Article Per Year (5 Year)
p-Index From 2020 - 2025
0.444
P-Index
This Author published in this journals
All Journal Cakrawala Dini : Jurnal Pendidikan Anak Usia Dini Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini
Mwariko, Sadick Akida
Unknown Affiliation
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
The Role of Teachers in Promoting Play-Based Learning in STEAM Education in Early Childhood Education Mwariko, Sadick Akida; Kurniati, Euis
CAKRAWALA DINI: JURNAL PENDIDIKAN ANAK USIA DINI Vol 15, No 2 (2024): (ONLINE FIRST) NOVEMBER 2024
Publisher : UPI Kampus Cibiru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/cd.v15i2.74417

Abstract

In recent years years, play-based learning (PBL) has gained attention as an effective approach to early childhood education, especially in STEAM. Play-based learning can be an effective way to introduce young children to science, technology, engineering, art, and mathematics concepts in a very fun and engaging way. Teachers play a vital role in promoting PBL in early STEAM education by creating a classroom environment that encourages exploration, experimentation, and collaboration skills. However, the limited research on the roles of teachers in promoting play-based learning in STEAM in early childhood education (ECE) drives the author to conduct this study to provide insight into how teachers can engage constructively to promote PBL in STEAM in early childhood education. This study aims to address this gap by exploring the role of teachers in promoting PBL in early STEAM education. Through a literature review, the paper defines PBL and STEAM, emphasizing the importance of PBL for young children's development. It also discusses the significance of teacher training and professional development in enhancing their ability to support PBL. Lastly, identifies challenges and opportunities in implementing PBL in STEAM, offering recommendations for future research to better integrate these practices in early childhood education.
Integrating Local Culture into Parental Nutrition Education: Evidence from an Ethnoparenting Based Intervention in West Java Padwika, Dian Ramadhani; Rudiyanto; Yeni Rachmawati; Agustin, Mubiar; Mwariko, Sadick Akida
Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Vol. 10 No. 3 (2025)
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.2025.103-12

Abstract

The consumption of unhealthy snacks among young children is increasing, while parents’ knowledge of children’s nutritional needs remains limited. This study aimed to evaluate the impact of ethnoparenting-based training on improving parents’ knowledge of early childhood nutrition in Karangsari Village, West Java. The focus of the training was to develop an innovative nutritious snack, Manca, made from local ingredients, namely Manyung fish bone meal and Leunca vegetables, both rich in calcium and phosphorus. This research employed a pre-experimental design with pre-test and post-test procedures. The sample consisted of 30 parents of children aged 2 to 6 years, selected through purposive sampling. Data were analyzed using the Shapiro-Wilk test, Levene test, and paired t-test. The results indicated a significant improvement in parents’ knowledge, with the mean post-test score increasing by 37 points from 48 to 85. The findings align with Bandura’s Social Learning Theory and Bronfenbrenner’s Ecological Systems Theory, emphasizing the role of parental modeling and cultural context in shaping nutritional practices. The ethnoparenting-based training proved effective in enhancing parents’ awareness of balanced nutrition for young children. This study highlights the importance of culturally grounded approaches in health and education programs for parents. The findings imply the need to integrate ethnoparenting-based training into early childhood care and education (ECCE) policies globally, particularly in multicultural contexts where parental knowledge of nutrition varies widely. By promoting culturally sensitive nutrition behaviors among parents, this study contributes to the global discourse on improving child health outcomes amid rising cases of undernutrition and overnutrition. Furthermore, incorporating local practices into educational interventions may serve as a model for sustainable and culturally responsive public health initiatives worldwide.
Co-Authors Euis Kurniati Mubiar Agustin Padwika, Dian Ramadhani rudiyanto Yeni Rachmawati