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All Journal Edukasi: Jurnal Pendidikan Jurnal Pendidikan (Teori dan Praktik) AL-ATHFAAL : JURNAL ILMIAH PENDIDIKAN ANAK USIA DINI AL-ATHFAL : JURNAL PENDIDIKAN ANAK Jurnal Ilmiah POTENSIA Jurnal Caksana: Pendidikan Anak Usia Dini Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika KOLOKIUM: Jurnal Pendidikan Luar Sekolah Jurnal Pemberdayaan Masyarakat Universitas Al Azhar Indonesia Jurnal Pengabdian Masyarakat Ilmu Keguruan dan Pendidikan (JPM-IKP) Jurnal Review Pendidikan Dasar : Jurnal Kajian Pendidikan dan Hasil Penelitian Jurnal Ilmiah Profesi Pendidikan Jambura Early Childhood Education Journal Realita : Jurnal Bimbingan dan Konseling Ceria: Jurnal Program Studi Pendidikan Anak Usia Dini JP2KG AUD (Jurnal Pendidikan, Pengasuhan, Kesehatan dan Gizi Anak Usia Dini) Kumarottama : Jurnal Pendidikan Anak Usia Dini Jurnal PRIMED:Primary Education Journal atau Jurnal Ke-SD An Edukasia: Jurnal Pendidikan dan Pembelajaran Indonesian Journal of Early Childhood : Jurnal Dunia Anak Usia Dini Jurnal Smart Paud Educative: Jurnal Ilmiah Pendidikan Jurnal Pendidikan Anak
Mallevi Agustin Ningrum, Mallevi Agustin
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Humanities Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Physics Public Health Social Sciences Other

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A culturally responsive approach to disaster education in early childhood: empowering teachers in disaster-prone communities Suharti; Ningrum, Mallevi Agustin; Hasibuan, Rachma; Khotimah, Nurul; Fitri, Ruqoyyah; Adhe, Kartika Rinakit; Saroinsong, Wulan Patria; Malaikosa, Yes Matheos Lasarus
Al-Athfaal: Jurnal Ilmiah Pendidikan Anak Usia Dini Vol. 8 No. 2 (2025): Al-Athfaal: Jurnal Ilmiah Pendidikan Anak Usia Dini
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/al-athfaal.v82.28805

Abstract

Background: Integrating disaster mitigation education into the Early Childhood Education (ECE) curriculum is a strategic effort to foster risk awareness from an early age, especially in disaster-prone areas. Objective: This study aims to strengthen teachers' competence in integrating disaster mitigation into the ECE curriculum through a local wisdom-based approach. Methods: Using a descriptive qualitative design with a participatory action method, the program uses a local wisdom-based approach to strengthen teachers' capacity in developing disaster responsive learning. The training includes disaster literacy workshops, curriculum integration, and play-based simulations tailored to the child's developmental stage. Data were collected through observation, focus group discussions, and teachers' reflective journals, then analyzed thematically. Results: These findings show a marked improvement in teachers' understanding of disaster risk reduction and their ability to integrate mitigation strategies into classroom activities. Conclusion: The incorporation of local cultural values has been shown to be effective in enhancing the role of teachers as facilitators of disaster-resilient and sustainable learning. This study highlights the importance of contextual and culture-based approaches in promoting disaster preparedness in early childhood education.
Model Project Based Learning Berbasis Deep Learning dalam Mengembangkan Kemampuan Berpikir Kreatif Anak Usia Dini: Kajian Literatur Ratnaningsih, Hanifa Ayu; Ningrum, Mallevi Agustin; Malaikosa, Yes Matheos Lasarus; Fitri, Ruqoyyah; Kristanto, Andi; Adhe, Kartika Rinakit
Jurnal Ilmiah POTENSIA Vol 11 No 1 (2026): JANUARI
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jip.11.1.73-85

Abstract

Early childhood education must be designed meaningfully and child-centered to foster creative thinking as a fundamental 21st-century competency. Creative thinking in early childhood is reflected in children’s capacity to generate diverse, flexible, and original ideas, as well as to develop concepts grounded in their learning experiences. The Project Based Learning (PjBL) model is considered relevant for nurturing this competency, as it engages children actively in learning through contextual, project-based activities. When integrated with the Deep Learning approach, instruction extends beyond activity completion to encompass meaning-making, experiential reflection, and purposeful understanding of learning objectives. This study aims to analyze and synthesize findings from prior research on the implementation of the Project Based Learning model integrated with Deep Learning in developing creative thinking ability in early childhood. A qualitative approach employing a literature review method was applied, examining 20 peer-reviewed articles published between 2020 and 2025. The findings reveal that Project Based Learning encourages children to develop ideational fluency, cognitive flexibility, and simple problem-solving skills through meaningful learning experiences. The Deep Learning approach strengthens children’s cognitive processes by emphasizing comprehension, reflection, and the connection between learning experiences and generated ideas. The integration of both approaches has been shown to create learning environments that are not oriented toward a single correct answer, but instead accommodate the diversity of children’s thinking.
Reframing Eco-Literacy in Early Childhood Education: Policy–Practice Tensions and Pedagogical Recontextualization in Indonesia and Malaysia Dewi, Anastasia Fransiska; Mustaji, Mustaji; Ningrum, Mallevi Agustin
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.2025.112-13

Abstract

Purpose – This study examines how eco-literacy is conceptualised, institutionalised, and enacted in Early Childhood Education (ECE) in Indonesia and Malaysia, with particular attention to tensions between sustainability policy and classroom pedagogy.Design/methods/approach – A qualitative comparative design combined constructivist grounded theory with critical policy document analysis. data were generated through semi-structured interviews, classroom observations, and institutional document review in two purposively selected eco-oriented kindergartens: TK Agripina in Surabaya and Tadika EcoSmart in Johor Bahru. Analysis proceeded through iterative coding, constant comparison, and cross-case synthesis.Findings – Eco-literacy was enacted through three interrelated processes. First, routine environmental activities became pedagogically consequential only when teachers mediated them through dialogue, inquiry, and emotionally grounded reflection. Second, policy commitments to sustainability were only partially realised in practice because teacher capacity, pedagogical guidance, and curriculum integration remained uneven. Third, children’s ecological awareness developed through culturally mediated participation in which collective values, community engagement, and selective digital mediation shaped how environmental responsibility was understood.Research implications/limitations – This study theorises eco-literacy in ECE as a socio-reflective, culturally mediated, and policy-contingent process in Global South contexts. It proposes an interpretive Eco-Pedagogical Framework linking policy, teacher enactment, and socio-cultural mediation. However, its two-case qualitative design limits transferability; future research should adopt multi-site and longitudinal approaches.Practical implications – Effective eco-literacy implementation requires systemic alignment through strengthened teacher ecological competence, explicit pedagogical scaffolding, and institutional support for reflective practice, alongside culturally grounded and community-based learning integration.Originality/value – The study reconceptualises eco-literacy as a culturally situated process of pedagogical recontextualisation in Muslim-majority Southeast Asian ECE, offering a nuanced Global South perspective beyond technocratic models of sustainability education.Paper type Research paper  
Bibliometric Mapping of Games and SDGs: Positioning Traditional Games for Joyful Learning and Social Interaction in SDG 4 Nisa, Laily Masrurin; Ningrum, Mallevi Agustin; Setyowati, Sri; Fitri, Ruqoyyah; Haq, Mohammad Syahidul; Istiqfaroh, Nurul
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 10 No. 2 (2026): July
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/e-saintika.v10i2.5485

Abstract

This study aims to map global scientific developments and research trends at the intersection of game-related studies and the Sustainable Development Goals (SDGs), while identifying the position and future potential of traditional games within SDG 4. A quantitative descriptive bibliometric approach was applied using data retrieved from the Scopus database. The search was conducted using the query TITLE-ABS-KEY (("Traditional Games" OR "Game* Theory" OR "Game-Based Learning") AND ("Sustainable Development Goals" OR "SDG*")), covering publications indexed from 2016 to May 2026. Based on the inclusion criteria, a final corpus of 114 documents was retained for bibliometric analysis. Data analysis and network visualization were conducted using VOSviewer to identify keyword co-occurrence, geographical contributions, and thematic structures within the scientific landscape. The results reveal a marked increase in publication volume and accumulated citations during the study period, particularly between 2022 and 2025. China, India, and the United States emerged as the leading contributing countries. The bibliometric network further identified thematic clusters linking SDG-oriented research with low-carbon supply chain management, Stackelberg decision modeling, sustainability-related decision making, and educational approaches involving gamification and collaborative learning. These findings indicate that game-related SDG research remains predominantly oriented toward industrial sustainability and macro-environmental applications, whereas traditional games grounded in local wisdom remain weakly represented in the indexed literature. This underrepresentation highlights an important research opportunity to position traditional games as culturally grounded approaches to joyful learning, social interaction, and quality education within SDG 4.
Co-Authors Adamcova, Petra Afifah, Alfiah Nur Aisia, Nur Aisyah, Elrika Rosa Andi Kristanto Anggraini, Febby Gita Anisa, Dessy Fitri Astuti, Meriana Wahyu Aulia, Anastasia Wardah Ayu Arisona, Tria Putri Ayuni, Yasmin Reza Putri Citra Fitri Kholidya Delia Indrawati Dewi Komalasari Dewi, Anastasia Fransiska Dhian Gowinda Luh Safitri, Dhian Gowinda Luh Eka Cahya Maulidiyah, Eka Cahya Farida Istianah Gemilang, Annisabella Ananda Handriani, Syafira Husnah, Siti Lailatul Istiqfaroh, Nurul Kartika Rinakit Adhe, Kartika Rinakit Kirom, Firda Ashlikhatul Laili, Rohmatul M.A. Muazar Habibi MARDIANI, DESIKA PUTRI Maulidiya, Rohmatul Minarsih, Ni Made Marlin Mohammad Fauziddin Mohammad Syahidul Haq Muhammad Reza Mustaji Mustaji, Mustaji Nisa, Aliyatun Nisa, Laily Masrurin Nur, Novita Rohmatin Nurhenti Dorlina Simatupang NURUL KHOTIMAH Nurul Lutfiyati Afifah Presdiana, Merya Nancy Jihan Rachma Hasibuan Ratnaningsih, Hanifa Ayu ROFIK JALAL ROSYANAFI Ruqoyyah Fitri Sania, Farah Nikmatus Setyowati, Eriva Sholikha, Titis Siftia Rusydi, Wasilatur Rahmah Sri Setyowati Sri Widayati Suharti Supriyanto Supriyanto Suryaningsih, Della Aulia Utari, Aulia Rahmi Widayanti, Melia Dwi Widya, Sherrin Nurlita Windasari Windasari, Windasari WIRYO NURYONO Wulan Patria Saroinsong Yes Matheos Lasarus Malaikosa