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Hafidh 'Aziz
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Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini
Published by Universitas Islam Negeri Sunan Kalijaga Yogyakarta
ISSN : -     EISSN : 25023519     DOI : https://doi.org/10.14421/jga
Core Subject : Education, Social,
Education Social Sciences Other
Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini (JGA) Online ISSN: 2502-3519 is a periodically scientific journal published by the Study Program of Islamic Education for Early Childhood the Faculty of Tarbiyah and Education Science State Islamic Universty Sunan Kalijaga Yogyakarta. The journal focuses its scope on the issues of Islamic Early Childhood education. We invite scientists, scholars, researchers, as well as profesionnals in the field of Islamic education to publish their researches in our Journal. This Journal is published every June and December annually.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 15 Documents
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Search results for , issue "Vol. 10 No. 2 (2025)" : 15 Documents clear
Parenting Patterns for Dreadlocked Children: A Local Culture-Based Study among Muslim Farmers in Dieng, Wonosobo Munawaroh, Hidayatu; Arif, Mahmud; Soehadha, Moh
Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Vol. 10 No. 2 (2025)
Publisher : Program Studi Pendidikan Islam Anak Usia Dini, Fakultas Ilmu Tarbiyah dan Keguruan, UIN Sunan Kalijaga, Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jga.2025.102-01

Abstract

Local traditions play a pivotal role in shaping parenting practices and early childhood development in rural Indonesian communities. This study explores the beliefs, values, and daily parenting practices surrounding dreadlocked children at an early age within Muslim farming families in Dieng, Wonosobo. Employing an ethnographic qualitative design, the research investigates how Islamic teachings and local traditions intersect to shape caregiving patterns for children aged 2–7 whose dreadlocks are perceived as sacred signs of spiritual and ancestral connection. Data were collected through participatory observation, in-depth interviews, focus group discussions, document analysis, and life history narratives with 25 key informants including parents, kyai, and community elders. Findings reveal that dreadlocked children are regarded as culturally blessed, with parenting approaches characterized by emotional attentiveness, permissiveness, and ritualized social inclusion. The practice of ruwatan—a ceremonial haircut accompanied by prayers and offerings—emerges as a key event in cultural learning and early character development. These parenting patterns reflect a model of culturally responsive education that emphasizes identity formation, moral values, and communal integration. The implications underscore the necessity of redefining special needs education to accommodate culturally distinct child-rearing practices. However, as the study is context-specific and based on qualitative methods, its findings require further exploration through comparative and longitudinal research. The research contributes to a growing discourse on inclusive and localized approaches to early childhood education in multicultural societies
Fathering and Early Childhood Adjustment in Polygamous Families: A Case Study Analysis Maulida Haura, Farah; Formen, Ali; Sunarso, Ali
Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Vol. 10 No. 2 (2025)
Publisher : Program Studi Pendidikan Islam Anak Usia Dini, Fakultas Ilmu Tarbiyah dan Keguruan, UIN Sunan Kalijaga, Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jga.2025.2025.102-13

Abstract

Polygamous family structures present unique challenges to early childhood development, particularly in terms of emotional security, social adaptability, and access to paternal care, yet remain underexplored in academic research. This study explores the role of fathering in shaping early childhood adjustment within polygamous family structures. It investigates how different levels of paternal involvement, such as caregiving, emotional support, and educational engagement, affect children's social and emotional development. Using a qualitative case study approach, data were collected through interviews, observations, and documentation involving two fathers who live separately from one or more of their wives and serve as the sole economic providers in their households. Thematic analysis was conducted to identify patterns of fathering practices and their relation to children's adjustment outcomes. Findings reveal stark contrasts between the two parenting approaches. One father demonstrated high engagement, shared household responsibilities, and fostered autonomy in educational decision-making, contributing to the child’s emotional security and social adaptability. In contrast, the other father adhered to traditional and authoritative roles, fully delegating caregiving to his wives and limiting his children’s external social exposure, which may hinder their emotional development and peer interaction. This study highlights the importance of culturally contextualized fathering and calls for inclusive parenting programs that accommodate diverse family structures, especially within polygamous contexts. However, the study is limited by its small sample size and context-specific focus, which may constrain the broader applicability of its conclusions. Future research is recommended to involve more diverse participants across regions and apply longitudinal methods to explore long-term patterns of fathering and early childhood development within varied family configurations.
Implementation of the Talaqqi Method in Memorizing Juz ‘Amma among Kindergarteners: A Case Study at Islamic Kindergarten, Banda Aceh Fajriah, Heliati; Muthmainnah; Shalihah, Qatrun Nada
Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Vol. 10 No. 2 (2025)
Publisher : Program Studi Pendidikan Islam Anak Usia Dini, Fakultas Ilmu Tarbiyah dan Keguruan, UIN Sunan Kalijaga, Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jga.2025.102-12

Abstract

This study explores the implementation of the talaqqi method in Qur’anic memorization of Juz ‘Amma among kindergarten students at Baitussalihin Integrated Islamic Kindergarten in Banda Aceh. Although widely regarded as a foundational pedagogical approach in Islamic education, the talaqqi method remains understudied in early childhood contexts, particularly in relation to its interaction with home learning environments and parental support. The objective of this study is to examine how the talaqqi method is applied in classroom instruction, identify the supporting and inhibiting factors influencing its effectiveness, and assess the extent to which family-school collaboration affects children’s memorization outcomes. Employing a qualitative case study approach, data were collected through participatory observation and semi-structured interviews involving one principal, one teacher, one parent, and three students from Class B. Data were analyzed thematically using the Miles and Huberman interactive model. The findings reveal that while the talaqqi method was implemented systematically through phases of teacher recitation, student repetition (murājaʿah), and evaluation, its success was heavily influenced by contextual factors. Supporting elements included structured tahfīẓ programs, availability of auditory media, and parenting sessions. Inhibiting factors included inconsistent parental involvement, minimal follow-up at home, and difficulties in children’s articulation of makhārij al-ḥurūf. This study contributes to the growing literature on Qur’anic pedagogy by affirming that the effectiveness of talaqqi in early childhood education is not solely determined by instructional methods but also by the alignment between formal and informal learning contexts. Limitations of this study include its focus on a single institutional setting and reliance on qualitative data, which restrict generalizability. Future research should consider longitudinal or mixed-method designs to examine long-term memorization retention and the role of family engagement. Educators and curriculum developers are advised to integrate structured home-school communication mechanisms and provide training for parents in Qur’anic literacy facilitation.
Enhancing Children’s Critical Thinking through an Augmented Reality Application: A Digital Solution for Early Childhood Education Rinakit Adhe, Kartika; Safitri, Dhian Gowinda Luh; Matheos Lasarus Malaikosa, Yes; Dorlina Simatupang, Nurhenti; Fauziddin, Mohammad
Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Vol. 10 No. 2 (2025)
Publisher : Program Studi Pendidikan Islam Anak Usia Dini, Fakultas Ilmu Tarbiyah dan Keguruan, UIN Sunan Kalijaga, Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jga.2025.2025.102-14

Abstract

Early childhood education in Indonesia continues to encounter significant challenges in fostering critical thinking skills, particularly in under-resourced environments with limited access to adaptive learning technologies. This study investigates the effectiveness of a digital learning model that integrates Augmented Reality (AR) and Artificial Intelligence (AI) to enhance critical thinking among young children. The model, called SMARP (Storytelling, Modifying, Accessible, Real-time, and Promoting), was developed using a Research and Development (R&D) approach based on the 4D model: Define, Design, Develop, and Deploy. The study involved 32 kindergarten students from TK Nada Ashobah in Surabaya, divided into two groups: Class B2 (experimental) and Class B1 (control). The experimental group used an AR–AI-based application, while the control group followed conventional instruction. Data collection included classroom observations, teacher interviews, and critical thinking pre- and post-tests. Statistical analysis using paired sample t-tests and normalized gain (N-gain) scores showed a significant improvement in the experimental group (N-gain = 0.845, categorized as high), while the control group recorded minimal gains (N-gain = 0.0015). The AR–AI model enabled immersive learning through 3D simulations, narrative interaction, and real-time feedback, which promoted observation, analysis, and decision-making. Furthermore, AI features supported personalized learning pathways, increasing student autonomy and engagement. These findings affirm the potential of AR and AI to improve foundational cognitive abilities in early childhood education. The study highlights the need for context-responsive digital pedagogy and recommends comprehensive teacher training and infrastructure support to ensure sustainability. Future research should explore the model’s scalability, long-term impact, and adaptability across diverse educational settings.
Babalu Dance and Holistic Development of Early Childhood: A Case Study on the Integration of Traditional Arts in Early Childhood Education Fatma Hadianti, Galuh; Sulis Setyaningrum, Ikha
Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Vol. 10 No. 2 (2025)
Publisher : Program Studi Pendidikan Islam Anak Usia Dini, Fakultas Ilmu Tarbiyah dan Keguruan, UIN Sunan Kalijaga, Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jga.2025.2025.102-15

Abstract

Traditional dance not only represents cultural heritage but also embodies pedagogical values that can be integrated into early childhood education. One such traditional dance that remains vibrant and practiced in the northern coastal region of Java is the Babalu Folk Dance, characterized by rhythmic, simple yet expressive movements. Although children’s dance practices have flourished in informal educational settings, the utilization of traditional dance as a child development–oriented learning medium remains severely limited. This study originates from this gap, noting the lack of systematic exploration of the contribution of traditional dance movement variations to the holistic development of early childhood. This research aims to analyze the movement structure of Babalu Dance and evaluate its potential in supporting five key developmental domains of early childhood: gross motor, fine motor, cognitive, socio-emotional, and artistic appreciation. Employing a qualitative case study approach, this study was conducted at Sanggar Putra Budaya Batang, involving six children aged 4–6 years, six dance instructors, and six parents. Data collection techniques included participatory observation, semi-structured interviews, and visual documentation, followed by thematic analysis. The findings reveal that each movement category—head, hand, foot, and body—specifically contributes to various dimensions of child development. Body and foot movements support balance and coordination; hand movements strengthen fine motor skills; and the choreographic structure fosters cognitive, social, and expressive aspects. This study underscores the potential of Babalu Folk Dance as a culturally grounded contextual learning medium and recommends its integration into character- and traditional arts–based early childhood education curricula.

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