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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. 3 (2024)" : 15 Documents clear
Optimizing Integrative Holistic Early Childhood Development in Mimika Baru Sub-district: An IFAS and EFAS Analysis Wulandari, Sri; Formen, Ali
Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Vol. 9 No. 3 (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.2024.93-02

Abstract

This study investigates the implementation of Integrative Holistic Early Childhood Development (IHECD) in Mimika Baru Sub-district, focusing on four kindergartens: TK Negeri 1 Mimika, TK Kartika VI-31, TK Advent Timika, and TK Ceria Cerdas. Utilizing IFAS (Internal Strategic Factor Analysis Summary) and EFAS (External Strategic Factor Analysis Summary), the research aims to evaluate the current conditions and recommend strategies for optimizing IHECD. An evaluative study method was employed, involving questionnaires and focus group discussions to gather data on internal factors such as leadership, educator quality, and infrastructure, as well as external factors including government support and community involvement. The findings reveal that all institutions have more strengths than weaknesses and more opportunities than threats, placing them in quadrant I of the SWOT matrix, which indicates strong positions with significant growth potential. Despite these strengths, challenges such as inadequate infrastructure and insufficient health and safety measures were identified. The study underscores the need for tailored strategies to address these issues, suggesting that policymakers and stakeholders enhance support and resources to improve IHECD implementation. By focusing on strengthening internal capabilities and leveraging external opportunities, the overall quality of early childhood development services can be elevated, contributing to better educational outcomes and human resource development in the region. Furthermore, the research recommends a growth strategy for these institutions to maximize their strengths and opportunities. Future research should explore diverse settings, including rural areas, and consider longitudinal approaches to assess the long-term impact of recommended strategies. This comprehensive approach will ensure that all children in the Mimika Baru Sub-district have access to quality early childhood development services.
Family Challenges in the Indonesia-Malaysia Border Areas: Early Marriage, Child Violence, and Stunting in Sambas Regency Suratman, Bayu; Arif, Mahmud; Purnama, Sigit
Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Vol. 9 No. 3 (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.2024.93-01

Abstract

The rise of early marriage, child violence, and stunting that occur in Indonesia are problems and challenges in building family welfare. This study delves into the significant family challenges in Sambas Regency, West Kalimantan Province, Indonesia, bordering Malaysia. It focuses on three critical issues: early marriage, child violence, and stunting. Using a qualitative descriptive approach, we gathered data through interviews, observations, and documentation, ensuring accuracy with triangulation methods. The findings are quite alarming. Early marriage rates are high, with 563 cases involving teenagers aged 15-19 in 2022 alone. Child violence, particularly sexual abuse, remains a grave concern, with 101 cases reported over the past three years. Stunting, which hampers early childhood development, affects 30.5% of children, especially in urban areas. These challenges underscore the urgent need for integrated policies that address economic, educational, and social factors to support family welfare. While our study has limitations, such as relying on reported cases and being cross-sectional, it lays the groundwork for future research and policy-making. We recommend adopting longitudinal and comparative studies to better understand regional differences and causal factors. Tackling these issues requires a sustained, multifaceted approach and collaborative efforts from all stakeholders. Together, we can create a supportive environment for families, break the cycle of poverty, and promote sustainable development in border areas.
Enhancing Early Childhood Problem-Solving Abilities through Game-Based Learning and Computational Thinking: The Impact of Cognitive Styles Ningtyas, Dhita Paranita; Setyosari, Punaji; Kuswandi, Dedi; Ulfa, Saida
Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Vol. 9 No. 3 (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.2024.93-04

Abstract

Children's understanding of solving problems related to early cognitive abilities with several levels of complexity makes children feel difficult, and students are less able to solve problems correctly according to the sequential order of how to do them. The main factor that causes low problem-solving abilities is the use of inappropriate learning strategies. So that children in the process of solving problems in a lesson also become less than optimal. This study explores the effects of computational thinking strategies with game-based learning compared to conventional approaches on early childhood problem-solving abilities, considering the cognitive styles of field-independent (FI) and field-dependent (FD) children. A quasi-experimental pretest-posttest nonequivalent control group design involved 60 children from Blitar Kindergarten. The experimental group received computational thinking instruction through game-based learning, while the control group followed conventional methods. Posttests followed a pretest established baseline abilities and an eight-week intervention. Data were analyzed using a two-way ANOVA, revealing significant improvements in problem-solving skills for the experimental group (p < 0.05). FI children outperformed FD peers, indicating cognitive style's impact on learning outcomes. An interaction effect between learning strategies and cognitive styles was identified, emphasizing the importance of tailored educational approaches. The study's findings suggest that computational thinking through game-based learning enhances critical thinking, creativity, and engagement in young learners. However, limitations such as a small sample size and short intervention duration highlight the need for further research. Future studies should involve diverse populations and longer interventions to understand the long-term effects better and optimize educational strategies for individual cognitive styles. These results underscore the potential of innovative educational methods in developing foundational skills essential for academic and life success.
The Impact of Mind Mapping on Young Children's Writing Skills: An Experimental Study Sitepu, Melyani Sari; Arianto, Arianto; Herliza, Sheila; Wulandari, Wina; Asmalinda, Nia; Mutmainnah, Mutmainnah
Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Vol. 9 No. 3 (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.2024.93-03

Abstract

This study investigates the application of the mind-mapping learning model to enhance children's writing skills. Conducted over two weeks during the 2022/2023 academic year at a school in Medan, North Sumatra, the research employed a quantitative experimental design. The study population included 106 children aged 3-8 years, with samples systematically selected from two classes. Data collection involved observation sheets to assess student engagement and activity levels. Statistical tests ensured data validity and reliability, with normality tests (Kolmogorov-Smirnov and Shapiro-Wilk) revealing normal and non-normal distributions and homogeneity tests confirming data uniformity. The t-test results indicated a significant positive impact of mind mapping on writing skills (Sig. = 0.000; t = 24.810). These findings suggest that mind mapping in early education can significantly enhance writing abilities, improving academic performance and cognitive development. The implications are substantial for educational practice, advocating for integrating mind mapping into teaching methods and supporting teacher training programs. Despite limitations such as a small sample size and potential sampling bias, this study provides a foundation for further research. Future studies should involve larger samples to validate these results and explore additional applications of mind mapping in educational settings, aiming to refine and enhance teaching strategies for early childhood education. Additionally, educational policymakers should consider integrating innovative teaching strategies like mind mapping to improve academic outcomes.
Development and Implementation of the Independent Curriculum in "Penggerak" Kindergartens: A Case Study of Semarang City Sulchaniya, Chilya; Waluyo, Edi
Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Vol. 9 No. 3 (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.2024.93-07

Abstract

Implementing the Independent Curriculum in early childhood education presents challenges and opportunities, particularly in aligning curriculum design with local needs and ensuring stakeholder collaboration. This research examines the development and implementation of the Independent Curriculum in three "Penggerak" Kindergartens in Semarang City: TK ABA 54, TK Talenta, and TK Pertiwi 31. The study employs a descriptive qualitative method involving principals, teachers, supervisors, and parents and focuses on institutional readiness and stakeholder collaboration. Data collection was conducted through semi-structured interviews, observations, and document analysis. Findings reveal that each kindergarten developed a curriculum tailored to its unique institutional characteristics and student needs, with an emphasis on integrating national standards, local values, and religious principles. TK Talenta prioritized inclusive education for special needs children, while TK Pertiwi 31 focused on contextual learning approaches. Collaborative curriculum planning involving key stakeholders was a central strategy in all three institutions. Despite the successes, challenges emerged, particularly in teachers’ comprehension of the Independent Curriculum, which necessitated additional support through professional development. The study concludes that a flexible and contextually grounded curriculum fosters inclusivity and adapts to local needs in early childhood education. However, the limited geographic focus and short observation period challenge generalizing the findings. Future research should adopt longitudinal approaches to evaluate the curriculum's long-term impacts and explore interdisciplinary strategies in curriculum design.
Enhancing Pedagogical Competence in Inclusive Early Childhood Education through Interactive Digital Modules: A Pre-Experimental Study Widiastuti, Yuanita Kristiani Wahyu; Hermanto
Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Vol. 9 No. 3 (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.2024.93-08

Abstract

One of the primary challenges in early childhood education (ECE) is ensuring that teachers possess the necessary pedagogical competence to effectively support diverse learners, particularly in inclusive education settings where students with special needs require tailored teaching strategies. This study explores the effectiveness of interactive digital modules in enhancing the pedagogical competence of early childhood education (ECE) teachers in inclusive settings. Using a quantitative pre-experimental design, 70 teachers from 12 inclusive ECE institutions participated in pre-and post-tests to assess their pedagogical skills before and after module exposure. Results show a significant increase in post-test scores, with an average improvement from 50 to 89, confirmed by a paired sample t-test (p < 0.01). The N-Gain analysis revealed a high level of effectiveness, with an average score of 0.78, indicating that the modules substantially improved teacher competencies. However, the lack of a control group limits the study’s ability to attribute improvements solely to the intervention. Other factors, such as previous teaching experience or additional resources, may have influenced the outcomes. Despite this limitation, the findings suggest that interactive digital modules are valuable for advancing pedagogical skills in inclusive education. These results have important implications for teacher professional development, supporting integrating of digital tools into ECE teachers' training programs. Future research should employ more rigorous experimental designs, including control groups, to better isolate the impact of digital modules and investigate their long-term effects on teaching competence and student outcomes in inclusive environments.
Utilization of Artificial Intelligence-Based Learning Videos: Enhancing Learning Interest in Early Childhood Moral Education Fatmawati, Nilal Muna; Raharjo
Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Vol. 9 No. 3 (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.2024.93-09

Abstract

A common challenge in early childhood moral education is the low level of engagement and interest when using traditional storytelling methods. This study examines the implementation and utilization of artificial intelligence (AI)--based learning videos to enhance early childhood moral education at RA Hj. Sri Musiyarti, Semarang, Indonesia. With a qualitative case study approach, the research involved 20 children aged 4 to 5 years, with data collected through observations, semi-structured interviews with teachers, and documentation. The study focuses on the impact of AI-based videos on children's interest in moral learning, a shift from traditional storytelling methods to video-based learning. Findings reveal that AI-based learning videos significantly increase children's interest and engagement, promoting active participation in the classroom. The videos facilitated cognitive development and emotional engagement, making moral learning more enjoyable and effective. The reliability and validity of the findings were ensured through methodological triangulation and peer debriefing. The study concludes that AI-based learning videos are a powerful tool in fostering intellectual and emotional growth in early childhood, supporting innovative and exciting teaching approaches in moral education. The results suggest that AI technologies can enhance early childhood education, with future research needed to expand the scope of AI in education and to explore strategies for teacher training to ensure the effective implementation of AI technologies.
Determinants of Parental School Selection for Early Childhood Education: A Confirmatory Factor Analysis (CFA) Approach Riana, Neti; Syamsudin, Amir
Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Vol. 9 No. 3 (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.2024.93-06

Abstract

Choosing the most suitable education for their children is often challenging for parents due to the many factors that must be considered. The desire to find the ideal kindergarten is complicated by the need to meet various criteria, leading to confusion and difficulty in decision-making. This study addresses this complexity by employing Confirmatory Factor Analysis (CFA) to simplify selection. Focusing on TKIT Al Farabi, the research validates a hypothesised model comprising ten critical factors: location, accreditation, facilities, fees, curriculum, religious education, teacher competence, extracurricular activities, school order and cleanliness, and alumni achievements. Data were collected from 154 parents through a structured questionnaire and analysed using SPSS software. The CFA results confirmed five dominant factors: school excellence, teacher professionalism, education costs, social development, and language development, collectively explaining 60.9% of the total variance. The study demonstrates that the CFA method effectively aids parents in making quick and accurate decisions regarding early childhood education. The findings also emphasise the significance of academic and non-academic attributes in school selection, suggesting that educational institutions should adopt more holistic curricula. These results have substantial implications for policymakers and educational administrators, underscoring the need for integrated programs that align with the diverse expectations of parents. Despite the study's valuable insights, further research in diverse settings is recommended to enhance the generalizability of the findings.
Development and Validation of a Mobile Application for Early Childhood Nutrition Monitoring: A Multisensor-Based Non-Contact Anthropometric System Yafie, Evania; Pramono; Sutama, I Wayan; Samawi, Ahmad; Khairuddin, Khairul Farhah Binti; Asyhari, Rahayu
Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Vol. 9 No. 3 (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.2024.93-05

Abstract

Proper early childhood nutrition or a lack thereof is paramount in Indonesia because stunting—their most common outcome—can become both physically and mentally irreversible. Parents all too often find difficulty in the accurate and consistent monitoring of their children's nutritional status, which can prevent early identification of deficiencies. This study presents the Multisensor-Based Non-Contact Anthropometric System, a mobile application designed to monitor nutritional status of under-five children using multisensory images. The research had five phases, which are based on a modified ADDIE model (Analysis, Design, Development, Implementation and Evaluation). Parent questionnaires highlighted key nutritional concerns, as well barriers to growth due stunting during the Analysis phase. Design- to lay down the objectives and create educational content inside of the app. In Phase 3, Production; the app was developed and then reviewed by experts in content accuracy as well as media design and instructional strategies. During the implementation phase, in Malang City were given Pretest and Postest to 15 parents as a tester of this APP about testing practically and effectively. Results showed that there were significant improvements in parental knowledge and skills to monitor child nutrition status for stunting, with average expert validation scores of 92.6% (range:75 –100) on media design, 86.25% (67–97) on material content as well as instructional design 87.28%(70 -96). The MB-NCAS app is a valid, reliable and feasible dietary assessment instrument for nutritional monitoring among preschool children. Nonetheless, the lack of tech capabilities in some geographically and/or financially constrained regions is a barrier to wider utilisation. Future research should investigate the generalizability of this app in various settings and work toward increasing technological access to maximize migrant health.
Mini Box Theater: Development and Validation of an Innovative Storytelling Media for Children Aged 5-6 Years Sedana Suci, I Gede; Marsono; Suyanta, I Wayan; Sindu Putra, Ida Bagus Komang; Kamalia Jaya, Praptika; Eka Suciari Putri, Ida Ayu
Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Vol. 9 No. 3 (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.2024.93-10

Abstract

This research focuses on developing and validating the Mini Box Theater as an innovative storytelling medium for children aged 5-6 years at Bali Kumara Batubulan Kindergarten. The study followed the Research and Development (R&D) methodology, utilising the ADDIE and Dick and Carey models. The objectives were to design, develop, and assess the feasibility of the Mini Box Theater for enhancing storytelling activities. Data were collected through observations, teacher interviews, and expert validation from five validators specialising in early childhood education and media development. Content validation involved evaluating storytelling components such as literacy, children's ability to express feelings, and participation in pre-reading activities. Media validation focused on technical aspects like design, material suitability, and ease of use. The results demonstrated high content validity, with a Content Validity Ratio (CVR) 1 for all items. Based on expert feedback, revisions were made to improve the media’s visual appeal and enhance character interactions. Limitations of the study included the absence of comprehensive field testing due to time constraints. Despite this, the Mini Box Theater shows promise for improving children's storytelling skills, vocabulary, and cultural awareness. Future research should focus on field testing to assess the media's effectiveness in real classroom settings and explore its potential for broader educational applications. This study contributes to early childhood education by offering a culturally relevant and engaging tool for language development.

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