Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal Arus Jurnal Psikologi dan Pendidikan Journal of Early Childhood Education Perspectives (JECEP)
Siti Mumun Muniroh
Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan
Arts Education Languange, Linguistic, Communication & Media Mathematics Neuroscience Social Sciences Other

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

Found 2 Documents
Search

 1 
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.
Integrasi Psikologi Pendidikan dalam Implementasi Pendidikan Inklusif: Tantangan dan Strategi Penguatan di Sekolah Muhammad Abdul Aziz; Siti Mumun Muniroh
Arus Jurnal Psikologi dan Pendidikan Vol 5 No 1: Februari (2026)
Publisher : Arden Jaya Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57250/ajpp.v5i1.2160

Abstract

Pendidikan inklusif merupakan pendekatan strategis dalam menjamin hak setiap peserta didik untuk memperoleh layanan pendidikan yang adil dan bermakna, termasuk bagi anak berkebutuhan khusus. Namun, implementasi pendidikan inklusif di Indonesia masih menghadapi berbagai tantangan, khususnya terkait keterbatasan pemahaman guru terhadap aspek psikologis peserta didik. Artikel ini bertujuan untuk mengkaji integrasi prinsip-prinsip psikologi pendidikan dalam praktik pendidikan inklusif serta mengidentifikasi tantangan dan strategi penguatannya dalam sistem pendidikan. Penelitian ini menggunakan pendekatan kualitatif dengan desain studi kepustakaan terhadap artikel jurnal, buku akademik, dan dokumen kebijakan yang relevan. Analisis data dilakukan melalui analisis tematik untuk mensintesis teori psikologi pendidikan kontemporer, praktik pendidikan inklusif, serta temuan empiris terkait kesejahteraan dan kualitas pembelajaran peserta didik. Hasil kajian menunjukkan bahwa integrasi psikologi pendidikan melalui pendekatan humanistik, konstruktivisme sosial, ekologi perkembangan, psikologi positif, dan pendidikan multikultural memiliki peran signifikan dalam menciptakan lingkungan belajar yang adaptif, empatik, dan berkeadilan. Namun, tantangan seperti rendahnya literasi psikologis guru, stigma sosial, kebijakan sekolah yang belum ramah psikologis, serta lemahnya kolaborasi multipihak masih menjadi hambatan utama. Oleh karena itu, diperlukan strategi integratif yang melibatkan penguatan kebijakan, peningkatan kompetensi psikopedagogis guru, dan pengembangan budaya sekolah inklusif untuk meningkatkan kualitas pembelajaran dan kesejahteraan psikologis peserta didik secara berkelanjutan.
Co-Authors Faiz Akhmad Khan Hani Hasnah Safitri Mohammad Adam Muhammad Abdul Aziz Ulul Albab