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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
 1   2 
Search results for , issue "Vol. 9 No. 1 (2024)" : 15 Documents clear
Development of Animated Emergency Drills Video to Enhance Early Childhood Understanding of Fire Disasters Sitepu, Juli Maini; Masitah, Widya; Nasution, Mawaddah; Ginting, Nurman
Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Vol. 9 No. 1 (2024)
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.2024.91-08

Abstract

This research aims to develop an animated video to enhance early childhood understanding of fire safety procedures. The study employs a modified Research and Development (R&D) model based on Borg and Gall’s framework, comprising six stages: identifying potential and problems, collecting initial data, designing media, validating media, revising the design, and conducting product trials. The video, created using Adobe After Effects and Adobe Animate, was tested on 38 children at RA Tarbiyah Islamiyah. Data collection involved three types of questionnaires: media validation, content validation, and children's comprehension assessment. Validators and teachers evaluated each questionnaire using a checklist scale. Data analysis employed qualitative and quantitative methods to assess the effectiveness of educational media. Results demonstrated a significant improvement in children's understanding of fire emergencies, with pre-test scores averaging 62% and post-test scores at 74.8%. The animated video effectively visualised fire scenarios in a realistic yet comprehensible manner for children, reinforcing safety messages and encouraging prompt and safe responses during fires. The study concludes that animated videos are compelling educational tools for enhancing disaster preparedness among young children. The implications of this research suggest that early childhood education programs should integrate disaster preparedness training into their curricula. Future research should explore the long-term impacts of such interventions, assess their applicability in diverse educational settings, and incorporate additional multimedia elements to enhance engagement and educational outcomes. Collaboration between educators, disaster management professionals, and digital media experts is essential for developing comprehensive and practical safety education resources.
Enhancing Tajwid Skills through Harakah-Based Learning Media: An Evaluation of MPQu-Berkah among Schoolchildren Nurliadin, Nurliadin; Chirzin, Muhammad; Arif, Mahmud; Khairudin, M
Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Vol. 9 No. 1 (2024)
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.2024.91-01

Abstract

The research explores the efficacy of MPQu-Berkah, a harakah-based digital media, in enhancing tajwid skills among schoolchildren (Elementary Students), specifically focusing on Makhārijul hurūf and Ṣifātul hurūf. Utilizing a Nonequivalent Pretest-posttest Control Group Design, the study compares the tajwid proficiency of students engaging with MPQu-Berkah to those following traditional learning methods. The methodology encompasses pretests and posttests, alongside an independent t-test for statistical analysis, to evaluate the impact of the learning media on Quranic reading accuracy and fluency. Findings reveal a significant improvement in the experimental group's tajwid abilities, highlighted by an 11% average competency increase, evidencing MPQu-Berkah's effectiveness. The developed media, tailored for elementary education in the digital era, features audio-visual content designed to facilitate accessible and engaging tajwid learning. Despite the positive outcomes, the study acknowledges limitations due to its experimental setting and suggests future research to investigate the wider application and sustained impact of digital learning tools in religious education. This research underlines the potential for integrating multimedia tools in educational curricula, proposing a shift towards technology-enhanced learning environments to cater to the digital-native generation's needs. The findings advocate for a paradigm change in Quranic education, indicating that technological integration can substantially improve learning outcomes, contributing to the fields of educational technology and linguistic skill teaching.
Enhancing Logical Thinking in Preschoolers: The Educational Block Media Approach Kurniawati, Febriana; Surifah, Jamilatus; Tohani, Entoh; Rolina, Nelva
Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Vol. 9 No. 1 (2024)
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.2024.91-06

Abstract

The capacity for logical thinking is crucial in early childhood development, facilitating the ability to reason and analyze from multiple perspectives to form concrete conclusions. This study investigates the effect of educational block media on enhancing logical thinking abilities among preschool children aged 4-5 years. Employing a quasi-experimental design with a pretest-posttest control group format, the research aims to evaluate the effectiveness of these tools in an educational setting. Forty children from a kindergarten class were chosen through purposive sampling as the study's participants. The data collection involved administering performance tests, both before and after the introduction of the educational blocks, to assess the children's logical thinking skills quantitatively. Statistical analysis was performed using SPSS 21, which included tests for Normality, Homogeneity, and the Independent Sample t-test to compare the experimental and control groups' scores. The results showed that the experimental group, which used the educational block media, significantly outperformed the control group in the posttest, with mean scores of 15.65 and 9.90, respectively. The statistical analysis supported these results with a t-test yielding a significance level of 0.000, confirming the positive impact of the educational blocks on the development of logical thinking skills. The findings highlight the effectiveness of using tangible educational tools like blocks in stimulating cognitive processes among young children. This study provides valuable implications for early childhood education practices, recommending integrating educational block media into teaching strategies to enhance cognitive development. It also suggests areas for further research, particularly in the longitudinal impact of such educational interventions on child development over time.
Integrating Narrative Characters in Early Childhood Music Learning: A Study of Mozart Mouse and Beethoven Bear Impact on Early Learners Dihita Sagala, Mastri; Widyatama Putra, Zakarias Aria
Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Vol. 9 No. 1 (2024)
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.2024.91-05

Abstract

This research explores the implementation of Mozart Mouse and Beethoven Bear characterization methods in the Little Musician class at Favore Music School, Bandung. It assesses their impact on young learners' musical, linguistic, and emotional development. Utilizing a qualitative approach, the study spanned six months and incorporated observations, interviews, and document reviews to gather comprehensive data. The Music for Little Mozarts curriculum, designed specifically for young children, integrates narrative characters to enhance student engagement and learning. Data analysis followed the Miles and Huberman model, focusing on data reduction, display, and conclusion to ensure robust, systematically derived findings. Results indicate that preparing and implementing character-based materials and musical instruments effectively engages children. The role-playing exercises using Mozart Mouse and Beethoven Bear deepened the children's understanding of musical concepts, such as pitch and dynamics, and significantly improved their emotional and linguistic skills. This was particularly evident in their enthusiastic participation in end-of-semester musical concerts. The study highlights the potential of incorporating narrative and creativity in early education to enrich learning outcomes. Character-based methods could be particularly beneficial for fostering comprehensive developmental skills in music education. However, the research was limited to a single educational setting and a short observation period, which might affect the generalizability of the results. Future research should expand the study to multiple settings and extend the observation period better to understand the long-term effects of such pedagogical strategies. This could help ascertain the effectiveness and adaptability of characterization methods in a broader educational context.
Project-Based Learning Integrated with STEAM: A Study on Educational Pop-Up Books for Early Literacy Chafidah, Nur; Hayati, Nur; Maryatun, Ika Budi
Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Vol. 9 No. 1 (2024)
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.2024.09-12

Abstract

This study evaluates the effectiveness of integrating Project-Based Learning (PjBL) with Science, Technology, Engineering, Arts, and Mathematics (STEAM) to enhance literacy skills among children aged 5-6. Employing a quasi-experimental design, 30 TK Cornerstone Homestyle Education students were selected and divided into experimental and control groups. The experimental group engaged in PjBL integrated with STEAM, while the control group followed conventional methods. Pre-tests and post-tests were administered to assess literacy skills, focusing on reading habits, symbol recognition, word writing, and constructing written pieces. Data were collected through tests and observation sheets and analyzed using descriptive and inferential statistics via IBM SPSS Statistics version 21. Results showed significant literacy skill improvements in the experimental group compared to the control group, with higher post-test scores and increased engagement. Instrument validity was confirmed through item analysis, and reliability was ensured with a Cronbach's Alpha of 0.74. Observations revealed high implementation quality in both groups, but the experimental group demonstrated a more substantial increase in literacy levels. This study concludes that STEAM-integrated PjBL effectively enhances early literacy, promotes creativity, and engages students actively in learning. The findings imply the need for broader application of this method in early childhood education and suggest further research to explore long-term impacts and applicability across diverse educational contexts. Despite limitations such as sample scope and short-term intervention, this research supports adopting interdisciplinary approaches for improved educational outcomes.
Enhancing Early Childhood Cultural Education through the Ponorogo Reyog Theater Suitcase: A Development and Evaluation Study Fatimah, Siti; Hermanto
Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Vol. 9 No. 1 (2024)
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.2024.91-04

Abstract

This research explores the Reyog Theater Suitcase (Koper Teater Reyog) as an innovative educational tool for introducing the cultural heritage of Ponorogo to early childhood education. Utilizing a Research and Development (R&D) approach and the ADDIE model, which includes the Analyze, Design, Development, Implement, and Evaluation stages, the study employed a Posttest-only experimental design with nonequivalent groups. An initial needs analysis revealed a scarcity of practical storytelling media that incorporate local narratives, such as Reyog Ponorogo, despite its prevalence in local education. Consequently, the Reyog Theater Suitcase was developed, featuring a transparent display panel, barcode-activated musical features, and manageable cultural figurines. Data collection involved expert validation through questionnaires, teacher surveys, and authentic assessments using qualitative and quantitative analyses. The findings indicated that classes using the Reyog Theater Suitcase achieved significantly better outcomes in cultural education than traditional picture books. After two rounds of feedback and revisions from experts, the quality and educational appropriateness of the product were enhanced. Hypothesis testing in both small and large-scale settings resulted in p-values of 0.000 and 0.002, respectively, leading to the rejection of the null hypothesis and acceptance of the alternative hypothesis; this confirmed that the experimental group exposed to the Reyog culture through the suitcase differed significantly from the control group using conventional media. Integrating physical and digital storytelling elements advances the discourse on delivering educational content in the digital era. However, focusing on a specific cultural narrative might limit its application to similar educational settings. Further research is recommended to evaluate its broader applicability in diverse educational environments. This study underscores the importance of innovative storytelling media that integrate local cultures, offering potential pathways to enrich global early childhood education.
Cultivating Cultural Awareness in Early Childhood: The Role of Batik Tulis in Preserving Local Heritage Umi Rofiqoh , Fitria; Muthmainnah
Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Vol. 9 No. 1 (2024)
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.2024.91-03

Abstract

This study explores the efficacy of batik tulis (written) for introducing and preserving local cultural heritage in early childhood education. Conducted at TK Batik PPBI Yogyakarta, this qualitative research utilized observations, interviews, and documentation to assess how batik-making activities influence cultural awareness among preschoolers. Results reveal that the batik introduction process familiarizes children with this local art form and instills a profound appreciation for cultural traditions. The educational methodology was designed to be age-appropriate and interactive, integrating safety measures and encouraging active participation throughout all stages of learning—from understanding the cultural significance of batik to hands-on crafting. The findings highlight the pivotal role of integrating cultural elements into early education to cultivate a long-lasting appreciation and knowledge of local heritage. This approach not only aids in cultural preservation but also enriches the educational experience, fostering a generation that values and understands its cultural roots. However, the study's limited scope, focused on a single educational setting, suggests the need for further research. Future studies should aim to replicate and validate these findings across various educational contexts to understand better the effectiveness and scalability of integrating cultural education in early childhood settings. These insights advocate for educational reforms recognizing and utilizing local cultural heritage as a fundamental component of comprehensive educational strategies, potentially influencing broader pedagogical practices.
Cultivating Critical Thinking Skills in Early Childhood through Inquiry-Based Learning Models Grounded in Teachers' Experiences Rosidah, Siti; Zulaeha, Ida; Formen, Ali
Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Vol. 9 No. 1 (2024)
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.2024.91-14

Abstract

This study aims to describe the implementation of inquiry-based learning models, grounded in teachers' teaching experiences, to enhance critical thinking skills in early childhood at RA Nurul Haq and TKIT Umar Bin Khatab Kudus. Using a qualitative descriptive approach with a case study model, the research investigates the processes and outcomes of inquiry-based learning. Data were collected through observations, interviews, and document reviews, focusing on children aged 4-6. Results indicate that the inquiry-based learning model significantly enhances children's critical thinking skills when applied by certified and experienced teachers. This model promotes balanced cognitive, affective, and psychomotor development through systematic exploration and problem-solving activities. However, challenges persist for non-certified teachers due to limited training. The study's implications are substantial for early childhood education, as implementing an inquiry-based learning model can improve critical thinking skills essential for children's academic and personal growth. It prepares them to face 21st-century challenges such as critical thinking, creativity, communication, and collaboration. Limitations include the study's focus on a specific demographic and the disparity in training and certification levels among teachers, highlighting the need for comprehensive professional development programs. Future research should expand the scope to include a broader range of educational settings, investigate the long-term effects of inquiry-based learning on critical thinking skills, and explore integrating inquiry-based models with other teaching strategies to maximize their effectiveness. In conclusion, this study underscores the positive impact of an inquiry-based learning model, grounded in teachers' teaching experiences, on enhancing critical thinking skills in early childhood education.
Emotional Experiences of Preschool Teachers During Learning Evaluation: A Phenomenological Study Nuroniah, Pepi; Alfarisa , Fitri; Anesty Mashudi, Esya; Fatihaturosyidah, Fatihaturosyidah; Piyakun, Araya
Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Vol. 9 No. 1 (2024)
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.2024.09-11

Abstract

This study explores the emotional experiences of preschool teachers during the implementation of learning evaluations. Utilizing a qualitative phenomenological approach, the research captures the lived experiences of 18 preschool teachers in Banten, Indonesia. Data were collected through in-depth interviews and observations from April to December 2023, employing snowball sampling to ensure relevant expertise. Thematic analysis revealed that teachers predominantly experienced positive emotions, such as pride, joy, and gratitude, during the planning and preparation of evaluation instruments. However, negative emotions, including anxiety and discomfort, emerged during the implementation and follow-up stages. These negative emotions were often linked to concerns about meeting educational targets and managing classroom dynamics effectively. The study identifies that positive emotions were associated with the perceived importance of evaluation planning and successful execution, while negative emotions were connected to fears of underperformance and external pressures. These findings highlight preschool teachers' complex emotional landscape, emphasizing the need for professional development programs focusing on emotional regulation and stress management. The study's implications suggest that fostering a supportive school environment can enhance teachers' well-being and effectiveness, ultimately benefiting student outcomes. Limitations include the small, geographically limited sample and reliance on self-reported data, which may introduce bias. Future research should expand the sample size, incorporate diverse geographical locations, and utilize mixed-methods approaches to comprehensively understand teachers' emotional experiences. Such research would enable the development of more effective support strategies for educators, contributing to improved educational practices and teacher satisfaction.
Literacy Character Education Planning to Strengthen the Pancasila Student Profile through Local Culture in Early Childhood Education Suratmi, Suratmi; Hartono, Hartono; Diana
Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Vol. 9 No. 1 (2024)
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.2024.91-13

Abstract

This study explores the planning of character education projects to strengthen the Pancasila student profile through local culture in early childhood education at TK Sukoharjo 1 and TK Desa Majasto 02. Employing a descriptive qualitative case study approach, data were gathered through interviews, observations, and document studies. The findings reveal comprehensive strategies for planning, implementing, and evaluating character education projects. At TK Sukoharjo 01, the project involved forming a facilitator team, identifying readiness stages, and developing specific learning modules. Implementation utilized real-life experiences such as gardening and local markets, while evaluation focused on cooperation, communication, and care. At TK Desa Majasto 02, the project preparation included curriculum development, facilitator team formation, and methods centered around the local culture of "Ngapem," emphasizing global diversity, cooperation, and independence. The implications of these findings are profound for educational policy and practice. Integrating local cultural practices into character education effectively strengthens the Pancasila student profile, fostering values essential for national cohesion and global citizenship. These insights suggest that policymakers and educators should adopt similar culturally embedded educational frameworks, ensuring that character education is theoretically sound, practically relevant, and contextually appropriate. Despite the promising outcomes, limitations include the study's scope confined to two early childhood centers and reliance on qualitative data. Future research should explore applying similar projects in diverse settings, investigating long-term impacts, and integrating quantitative measures to enhance the evidence base.

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