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All Journal Tunas Cendekia : Jurnal Program Studi Pendidikan Anak Usia Dini International Journal of Educational Review, Law And Social Sciences (IJERLAS)
Nurbani Syifa
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Religion Arts Humanities Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Neuroscience Physics Social Sciences Other

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DEVELOPMENT OF DIGITAL LEARNING BASED INTERNATIONAL COOPERATION IN ELEMENTARY SCHOOL TEACHERS Panji Adam Agus Putra; Yuda Dharma Putra; Maman Surahman; Heru Pratikno; M Zidan Al Insyani; Intan Nurapriliani; Nurbani Syifa
International Journal of Educational Review, Law And Social Sciences (IJERLAS) Vol. 3 No. 5 (2023): September
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/ijerlas.v3i5.979

Abstract

Collaboration programs with international organizations develop all aspects, especially in the field of education that the university has carried out. The activity was educating the elementary school teachers because it has a significant component in the educational process. The university education system has a substantial role in preparing competitive human resources. This study result findings in the form of language and cultural differences is the main issues in the implementation of the international collaboration programs. The method was used group discussions between Indonesian and Thai teachers through an innovative approach to digital learning media in a more structured and in-depth way. Group discussion case studies successfully provided practical and interactive experiences to the participants. It was concluded that mutual understanding of culture between teachers and students was fundamental and needs to be considered so that learning can be done effectively and comfortably. Educators can jointly build awareness of the effectiveness of using technology in the classroom. Technology was not only used but has a significant impact on learning processes and outcomes. The implementation of this international collaboration program aims to solve the problems faced and enhance cooperation between the two countries further.
STEM Education in Early Childhood: A Systematic Literature Review of Trends and Practices Indri Suci Wardhani; Jastin Martino; Mida Ayu Restanti; Nurul Farhin; Nurbani Syifa
Tunas Cendekia : Jurnal Program Studi Pendidikan Anak Usia Dini Vol. 9 No. 1 (2026): Tunas Cendekia : Jurnal Program Studi Pendidikan Anak Usia Dini
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/tunascendekia.v9i1.12714

Abstract

Despite expanding global interest in early childhood Science, Technology, Engineering, and Mathematics (STEM) education, empirical evidence regarding pedagogical integration, teacher belief systems, and early cognitive outcomes remains conceptually fragmented and geographically asymmetric. To address this gap, this systematic literature review applies PRISMA 2020 guidelines and the SPIDER eligibility framework to synthesize a primary empirical corpus of N = 20 studies within a broader 30-source academic foundation. Grounded in Vygotsky’s sociocultural theory and Papert’s constructionism, this review evaluates early childhood STEM instructional mechanics including Engineering Design Process (EDP) cycles, screen-free tangible robotics, digital manipulatives, and arts-integrated storybooks for learners aged 3 to 8 years. Synthesized findings reveal a clear developmental continuum: toddler learning (ages 3-4) relies primarily on open-ended sensory discovery, whereas kindergarten settings (ages 5-6) require structured teacher scaffolding to guide children from initial prototyping toward systematic testing, spatial reasoning, and failure optimization. Furthermore, teacher pedagogical belief structures significantly moderate curriculum execution; educators holding discrete beliefs regarding play and academics achieve higher technical coding gains through structured modules, whereas those with integrated beliefs prioritize open-ended exploration without diminishing computational thinking or debugging skills. Methodological quality appraisal via the Mixed Methods Appraisal Tool (MMAT 2018) confirms high overall rigor (M = 84.5%), though geographic distributions reveal severe imbalances favoring Asian and European research hubs over African and South American contexts. Ultimately, this review offers actionable theoretical, policy, and practical frameworks for curriculum designers and teacher education programs seeking to establish equitable, developmentally aligned early STEM learning environments.
Co-Authors Heru Pratikno Indri Suci Wardhani Intan Nurapriliani Jastin Martino M Zidan Al Insyani Maman Surahman Mida Ayu Restanti Nurul Farhin Panji Adam Agus Putra Putra, Yuda Dharma