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Generasi Emas: Jurnal Pendidikan Islam Anak Usia Dini
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Generasi Emas: Jurnal Pendidikan Islam Anak Usia Dini
Published by Universitas Islam Riau
ISSN : 26154560     EISSN : 26205270     DOI : -
Core Subject : Education, Social,
Education Social Sciences
The articles were published in the Journal include the results of the quantitative research, qualitative research, conceptual, theoretical and a literature review. The series of studies covering integration between Islamic Early Childhood Education, Islamic Studies, Islamic Education, and Human Behavior in Education, such as Educational Behavior issues.
Arjuna Subject : -
Articles 144 Documents
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Disrupsi Pembelajaran dan Kesiapan Sekolah: Studi Perbandingan Sebelum dan Setelah Pandemi Covid-19 Desvianti, Erika; Rahmi, Iftita
Generasi Emas : Jurnal Pendidikan Islam Anak Usia Dini Vol. 9 No. 1 (2026): Generasi Emas: Jurnal Pendidikan Islam Anak Usia Dini
Publisher : UIR PRESS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/ge.2026.vol9(1).25461

Abstract

​ The COVID-19 pandemic has had a significant impact on educational systems worldwide, leading to widespread school closures and disruptions to early childhood education. This situation has affected the readiness of young children to progress to higher levels of education (elementary school). This study aims to examine differences in school readiness between kindergarten student groups before and during the pandemic. A comparative study design was used, assessing 36 kindergarten students, with 10 students from each group, using the Nijmeegse Schoolbekwaamheids Test (NST). The NST consists of 10 subtests measuring various aspects of school readiness, including cognitive, social-emotional, and physical developmental skills. Statistical analyses were conducted to compare school readiness profiles between the two groups. The results showed no statistically significant differences between the pre-pandemic and post-pandemic groups in terms of overall school readiness. However, univariate analysis indicated significant differences in Subtest 3 (understanding of size, quantity, and comparison) and Subtest 4 (accuracy and detail in visual perception), where the pre-pandemic group performed better than the post-pandemic group. The effect sizes for these subtests were considerable, indicating meaningful practical differences in these two abilities. These findings highlight the impact of educational disruptions on certain aspects of school readiness and underscore the need for targeted interventions to mitigate the negative effects of the pandemic on early childhood education, especially regarding quantitative reasoning and visual perception skills.
Peningkatan Kemampuan Mengenal Huruf Hijaiyyah Anak TK B Melalui Media Flashcard Miranti, Miranti; Akbari, Akbari
Generasi Emas : Jurnal Pendidikan Islam Anak Usia Dini Vol. 9 No. 1 (2026): Generasi Emas: Jurnal Pendidikan Islam Anak Usia Dini
Publisher : UIR PRESS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/ge.2026.vol9(1).25976

Abstract

The ability to recognize Hijaiyyah letters is an essential skill that should be introduced in early childhood because it serves as the foundation for reading the Qur’an and supports the development of children’s religious and moral values. Early childhood is considered the golden period of development, making appropriate learning stimulation necessary to optimize all aspects of growth, including early religious literacy. However, observations at TK Negeri Pembina Pemulutan Barat showed that many children aged 5–6 years still had difficulty recognizing Hijaiyyah letters, particularly in distinguishing letters with similar shapes and sounds. These challenges were influenced by conventional teaching methods and the limited use of engaging learning media suitable for young learners. Therefore, this study aimed to improve children’s ability to recognize Hijaiyyah letters through the use of flashcard media designed to be visually appealing and easy for children to understand. This research employed classroom action research using the Kemmis and McTaggart model, conducted in two cycles. The subjects consisted of 13 children in group B3, comprising 7 boys and 6 girls, with one classroom teacher involved as a collaborator. The findings showed a significant improvement in children’s recognition abilities. In the initial condition, only 15.38% of the children were in the “developing as expected” category. After the implementation of flashcards in cycle I, the percentage increased to 53.85%. Further improvement occurred in cycle II, where 23.08% reached the same category and 76.92% achieved the “very well developed” category. These results indicate that flashcard media is effective in enhancing young children’s ability to recognize Hijaiyyah letters.
Peran Positive Parenting dan Otoritatif Parenting dalam Menurunkan Risiko Kekerasan terhadap Anak Usia Dini Mulyana, Ade; Kamil, Mustofa
Generasi Emas : Jurnal Pendidikan Islam Anak Usia Dini Vol. 9 No. 1 (2026): Generasi Emas: Jurnal Pendidikan Islam Anak Usia Dini
Publisher : UIR PRESS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/ge.2026.vol9(1).26281

Abstract

Background: Violence against early childhood remains a critical issue in the study of child development and family psychology, particularly when parenting practices tend to be harsh, unresponsive, or inconsistent. This study aims to analyze the role of positive parenting and authoritative parenting in reducing the risk of violence against young children based on theoretical reviews and recent empirical findings. The research method used is library research by examining various scientific journals, books, and relevant research results. The findings indicate that both parenting styles contribute to reducing the risk of violence through the application of warmth, responsiveness, non-violent discipline, two-way communication, and consistent rules that support the creation of a safe and harmonious caregiving environment. Positive parenting and authoritative parenting also enhance children's emotional regulation and reduce parental stress, thereby minimizing the potential for aggressive behavior from parents. In conclusion, positive parenting and authoritative parenting are evidence-based strategies that effectively prevent violence against early childhood while supporting optimal emotional and social development
Perkembangan Berbicara pada Anak Usia Dini Ditinjau dari Lingkungan Urban (Perkotaan) dan Rural (Pedesaan) Saputri, Dina Wulan; Masruroh, Umy; Raihana, Raihana
Generasi Emas : Jurnal Pendidikan Islam Anak Usia Dini Vol. 9 No. 1 (2026): Generasi Emas: Jurnal Pendidikan Islam Anak Usia Dini
Publisher : UIR PRESS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/ge.2026.vol9(1).27392

Abstract

Speaking development is an important aspect of early childhood language development that supports children’s cognitive, social, and emotional growth. Children’s speaking abilities are strongly influenced by the environment in which they grow and develop, particularly urban (rural village-based) and rural (urban city-based) environments, which have different social characteristics and interaction patterns. This study aims to examine early childhood speaking development from the perspective of urban and rural environments. The research method employed is a literature review by analyzing national scientific journal articles related to early childhood speaking development, environmental influences, and parental roles. The data were analyzed using a descriptive-analytical approach by categorizing research findings into key thematic areas. The results indicate that children growing up in rural village environments tend to demonstrate greater speaking confidence and stronger contextual communication skills due to intensive and natural social interactions. In contrast, children in urban city environments tend to exhibit broader vocabulary mastery and more structured language use as a result of formal education and learning media. Therefore, the environment plays a significant role in shaping early childhood speaking development, and language stimulation should be adapted to the characteristics of the child’s living environment.

Page 15 of 15 | Total Record : 144

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