Article Per Year (5 Year)
p-Index From 2021 - 2026
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This Author published in this journals
All Journal Research Journal on Teacher Professional Development Journal of Early Childhood Education Perspectives (JECEP)
Ulul Albab
Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan
Arts Education Languange, Linguistic, Communication & Media Neuroscience Social Sciences Other

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Integration of Neuroscience into Early Childhood Educational Psychology: A Critical Literature Review of Cognition, Emotion, and Pedagogical Implications Hani Hasnah Safitri; Ulul Albab; Siti Mumun Muniroh; Mohammad Adam; Faiz Akhmad Khan
Journal of Early Childhood Education Perspectives Vol. 2 No. 1 (2026): Journal of Early Childhood Education Perspectives
Publisher : Lia Center of Research and Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64850/jecep.v2i1.171

Abstract

The integration of neuroscience into early childhood educational psychology has gained increasing scholarly attention in response to the need for a holistic and evidence-based understanding of young children’s learning and development. This article aims to critically analyze the contribution of neuroscience in enriching the theoretical framework of early childhood educational psychology, particularly in understanding the interrelationship between cognition, emotion, and pedagogical implications in early learning contexts. Employing a critical literature review approach, this study examines articles from reputable international and accredited national journals related to educational neuroscience, early childhood education, and educational psychology. The analysis is conducted through a reflective thematic synthesis that places neuroscientific findings in dialogical engagement with contemporary educational theory. The findings indicate that neuroscience functions as an epistemic lens that deepens understanding of early childhood learning processes, rather than as a direct methodological prescription for classroom practice. This article emphasizes the importance of critical awareness of neuromyths and highlights neuroscience as a foundation for early childhood educators’ professional reflection in designing developmentally appropriate, ethical, and meaningful learning experiences. Theoretically, this study contributes to an integrative framework for early childhood educational psychology, while practically offering reflective direction for educators and researchers in engaging with neuroscience critically and responsibly.
Professional Leadership Capabilities of Progressive Islamic Education Teachers Ulul Albab; Aris Nurkhamidi; Ahmad Tarifin; Fatmawati Nur Hasanah; Abdulroya Panaemalae
Research Journal on Teacher Professional Development Vol. 1 No. 2 (2023): Geographical distribution of the author: Indonesia, Nigeria, Thailand
Publisher : FITK UIN Walisongo Semarang

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Abstract

This study aims to analyze the professional abilities of progressive Islamic education leaders. By using literature research methods, this study shows that progressive Islamic education leadership capabilities must: 1) Involve the ability to develop a clear vision and strong educational mission, 2) The ability to inspire and motivate staff, students and other stakeholders. 3), Have good management skills, including resource management, strategic planning, and performance evaluation. 4) Have the ability to communicate effectively to be able to establish good relationships with all parties involved in educational institutions. Above all, an educational leader must have a strong commitment to student learning and development, as well as the ability to adapt to continuous changes in the world of education. These findings provide theoretical contributions in creating effective and sustainable educational leadership for Islamic educational institutions.
Co-Authors Abdulroya Panaemalae Ahmad Tarifin Aris Nurkhamidi Faiz Akhmad Khan Fatmawati Nur Hasanah Hani Hasnah Safitri Mohammad Adam Siti Mumun Muniroh