotics and block-based coding; and (3) hybrid models integrating concrete and symbolic learning through scaffolding and debugging. Implementation is primarily embedded in daily classroom routines (75%) and supported by peer collaboration (17%), while parental involvement remains limited (8%). Outcomes are predominantly cognitive, with significant improvements in CT skills, problem-solving, and geometric reasoning. Affective outcomes, such as motivation and engagement, show moderate gains. Notable gaps include the lack of validated assessment tools and limited longitudinal evidence on professional development design.This review advances the field by proposing an ECE-specific taxonomy of teacher development models that connects pedagogical approaches with cognitive and affective outcomes. It highlights the importance of a concrete-to-symbolic learning trajectory, sustained professional coaching, and structured home–school partnerships to support developmentally appropriate, scalable, and sustainable CT integration in early education.
Conceptual Reconstruction of Fatherhood in Early Childhood Care: The Perspective of the Qur’an and Hadith as the Foundation of Contemporary Islamic Parenting Models Wicy Elvi Septiani; Rita Mariyana; Badru Zaman; Mubiar Agustin
G-Couns: Jurnal Bimbingan dan Konseling Vol. 10 No. 03 (2026): July 2026, G-Couns: Jurnal Bimbingan dan Konseling
Publisher : Universitas PGRI Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31316/g-couns.v10i03.9011

Abstract

The phenomenon of fatherlessness and the limited literature reconstructing the role of fathers in early childhood caregiving thematically represent a serious challenge in early childhood education studies. To date, the role of fathers is often confined to the financial function within the family, namely, as breadwinners. Meanwhile, the role of fatherly caregiving in Islam has received relatively little attention in the academic world. Therefore, this study aims to conceptually reconstruct the role of fathers in early childhood caregiving based on the perspective of the Qur’an and Hadith. The research uses a qualitative approach, drawing on a literature review of Qur’anic verses and Hadiths as primary sources. This study also cites articles from indexed journals, including Scopus and Google Scholar, published during the 2020–2025 period as secondary sources. The study identified three main roles of fathers in early childhood parenting: as a protector both physically and psychologically; as a provider of material needs, emotional support/affection, leisure time for bonding, and assistance when the child needs it; and as an educator in all aspects of the child's life, such as being a role model, a spiritual guide, or an academic instructor at home. The novelty of this research lies in a comprehensive, thematic reconstruction of the role of fatherhood that differs from previous literature, which remains partial. Implicatively, this study offers a comprehensive model of Islamic fatherhood as an alternative to social assumptions about fathers' roles, while also providing a conceptual and practical foundation for early childhood parenting today. This model emphasizes that fathers' involvement is a crucial foundation in shaping a child's identity from an early age. Keywords: conceptual reconstruction, early childhood care, fatherhood, Quran and Hadith
Co-Authors -, Rudiyanti Aan Listiana Aditya Aditama Putri Hikmatyar Ai Nursetiawati Alifah, Sifa Anggita Indah Pratiwi Armelia Prakasa Badru Zaman Budi Iskandar Damayanti, Anita Damayanti, Annisa Debie Susanti Dewi Rukmandari, Oktavika Djohaeni, Henny El-Seira, Ridha Marissa Ernawulan Syaodih Euis Kurniati Ezkanandyta, Nurul Febiyanti, Anita Fidiyani, Intan Martha Gusmawanti, Sari Gustini, Dini Hadi, Moh Syaikhol Heny Djoehaeni Ira Rengganis Iskandar, Budi Jannah, Hawa Nurul Khairunnisa, Fathul Maruf Akbar Mianawati, Rena Mubiar Agustin Muthia Atika Fajri Myrnawati Crie Handini Nita Priyanti Nugraha, Ali Nugraha, Ali Nur Faizah Romadona Nurbaiti, Siti Mahdalia Nurhayati, Laela Ocih Setiasih Putri Hayatunnisa Rahaju, Ine Restu Yuningsih Ridha Marissa El-Seira Rika Sadiyah Rina Mustika Roshonah, Adiyati Fathu Rosnita, Astiani Rudiyanto Rudiyanto, Rudiyanto Setiawardani, Wawan Siti Sofiah Syahrial, Ghina Saniyah Tani, Juliawati Wicy Elvi Septiani Yeni Rachmawati Yuliana, Vena Yusra, Shofie Rizqita Zaman, Badru