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All Journal Jurnal Pendidikan Usia Dini Biopsikososial: Jurnal Ilmiah Psikologi Fakultas Psikologi Universitas Mercubuana Jakarta 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 as-sibyan : Jurnal Pendidikan Anak Usia Dini Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Kumawula: Jurnal Pengabdian Kepada Masyarakat KIDDO: Jurnal pendidikan Islam Anak Usia Dini TEMATIK: Jurnal Pemikiran dan Penelitian 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
Religion 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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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.
Kajian Literatur Sistematik Tentang Program Parenting untuk Food literacy bagi Anak Usia Dini Ningsih, Viro Yunarti; Mustapa, Noviana; Patilima, Hamid; Syarah, Erie Siti
As-Sibyan: Jurnal Pendidikan Anak Usia Dini Vol. 10 No. 2 (2025)
Publisher : UIN Sultan Maulana Hasanudin Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32678/assibyan.v10i2.11485

Abstract

Low parental nutrition literacy is one of the contributing factors to the suboptimal development of healthy eating habits among young children in Indonesia. This study aims to identify and systematically analyze the forms of parenting program interventions that enhance food literacy among parents and support the development of healthy eating behaviors in early childhood. A Systematic Literature Review (SLR) was conducted on scientific articles published between 2014 and 2024. A total of 8 articles that met the inclusion criteria were analyzed narratively. The findings reveal that effective parenting programs integrate educational, participatory, and contextual approaches, including practical skill training, hands-on activities, and community-based education. Key indicators of success include improved parental nutrition literacy, responsive feeding practices, and increased consumption of healthy food among children. The review also highlights several research gaps, such as the limited number of longitudinal studies and the lack of integration between food literacy and health promotion. These findings imply the need to develop more structured and sustainable parenting programs rooted in local cultural contexts.
Systematic Literature Review on the Effect of Cooking Class on Picky Eaters in Early Childhood Hasanah, Neneng; Mustapa, Noviana; Amini, Mukti; Choiriyah, Choiriyah; Riany, Yulina Eva
As-Sibyan: Jurnal Pendidikan Anak Usia Dini Vol. 10 No. 2 (2025)
Publisher : UIN Sultan Maulana Hasanudin Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32678/assibyan.v10i2.11636

Abstract

Picky eater behavior in early childhood can affect their growth and development, picky eater includes the behavior of choosing food only that they like and do not want to try new types of food, they then to avoid types of food in the form of vegetable protein and animal protein that are not yet known and felt. The impact of picky eater behavior is at risk of children experiencing malnutrition. Efforts to deal with picky eater behavior in children have been carried. Out with various interventions. This study uses a systematic literature review method, with the aim of finding out what interventions can be done to overcome picky eater behavior in children, as input for determining strategies in efforts to deal with picky eater behavior. This study obtained the results that picky eater behavior interventions can be carried out trough cooking class activities.
THE EFFECTIVENESS OF THE SCIENTIFIC APPROACH ON THE CRITICAL THINKING SKILLS OF 5-6 YEAR OLD CHILDREN-A SYSTEMATIC LITERATURE REVIEW Perisma Seri Saragih; Noviana Mustapa; Erie Siti Syarah; I Made Indra Purwanita
Atthufulah : Jurnal Pendidikan Anak Usia Dini Vol 6 No 1 (2025): Atthufulah - October
Publisher : Fakultas Tarbiyah Universitas Ibrahimy Situbondo

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Critical thinking skills are essential skills that need to be developed from an early age to face the challenges of the 21st century. This study aims to assess the effectiveness of the scientific approach in improving the critical thinking skills of children aged 5-6 years through a systematic literature review. Data were collected from ten selected scientific articles published between 2020 and 2025 and analyzed based on strict inclusion and exclusion criteria. The study results show that the scientific approach significantly improves children's critical thinking skills, especially in the aspects of observing, questioning, reasoning, problem solving and concluding. This approach is effectively applied in various learning contexts, including conventional learning as well as those that integrate technology and innovative methods such as mind mapping, makerspace and problem-based learning. Successful implementation is strongly influenced by teacher competence, learning environment support, and parental involvement. However, challenges such as limited teacher understanding, lack of resources and low parental participation are still obstacles. Although its short-term effectiveness has been proven, longitudinal research is needed to assess its long-term impact on children's cognitive development. Thus, the scientific approach is recommended as the main learning strategy in early childhood education to optimally build the foundation of critical thinking.
Scaling Early Childhood Digital Practices Through a Design-Based Implementation Research Model in Rural Ecosystems Erie Siti Syarah; Kristanti Ambar Puspitasari; Siti Aisyah; Noviana Mustapa; Sudirman Sudirman; Linawati Linawati; Nursyahidah binti Khalid; Musakkid Himphinit
Indonesian Journal of Early Childhood Educational Research (IJECER) Vol. 4 No. 2 (2025)
Publisher : Universitas Islam negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/ijecer.v4i2.15911

Abstract

This study examines how a design-based implementation research (DBIR) approach can accelerate developmentally appropriate digitalization in early childhood education within a rural village ecosystem. We co-designed, piloted, and iteratively refined a practice-proximal package, professional learning and coaching, a contextualized digital lesson bank, implementation tools (rubrics/SOPs), and organizational supports, delivered through a stepped-wedge rollout across six ECE centers (310 children; 34 staff). Mixed methods integrated repeated surveys/logs, structured classroom observations and artefact audits, and interviews/FGDs; instruments covered teacher outcomes, classroom processes, center-level implementation outcomes, and system supports. Quantitatively (n=18 teachers), teachers strongly endorsed play-based pedagogy and age-appropriate management and reported high confidence to blend traditional–digital approaches, while routine device/app use and simple media creation were lower, indicating an enactment fluency gap. Qualitatively, key barriers were limited devices/media, uneven digital skills, and device-related classroom management; children’s engagement was predominantly positive. Triangulation suggests two proximal mechanisms, motivation and procedural clarity, by which coaching and SOPs (rotation/transition) convert enthusiasm into on-task behavior. Findings yield a feasible pathway for scale: prioritize shared-device solutions and offlineable media, intensify practice-based coaching on two workflow “kernels,” and institutionalize leadership-backed routines. Future work will test dose–response and moderation using longitudinal mixed-effects models and center-level interrupted time series to assess sustainment and generalizability.   
Video Cerita Animasi Sebagai Media Peningkatan Pengetahuan Pangan Pada Anak Usia Prasekolah: Kajian Literatur Sistematis Nurlaili Nurlaili; Noviana Mustapa; Della Raymena Jovanka; Setiyo Utoyo
PAUDIA: Jurnal Penelitian dalam Bidang Pendidikan Anak Usia Dini Vol 15 No 1 Periode Desember - Februari 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.v15i1.2969

Abstract

Kajian literatur sistematis ini bertujuan menilai efektivitas video cerita animasi sebagai media pembelajaran dalam meningkatkan pengetahuan gizi anak usia dini melalui pendekatan food pedagogy. Analisis dilakukan dengan menyaring dan menelaah artikel yang dipublikasikan pada rentang 2015–2025 dari basis data Scopus, PubMed, dan ERIC menggunakan kriteria seleksi yang ketat. Hasil kajian menunjukkan bahwa media animasi mampu meningkatkan pemahaman anak tentang pola makan sehat, menumbuhkan minat terhadap makanan bergizi, serta memperkuat kemampuan mereka dalam mengenali dan memilih makanan yang bernutrisi. Pembelajaran berbasis visual dan narasi interaktif terbukti meningkatkan retensi informasi dan mendukung pembentukan perilaku makan sehat secara lebih efektif dibandingkan metode konvensional. Meskipun demikian, variasi kualitas intervensi dan konteks budaya menjadi faktor pembatas yang perlu diperhatikan dalam penerapan lebih luas. Studi ini menegaskan bahwa penggunaan video animasi merupakan strategi pedagogis yang inovatif dan potensial untuk diintegrasikan dalam kurikulum PAUD sebagai upaya membangun literasi gizi sejak dini.
Tinjauan Literatur Sistematis: Pengaruh Media Edukatif Untuk Meningkatkan Literasi Numerasi Anak Usia Dini Desniwati Desniwati; Noviana Mustapa; Sri Tatminingsih; Zakirman Zakirman
PAUDIA: Jurnal Penelitian dalam Bidang Pendidikan Anak Usia Dini Vol 15 No 1 Periode Desember - Februari 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.v15i1.2970

Abstract

Literasi numerasi anak usia dini perlu diperkuat sejak awal karena menjadi fondasi berpikir kuantitatif untuk memahami bilangan, pola, dan pengambilan keputusan sederhana. Penelitian ini bertujuan meninjau secara sistematis kontribusi media edukatif terhadap literasi numerasi anak usia dini serta memetakan jenis media dan kondisi implementasi yang terkait dengan hasil yang lebih baik. Kajian dilakukan menggunakan kerangka PRISMA 2020 melalui tahap identifikasi, penyaringan, kelayakan, dan inklusi. Pencarian pada Scopus dan ScienceDirect, dengan ResearchGate sebagai sumber pelengkap untuk pelacakan naskah penuh, menghasilkan 450 rekaman; 80 artikel ditelaah teks penuh dan 20 studi empiris memenuhi kriteria inklusi (2019–2025; bahasa Indonesia/Inggris; full-text tersedia; partisipan anak usia dini; luaran numerasi terukur). Sintesis menunjukkan tiga kategori media dominan—media konkret, media visual/digital, dan media buatan sendiri (DIY)—serta mayoritas studi melaporkan peningkatan indikator numerasi awal. Media cenderung lebih efektif ketika diintegrasikan dalam pembelajaran aktif, memungkinkan manipulasi/representasi visual dan umpan balik, serta didukung pendampingan guru/orang tua secara konsisten. Kajian ini mengusulkan taksonomi operasional (konkret–visual/digital–DIY) yang dikaitkan dengan indikator numerasi dan kondisi implementasi, namun generalisasi dan klaim kausal perlu hati-hati karena heterogenitas studi.
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 Choiriyah Choiriyah Della Raymena Jovanka Desniwati Desniwati Devika Puspa Andriani Dian Novita Dwi Rezki Hardianto Putra Rustan Erie Siti Syarah Euis Kurniati Fatmawati, Andi Ginting, Septiana Br Hamid Patilima Hanafi Harefa, Severlina Mulyawati Himphinit, Musakkid I Made Indra Ika Budi Maryatun Juhana, Juhana Karnita, Anggun Kartikawati , Etty Kartikawati, Etty Kisno K Kisno K Laila Maharani Linawati Linawati Mahamud, Samihah Mukti Amini Munadaroh, Erah Murtini, Anugrah Musakkid Himphinit Mutiara Magta Neneng Hasanah Nikita Nikita, Nikita Nina Mariani Noor, Nina Mariani Ningsih, Viro Yunarti Nurlaili Nurlaili Nursyahidah binti Khalid Onah Yusuf Perisma Seri Saragih Pramitasari , Muktia Pramitasari, Muktia Puspitasari, Kristanti Ambar Qoumariah, Siti Raymena Jovanka , Della Risnawati, Erna Rolanda, Tirza Rythma 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 Yulina Eva Riany Zakirman