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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 10 Documents
 1 
Search results for , issue "Vol. 8 No. 4 (2023)" : 10 Documents clear
Cultivating the Pancasila Student Profile in Early Childhood Using the Garuda Book: An Innovative Method in Indonesian Educational Practices Masitah, Widya; Sitepu, Juli Maini; Raniyah, Qaulan
Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Vol. 8 No. 4 (2023)
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.2023.84-03

Abstract

This study examines the effectiveness of the Garuda Book, a tailored educational tool for instilling the Pancasila Student Profile in early childhood education within Indonesia's Independent Curriculum framework. Utilizing a Research and Development (R&D) approach, this research involved creating, implementing, and evaluating the Garuda Book in an early childhood educational setting at RA Nurul Hadina. The study's methodology incorporated the development of project activities linked to the curriculum, including "I Love the Earth" and "I Love Indonesia," with the book designed for durability and child appeal. Data collection entailed various questionnaires assessing media and material validity and the effectiveness of the Garuda Book in imparting Pancasila values. Results indicated a significant improvement in children's understanding and embodiment of Pancasila values post-intervention, as evidenced by increased scores in assessments related to faith, diversity, cooperation, independence, critical reasoning, and creativity. However, challenges such as teachers' limited understanding of the independent curriculum were noted, necessitating further training. This study's findings underscore the potential of contextually relevant educational tools like the Garuda Book in early childhood education, contributing substantially to pedagogical practices aimed at value formation. Future research could explore such tools' long-term impacts and adaptability across diverse educational contexts.
Islamic Mindfulness-Based Play Activities: Enhancing Child Mental Health in the Post-Pandemic Era Hayati, Miratul; Nuraida; Salsa Lutfiah Zahra
Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Vol. 8 No. 4 (2023)
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.2023.84-09

Abstract

This research focuses on developing Islamic mindfulness-based play activities to mitigate child mental health issues in the post-pandemic context.  The study was conducted in Jakarta-Depok kindergartens using a modified Research and development (R&D) approach tailored for educational settings, as per Borg and Gall. The primary aim was to create and evaluate educational tools to foster Islamic mindfulness among young learners. The research involved identifying children's learning challenges post-pandemic and developing and refining educational games and teaching methods. Data collection encompassed observational studies, educator feedback, and direct interaction with children using the developed tools. The analysis evaluated these tools' usability, engagement level, and educational impact. The results highlighted the development of a physical model comprising a 14-chapter guidebook for tea. Still, it is a procedural model that condenses the original ten stages into seven. Essential components include yoga based on prayer movements, activities for enhancing food relationships, self-body awareness exercises, sensory training, gratitude journal writing, and positive affirmations based on Asmaul Husna. Evaluations by material and learning design experts and one-to-one teacher tests affirmed the model's quality. A field trial with 20 children showed enjoyment and preference for gratitude journal writing. Conclusively, the research effectively developed a model for Islamic mindfulness-based play activities, demonstrating the potential to enhance children's mental health post-pandemic. However, limitations such as geographic confinement and individual response variability suggest the need for broader application and further research to assess long-term impacts. This study contributes significantly to educational and psychological interventions, offering a culturally sensitive, holistic child development approach integrating mental health, spirituality, and education.
NakKanak Penter Media: Introducing Numbers and Geometric Shapes to 4-5-Year-Olds Nurhayati Adhani, Dwi; Nazarullail, Fikri; Latif, Muhammad Abdul; Fitri, Fitri
Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Vol. 8 No. 4 (2023)
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.2023.84-04

Abstract

The challenges faced by early-age children in recognizing numbers and geometric shapes in Madura have been a significant concern. This study aims to investigate the NakKanak Penter media in stimulating the recognition of numbers and geometric shapes among 4-5-year-old children. This research falls under the category of Research and Development. The data in this research and development study comprise both qualitative and quantitative data. Qualitative data were gathered through observations, interviews, and documentation. Quantitative data were obtained from research respondents, including subject matter experts, media specialists, cultural experts, and users of educational media. The analysis of this study primarily employs quantitative data analysis. The results of this research indicate that the NakKanak Penter media, which is based on corn as the primary material, aligns with the characteristics of the research location, where corn cultivation is prevalent. This media is deemed suitable for use in introducing numbers and geometric shapes to children. This study contributes by providing the NakKanak Penter media as an alternative medium for early-age children's education in numbers and geometric shapes.
Enhancing Early Childhood Literacy through Reading Corners: A Phenomenological Study at Thiflah Early Childhood Education, Aceh Besar Rahimah, Rahimah; Mutmainnah, Mutmainnah; Rita, Cut Mirna; Wahyu Adibah, Khairiyyah Titi; Isdarianti, Novi Lidya; Fauzi, Indra
Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Vol. 8 No. 4 (2023)
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.2023.84-02

Abstract

This study explores the effectiveness of reading corners in enhancing literacy among early childhood learners at Thiflah Early Childhood Education (ECE) in Aceh Besar, Indonesia. Employing a phenomenological research design with qualitative methods, this study aims to understand the subjective experiences of educators and learners about literacy enhancement strategies. The research incorporated observations, interviews, and documentation, with a focus on the role of the reading corner in fostering literacy. Results indicated significant improvements in children’s engagement and comprehension in reading, writing, and arithmetic, attributed to the interactive and play-oriented learning environment. However, challenges such as insufficient resources and reliance on student teachers with limited experience were identified. The findings suggest that the reading corner approach, aligning with Indonesia's National Literacy Movement, can be a viable model for enhancing early literacy in various educational settings. The study recommends further research into the effectiveness of reading corners in diverse ECE contexts and emphasizes the need for resource enhancement and teaching methodology improvements. These insights are crucial for developing engaging, child-centric learning environments for early literacy development and overall child growth, contributing significantly to Indonesia's National Literacy Movement.
Augmenting Early Childhood Speech Skills through Audiovisual Talk Time Playing (ATTP): A Research & Development Approach Saodi, Syamsuardi; Herlina, Herlina; Rusmayadi, Rusmayadi; Sadaruddin, Sadaruddin; Hasmawaty, Hasmawaty
Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Vol. 8 No. 4 (2023)
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.2023.84-07

Abstract

This study focused on developing, validating, and evaluating the effectiveness of the Audiovisual Talk Time Playing (ATTP) model for enhancing speech skills in 5-6-year-old children within a kindergarten environment. Employing research with development methodology, this study followed Plomp's (1997) framework through four phases: design, realization/construction, testing, evaluation, and implementation. The ATTP model was developed through a detailed analysis and synthesis of requirements for fostering young learners' speaking skills. Its practical application involved translating the theoretical model into a classroom with 15 children. The model's effectiveness was evaluated using validation sheets, model assessments, usability sheets, observation sheets, teacher questionnaires, and student learning outcome evaluation sheets. Qualitative data was collected through observations and teacher questionnaires, while quantitative data was derived from assessments of children's speaking abilities. The results indicated a significant improvement in children's communication skills, with an increased percentage of children moving from 'adequate' to 'good' speech skills categories. Educators responded positively to the ATTP model, emphasizing its practicality and effectiveness. The study concluded that the ATTP model, with its interactive and multisensory approach, is a more engaging and effective method for language development in early childhood education than traditional methodologies. However, the study's limited focus on a specific age group and setting suggests the need for future research to explore the model's long-term impacts and adaptability in different educational contexts.
Enhancing Fine Motor Skills in Early Childhood Through Fun Cooking Activities: A Quasi-Experimental Study in Purwakarta, Indonesia Maranatha, Jojor Renta; Briliany, Noviarta
Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Vol. 8 No. 4 (2023)
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.2023.84-01

Abstract

This quasi-experimental study investigates the impact of engaging in cooking activities on fine motor skill development in kindergarten children aged 4-5 in Purwakarta, Jawa Barat, Indonesia. Adopting a Nonequivalent Control Group Design, the research compared two groups: an experimental group participating in fun cooking activities and a control group following traditional teaching methods. Pretest and posttest assessments were conducted using a rating scale-based observation tool to measure fine motor skills. The intervention comprised three sessions of cooking activities, focusing on enhancing fine motor abilities. Data analysis utilized the N-Gain score method to quantify skill improvements. Results revealed a medium N-Gain score in the experimental group, indicating a significant enhancement in fine motor skills due to the cooking activities. In contrast, the control group showed no significant change. These findings suggest that fun cooking activities effectively develop fine motor skills in early childhood, offering a practical and engaging alternative to conventional teaching methods. This study's implications extend to curriculum design in early childhood education, advocating for integrating diverse and interactive activities. However, its limited geographical scope and the short duration of the intervention point to the need for further research. Future studies should explore long-term effects and broader applicability, potentially impacting policies and practices in early childhood education. This research adds to the growing body of literature that supports innovative and engaging learning approaches in the foundational years of schooling.
Redefining Early Literacy: A STEAM Approach at AZ Zahra NU Kindergarten, Magelang Najanuddin, Najanuddin; Setiani, Riris Eka; Listyowati, Anies
Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Vol. 8 No. 4 (2023)
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.2023.84-08

Abstract

This research investigates the implementation of a Science, Technology, Engineering, Arts, and Mathematics (STEAM)-based learning approach at AZ Zahra NU Salaman Magelang Kindergarten, aiming to enhance early childhood literacy in reading, writing, and arithmetic. Employing a qualitative, descriptive case study methodology, the study focuses on learning design, execution, and evaluation through the STEAM lens. Data were collected via observations, interviews, and documentation involving the principal, deputy principal, and classroom teachers. The learning process at Az-Zahra NU Kindergarten has transitioned from conventional drills to a STEAM approach, utilizing loose-part media and play activities tailored to each child's unique learning style. The study reveals a significant paradigm shift in early childhood education from traditional methods to a more dynamic, integrative STEAM approach. This shift promotes holistic development and simplifies educational planning, enabling educators to concentrate on adaptive, child-centric strategies. The findings highlight the successful integration of STEAM elements into the curriculum, enhancing children's engagement and creativity in learning. However, the research's limitation lies in its focus on a single institution and qualitative data, suggesting the need for broader, mixed-method studies in diverse educational settings. Future research should also include longitudinal studies to assess the long-term impacts of the STEAM approach. In conclusion, the study presents a compelling case for the widespread adoption of STEAM in early childhood education, offering a more effective and engaging method for fostering early literacy and comprehensive child development in the 21st century.
Parental Engagement in Emotional Regulation: A Case Study of Kindergarten Children in Yogyakarta Muthmainah, Muthmainah; Eka Sapti Cahya Ningrum; Martha Christianti
Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Vol. 8 No. 4 (2023)
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.2023.34-06

Abstract

This research aimed to investigate the role of parents in managing their kindergarten-aged children's negative emotions. Utilizing a descriptive, qualitative case study approach, the study was conducted in Yogyakarta, involving six parents, six teachers, and three children. Data collection comprised in-depth interviews and non-participant observation, analyzed using an interactive model by Miles et al. (2014). The results revealed that parents act as supporters, teachers, students, counselors, and guardians in their children's emotional development. Case studies of children, namely AD, NK, and AT, highlighted strategies like modeling positive behavior, teaching problem-solving and dynamic management, and providing comfort. Parents should enhance their knowledge and expertise and motivate their children to learn practical negative emotion management skills. Negative emotion management enhances kindergarten children’s well-being and aids in their adjustment to their surroundings. The implications of these findings emphasize the importance of a supportive, responsive, and involved parenting approach, particularly in emotional development during early childhood. This aligns with Bandura's observational learning theory and resonates with findings from Hornby and Epstein on parental education and involvement. However, the study acknowledges limitations, including its small sample size and qualitative focus, suggesting the need for further research with broader, more diverse samples and quantitative methods. Overall, this study underscores the significant impact of parental involvement on children's emotional resilience and intelligence, highlighting the need for effective parental guidance programs and enhanced teacher-parent collaboration in early childhood education settings.
Fostering Creative Thinking in Early Learners through STEAM-Based Ecoprint Projects Jazariyah, Jazariyah; Athifah, Nur Zahra; Purnamasari, Yayu Mega; Lita
Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Vol. 8 No. 4 (2023)
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.2023.84-10

Abstract

This research investigates the impact of integrating STEAM (Science, Technology, Engineering, Arts, and Mathematics) project-based learning (PjBL) with Ecoprint activities on developing creative thinking skills in early childhood. A mixed-methods concurrent embedded design was adopted, focusing on preschool children aged 4-6 years from two educational institutions in Karangsari Village, Cirebon District. The study engaged 30 participants in Ecoprint activities, utilizing natural materials to create prints on paper and fabric. These activities were framed within the STEAM PjBL methodology, encompassing stages of Reflection, Research, Discovery, Application, and Communication to facilitate a comprehensive earning experience. Qualitative data, collected through interviews with educators and observations of the Ecoprint projects, were complemented by quantitative assessments of the children's development of creative thinking skills. This dual approach allowed for a rich, multifaceted analysis of the learning processes and outcomes. The creative thinking abilities of the participants were evaluated using a standardized rating scale aligned with criteria set forth by the Ministry of Education and Culture, tracking progress from initial baselines to post-intervention stages. The findings indicate a notable enhancement in creative thinking among the children, with a significant majority advancing from lower levels of creative dev. Children can select and sort the base color materials from the collected leaves. At this stage, the potential of STEAM PjBL, combined with hands-on, environmentally focused artistic activities like Ecoprint, is to enrich early childhood education by fostering creative, innovative thinking. The study's implications extend to curriculum development, advocating for including interdisciplinary, experiential learning strategies that blend scientific inquiry with artistic creativity. However, the research is limited by its scope and its participants' demographic and geographic characteristics. Future studies are recommended to explore the scalability of this approach and its long-term impacts across diverse educational settings, potentially offering valuable insights into the role of integrated STEAM education in nurturing holistic cognitive development in young learners.
Egalitarian Education: The Practice of Independent Learning at PAUD Sanggar Anak Alam Nitiprayan Kasihan Bantul Yogyakarta Rohinah, Rohinah; Indriyani, Septi; Aziz, Abdul
Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Vol. 8 No. 4 (2023)
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.2023.84-05

Abstract

Education at early childhood education (PAUD) Sanggar Anak Alam (SALAM) in Yogyakarta focuses on liberating and holistic development, nurturing students' faith, character, health, knowledge, independence, creativity, and responsibility through a research-based approach centered on nature and individual talents. Unlike traditional schools, SALAM, often called a 'school of life' or 'life laboratory,’ emphasizes experiential learning in a natural setting, aligning education with each student's unique interests and abilities. This study aims to analyze how the concept and practice of independent education are applied at PAUD Sanggar Anak Alam Yogyakarta. Employing a descriptive-qualitative approach, the research investigates how this educational philosophy translates into practice, emphasizing critical thinking, autonomy, and humanization. Through participatory observation, in-depth interviews, and document analysis, the study captures the perspectives of educators, administrators, and other stakeholders. Key findings include the integration of Freire's concepts into pedagogical practices, such as fostering egalitarian educator-student relationships, prioritizing dialogue, and embedding ethics in the curriculum. The study also examines the practical implications of this approach, highlighting the roles of educators as facilitators and the importance of nurturing environmental awareness and critical thinking from an early age. While the study's findings affirm the potential of Freire's model in early childhood settings, its context-specific nature and focus on a single institution necessitate caution in generalizing the results. Consequently, the research underscores the need for further exploration in diverse educational contexts. The study's implications extend to educational policy and practice, advocating a shift towards more participatory, student-centered, and dialogue-driven learning environments. This research contributes to the discourse on global educational reform by demonstrating the transformative power of liberatory education in fostering egalitarian and humanizing educational experiences.

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