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All Journal Jurnal Pendidikan Usia Dini Biopsikososial: Jurnal Ilmiah Psikologi Fakultas Psikologi Universitas Mercubuana Jakarta Inklusi Journal of Disability Studies AL-ATHFAL : JURNAL PENDIDIKAN ANAK Jurnal Pendidikan Terbuka Dan Jarak Jauh Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan Martabe : Jurnal Pengabdian Kepada Masyarakat VOX EDUKASI: Jurnal Ilmiah Ilmu Pendidikan Aulad : Journal on Early Childhood Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Atfaluna: Journal of Islamic Early Childhood Education Kumawula: Jurnal Pengabdian Kepada Masyarakat KIDDO: Jurnal pendidikan Islam Anak Usia Dini TEMATIK: Jurnal Pemikiran dan Penelitian Pendidikan Anak Usia Dini MURHUM : JURNAL PENDIDIKAN ANAK USIA DINI Atthufulah : Jurnal Pendidikan Anak Usia Dini Jurnal Media dan Teknologi Pendidikan Indonesian Journal of Early Childhood Educational Research PAUDIA: JURNAL PENELITIAN DALAM BIDANG PENDIDIKAN ANAK USIA DINI Prophetic : Professional, Empathy, Islamic Counseling Journal
Mustapa, Noviana
Universitas Terbuka
Agriculture, Biological Sciences & Forestry Arts Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Neuroscience Public Health Social Sciences Other

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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
Menumbuhkan Sikap Peduli Lingkungan Melalui Prinsip 3R (Reduce, Reuse, Recycle) Pada Anak Usia Dini Onah Yusuf; Noviana Mustapa; Kisno K Kisno K
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.v9i1.1030

Abstract

Menanamkan karakter peduli lingkungan pada anak usia dini penting karena dapat membentuk kebiasaan dan perilaku positif yang mendukung keberlanjutan lingkungan di masa depan. Penelitian ini bertujuan untuk mengkaji pentingnya menumbuhkan sikap peduli lingkungan serta mengidentifikasi strategi yang efektif dalam pembelajaran anak usia dini. Penelitian menggunakan metode systematic literature review dengan menganalisis enam artikel penelitian yang dipublikasikan pada tahun 2019–2024. Instrumen penelitian berupa analisis dokumen artikel yang melibatkan konteks anak usia dini, guru, dan orang tua sebagai subjek kajian. Analisis data dilakukan melalui tahap identifikasi, seleksi, dan sintesis temuan penelitian. Hasil kajian menunjukkan bahwa guru dan orang tua memiliki peran penting dalam membiasakan anak menjaga lingkungan melalui kegiatan sederhana seperti membuang sampah pada tempatnya, mengelompokkan sampah, serta menerapkan prinsip 3R. Implikasi penelitian ini menegaskan perlunya kolaborasi antara sekolah dan keluarga dalam menanamkan karakter peduli lingkungan sejak usia dini.
PENGUATAN PEMBELAJARAN PAUD MELALUI INTEGRASI TEKNOLOGI DIGITAL AI DAN ALAT PERMAINAN EDUKATIF INTERAKTIF DI HIMPAUDI Rizky Pratiwi, Widya; Rezki Hardianto Putra Rustan, Dwi; Mustapa, Noviana; Murtini, Anugrah; Juhana, Juhana; Syamsudin, Muhamad
Martabe : Jurnal Pengabdian Kepada Masyarakat Vol 9, No 3 (2026): MARTABE : JURNAL PENGABDIAN KEPADA MASYARAKAT
Publisher : Universitas Muhammadiyah Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31604/jpm.v9i3.966-976

Abstract

Kegiatan Pengabdian kepada Masyarakat (PkM) oleh tim dosen dan mahasiswa  Universitas Terbuka bertujuan untuk mendorong transformasi pembelajaran PAUD di wilayah Himpunan Pendidik dan Tenaga Kependidikan Anak Usia Dini  (HIMPAUDI) Kecamatan Legok melalui dua fokus utama yaitu integrasi teknologi digital serta pemanfaatan media edukatif interaktif Alat Permainan Edukatif (APE) dalam pengelolaan dan pembelajaran. PkM ini menyasar mitra yaitu HIMPAUDI Kec. Legok, Kab. Tangerang. Metode kegiatan terdiri dari tiga tahap utama, yaitu: 1) Analisis Kebutuhan (Pelaksanaan FGD dan distribusi angket); 2) persiapan (komunikasi dengan mitra, koordinasi dengan Tim PkM, pembuatan materi, dan pengadaan peralatan hadiah Quiz dan hibah); 3) pelaksanaan PkM (pemberian materi dan hibah APE). Melalui tahapan yang sistematis, kegiatan ini telah memberikan solusi konkret terhadap permasalahan yang dihadapi guru dan pengelola PAUD. Kedua materi pelatihan yang diberikan tidak hanya meningkatkan kompetensi pendidik PAUD secara teknis, tetapi juga membangun kesadaran pentingnya pembelajaran yang inklusif, partisipatif, dan berbasis pengalaman. Kegiatan PkM ini menciptakan dampak positif yang berkelanjutan, tidak hanya dari sisi peningkatan pengetahuan dan keterampilan, tetapi juga dari sisi motivasi dan kepercayaan diri para guru dalam menerapkan inovasi pembelajaran di kelas masing-masing. Simulasi, ice breaking, serta praktik langsung selama workshop terbukti efektif dalam menjembatani teori dan praktik yang aplikatif. Partisipasi aktif mitra serta antusiasme selama kegiatan menunjukkan adanya kebutuhan yang mendalam terhadap pelatihan sejenis, sekaligus mengindikasikan pentingnya kesinambungan program PkM yang mendukung peningkatan kualitas pendidikan anak usia dini di Indonesia secara menyeluruh.
Mindful Parenting and Emotion Regulation in Early Childhood: A Relational Process Perspective from a Systematic Review Al Adawiyah, Robiah; Mustapa, Noviana; Tatminingsih, Sri; Maryatun, Ika Budi; Himphinit, Musakkid
Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Vol. 11 No. 1 (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.2026.111-01

Abstract

Research on mindful parenting, caregiver emotion regulation, and children’s emotion regulation has expanded, yet the literature remains fragmented, especially in early childhood and across non-Western settings. Many studies treat these constructs as separate variables and therefore provide limited clarity on how they are linked within everyday caregiving relationships. This systematic literature review examined how mindful parenting, maternal emotion regulation, and children’s emotion regulation have been connected in recent scholarship on early childhood caregiving. Guided by PRISMA 2020, the review searched Scopus, ScienceDirect, Wiley Online Library, and Frontiers in Psychology for studies published between 2019 and 2024. Ten eligible studies were included and interpreted through narrative thematic synthesis. The findings suggest that mindful parenting is more convincingly understood as a relational orientation shaping the emotional climate of caregiving than as a discrete technique. Maternal emotion regulation emerges as an interactional mechanism operating through modeling, responsiveness, emotion socialization, and co-regulation, while children’s regulatory development appears within broader systems of attachment, executive functioning, and socio-emotional competence. The evidence, however, remains uneven. Variability in study design, modest effect sizes, reliance on cross-sectional and self-report data, and the continued dominance of Western samples indicate that these pathways are context-sensitive rather than universally causal. This review advances a relational process perspective that refines family-based models of emotion regulation and contributes to global debates on parenting and child development by showing why culturally responsive interpretations are necessary when translating evidence across diverse caregiving contexts.
Parenting for Children’s Character in Multicultural Context: Insights on Trust, Caring, Tolerance, and Forgiveness Aisyah, Siti; Novita, Dian; Noor, Nina Mariani; Syarah, Erie Siti; Mustapa, Noviana
Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Vol. 11 No. 1 (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.2026.111-06

Abstract

Parenting is a central site of children’s character formation, especially in culturally diverse societies where values are learned, negotiated, and reinforced through everyday relationships. Drawing on character education and informed by broader discussions in social and emotional learning (SEL) and SDG 4.7, this study examined how value-based parenting dimensions, namely trust, caring, tolerance, helpfulness, and forgiveness, are associated with children’s character development in Indonesia’s multicultural context. A cross-sectional survey was conducted with 112 female primary caregivers from five regions of Indonesia, Kuningan, Bogor, Tasikmalaya, Manado, and Jayapura, and the proposed model was analysed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The findings show that trust, caring, tolerance, and forgiveness are significant positive predictors of children’s character development, reflected in honesty and integrity, empathy and care, respect for difference, and constructive conflict resolution. Helpfulness, however, did not show a statistically significant direct effect once the other parenting dimensions were examined simultaneously. These findings suggest that children’s character development is better understood through an integrated moral-relational configuration of parenting values than through any single value considered in isolation. The study contributes to scholarship by clarifying which parenting values retain distinct explanatory relevance within a combined model and by showing that helpfulness may operate in a more indirect or context-dependent way. It also offers a modest global contribution by bringing evidence from a multicultural Indonesian setting into wider debates on family-based character development in diverse societies. The findings have practical implications for parenting education, early childhood programmes, and family-school partnerships that seek to strengthen value-based character formation.
The Role of the Center-Based Learning Model in Early Childhood Literacy Development: A Systematic Literature Review Munadaroh, Erah; Mustapa, Noviana; Amini, Mukti
Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan Vol 17, No 2 (2026): April
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/paedagoria.v17i2.38005

Abstract

This study aims to examine the role of the center-based learning model in early childhood literacy development through a systematic literature review approach. Early literacy is a critical foundation for children’s cognitive, language, social, and character development, necessitating instructional models that align with their developmental characteristics. This study employed the PRISMA 2020 framework to systematically identify and analyze relevant literature. Data were collected from national and international journal articles published within the last ten years, selected based on inclusion criteria such as children aged 5–6 years, the application of center-based learning or Beyond Centers and Circle Time (BCCT), and a focus on literacy development. A total of ten articles were analyzed using descriptive and narrative techniques. The findings reveal that the center-based learning model significantly enhances early literacy skills, particularly in language development, symbolic thinking, communication, and meaning-making through structured, play-based activities. Additionally, this model promotes children’s independence, creativity, and active engagement in learning. However, its implementation faces challenges related to teacher competence, limited facilities, and insufficient parental and institutional support. This study concludes that the effectiveness of center-based learning in improving literacy outcomes depends on well-organized learning centers, the integration of interactive literacy materials, and strong pedagogical facilitation by educators.
Pengaruh Media Sosial Tiktok terhadap Motivasi Belajar dan Kemampuan Akademik Siswa di Sekolah Dasar Andi Fatmawati; Ahmad Ash-Shiddiqy; Noviana Mustapa
Prophetic : Professional, Empathy, Islamic Counseling Journal Vol. 8 No. 2 (2025): Desember
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/xbtjzb15

Abstract

This study aims to demonstrate the effect of TikTok usage on the level of learning motivation and personal academic abilities of 5th grade elementary school students. This research approach uses of quantitative Ex-post facto research approach. In this study they were 72 fifth grade student respondents from 4 different elementary schools in the Kedaung Kaliangke area, West Jakarta. The data collection technique in this study was a questionnaire and used of Indonesia language subject and mathematics to measure students’ academic abilities with indicators of reading, writing and arithmetic. The result of this study indicate that as many as 92% of respondents have a personal TikTok account and the application is used most often after school (62%) and before going to sleep (53%). As many as 68% of respondents regularly watch TikTok videos for 15-60 minutes per day and 28% of respondents regularly watch TikTok for more than 60 minutes per day. Meanwhile, based on the academic ability test, it was found that the average score of reading ability was 126 words per minute, the average score of writing ability was 27.8 and the average score of arithmetic ability was 4.06.  Thus, based on the Pearson Correlation calculation which states that the p-value (0.722) > 0.05, it can be concluded that there is no significant relationship between the intensity of TikTok use and students' academic abilities.
Implementasi Literasi Digital Pada Anak Usia 5–6 Tahun: Sebuah Kajian Literatur Sistematis Devika Puspa Andriani; Noviana Mustapa
PAUDIA: Jurnal Penelitian dalam Bidang Pendidikan Anak Usia Dini Vol 15 No 2 Periode Maret-Mei 2026
Publisher : Pendidikan Guru PAUD Universitas Persatuan Guru Republik Indonesia Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/paudia.v15i2.3310

Abstract

This study aims to systematically synthesize the implementation of digital literacy in children aged 5–6 years. A Systematic Literature Review (SLR) was conducted using the PRISMA approach on articles published between 2015 and 2025 from Scopus, ScienceDirect, and complementary scholarly sources. Twenty studies met the inclusion criteria and were analyzed through data extraction, quality appraisal, and thematic synthesis. The synthesis produced three main themes: (1) the dominance of interactive and play-based digital media, such as tablets, digital storytelling, educational robots, and digital manipulatives; (2) the importance of an adult-mediated ecosystem involving teachers, parents, institutions, and learning contexts; and (3) persistent barriers related to access gaps, teacher competence, safe content, and policy fragmentation. The main contribution of this review is an integrative mapping of digital literacy implementation as an ecosystem that links technology, pedagogy, family support, and policy, rather than viewing digital literacy merely as children's ability to operate devices. These findings offer practical implications for early childhood teachers, parents, institutions, and policymakers in designing safe, developmentally appropriate, and sustainable digital literacy practices.
The Integrating Food Pedagogy and Project-Based Learning to Promote Healthy Eating in Early Childhood: A Systematic Literature Review Waliatun isnaini; Zakirman; Erie Siti Syarah; Siti Aisyah; Noviana Mustapa; Catherine Lie
Indonesian Journal of Early Childhood Educational Research (IJECER) Vol. 5 No. 1 (2026)
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 Ahmad Ash-Shiddiqy Al Adawiyah, Robiah Andi Fatmawati Andriani, Mia Ash-Shiddiqy, Ahmad Rifqy Asih Budi Kurniawati, Asih Budi bt Mahamud, Samihah Catherine Lie Chandrawati, Titi Della Raymena Jovanka Desniwati, Desniwati Devika Puspa Andriani Dian Novita Dwi Rezki Hardianto Putra Rustan Erie Siti Syarah ESTI KURNIAWATI MAHARDIKA, ESTI KURNIAWATI Euis Kurniati Fatmawati, Andi Ginting, Septiana Br Hanafi Harefa, Severlina Mulyawati Himphinit, Musakkid I Made Indra Ika Budi Maryatun Juhana Juhana, Juhana Karnita, Anggun Kartikawati , Etty Kartikawati, Etty Kassim, Siti Kholijah Khalid, Nursyahidah binti Kisno K Kisno K Kurniawati Mahardika, Esti Laila Maharani Linawati Linawati Mahamud, Samihah Mukti Amini Munadaroh, Erah Murtini, Anugrah Mutiara Magta Nikita Nikita, Nikita Nina Mariani Noor, Nina Mariani Nurlaili Nurlaili Nurlaili Onah Yusuf Pramitasari , Muktia Pramitasari, Muktia Puspitasari, Kristanti Ambar Qoumariah, Siti Raymena Jovanka , Della Risnawati, Erna Rolanda, Tirza Rythma Samihah Mahamud Saragih, Perisma Seri SETIYO UTOYO Siti Aisyah Siti Aisyah Sri Tatminingsih Sudirman Syamsudin, Muhamad Syarah, Erie Siti Syarifah, Erie Siti Tahmid Sabri Ulfah, St. Maria Waliatun isnaini Wardhani, Wahju Dyah Laksmi Widya Rizky Pratiwi, Widya Rizky Zakirman