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Hafidh 'Aziz
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Rumah Jurnal Fakultas Ilmu Tarbiyah dan Keguruan UIN Sunan Kalijaga Yogyakarta Ruang 210 Jl. Marsda Adisucipto Yogyakarta
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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. 9 No. 3 (2024)" : 15 Documents clear
The Influence of Self-Regulation on Early Childhood Education Teachers' Readiness for Curriculum Change in Indonesia Putri, Nilamsari Kusumawati; Pranoto, Yuli Kurniawati Sugiyo; Nuzulia, Siti
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.2024.93-12

Abstract

The challenges of implementing new curricula, such as insufficient infrastructure, high parental expectations, and varying levels of teacher quality, have left many early childhood education (PAUD) teachers unprepared for curriculum changes. Teachers often face difficulties adapting to new instructional materials, revising learning plans, updating teaching processes, and aligning assessments with curriculum requirements. Curriculum transitions are a global phenomenon, posing challenges for educators in various contexts. This study explores the influence of self-regulation on PAUD teachers' readiness for curriculum change in Indonesia. Using a quantitative approach with simple linear regression analysis, data were collected from 113 teachers selected through quota sampling based on calculations using the G*Power software (α = 0.05, power = 0.95, effect size f = 0.15). Validated instruments assessed self-regulation and readiness for curriculum change, ensuring cultural and linguistic relevance. Results from SPSS analysis demonstrated a significant positive relationship (p = 0.001, CI: 1.031–1.934) between self-regulation and readiness for curriculum change. Teachers with higher self-regulation exhibited greater adaptability and competence in meeting the demands of curriculum updates. This study highlights the pivotal role of self-regulation in enhancing teacher readiness, enabling educators to address challenges, develop new skills, and align their practices with curriculum requirements. The findings underscore the need for professional development programs to foster self-regulation and institutional support to facilitate smooth transitions during curriculum reforms. Future research should adopt longitudinal designs to explore the dynamic processes of teacher readiness over time and across diverse educational settings.
Parenting Stress and Styles as Predictors of Verbal Aggression in Early Childhood: A Study in Pemalang Kindergartens Uni Haryanti, Dwi; Liftiah, Liftiah; Diana
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.2024.93-11

Abstract

Verbal aggression in early childhood, often characterised by behaviours such as mocking, cursing, and insulting, is a growing concern influenced by parenting stress and parenting styles. This study aims to analyse the relationship between parenting stress and parenting styles and their effects on verbal aggression in young children. A quantitative descriptive approach was employed, involving 125 parents from seven kindergartens in Pemalang Regency. Data collection utilised validated questionnaires, and the sample was determined through proportional sampling. The analysis included descriptive statistics, partial significance testing (T-test), and linear regression. The findings reveal that parenting stress has a significant effect on verbal aggression, with a significance value of 0.002 (< 0.050). Parenting style was also shown to significantly influence verbal aggression, with a significance value of 0.000 (< 0.050). Collectively, these variables were found to substantially contribute to the level of verbal aggression in early childhood. This research underscores the importance of addressing parenting stress and promoting positive parenting styles to mitigate verbal aggression in young children. Limitations include focusing solely on parenting variables and the absence of longitudinal analysis. Future research should explore additional contributing factors, such as socioeconomic status and child temperament, to develop comprehensive intervention strategies.
Development of Interactive Multimedia "ABBD: Aku Bisa Belajar Disiplin" to Improve Student Discipline in Early Childhood Education Aisyah, Ratu Nur
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.2024.93-14

Abstract

This study aimed to address low technology utilization and poor student discipline in schools by developing interactive multimedia titled ABBD: Aku Bisa Belajar Disiplin. Using the ADDIE model (Analyze, Design, Development, Implementation, Evaluation), this Research and Development (RnD) study was conducted over six months (March-August 2023) at RA Mutiara Iman. Participants included ten students aged 5–6 years, selected randomly, while media and material experts and field practitioners were purposively chosen for feasibility evaluations. Data were collected through observations, interviews, questionnaires, and documentation. Qualitative data were analyzed using the Miles and Huberman model, while quantitative data were assessed using Likert and Guttman scales. The results showed significant improvement in student discipline, with scores increasing from 66% pre-intervention to 85% post-intervention. Feasibility evaluations by media experts scored 88.9% (very good), while material experts scored 97.7% (very good). Field practitioners, including principals and teachers, rated the multimedia between 95.3%–100% (very good). Trials with students revealed high acceptance, with one-to-one trials scoring 90% and small-group trials scoring 92.5%. The multimedia incorporated audio, video, animations, and interactive buttons, ensuring user-friendly and age-appropriate content. These findings underscore the effectiveness of "ABBD" in improving discipline among early childhood students and highlight the potential for integrating technology into educational practices. The study's limitations include its focus on a small sample size and short-term evaluation, which may restrict the generalizability and understanding of long-term impacts.   Future research should explore its long-term impacts and scalability in diverse educational settings to maximize its broader application.
Cultivating Patriotism in Early Childhood Education: The "Angkasa Berbudaya" Program at Angkasa Adisutjipto Kindergarten Izdihar Syifa Cahyani; Pamungkas, Joko
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.2024.93-13

Abstract

Fostering patriotism in early childhood is a critical challenge in an era of globalisation, where traditional values risk being overshadowed by modern influences. This study investigates the cultivation of patriotism in early childhood through the "Angkasa Berbudaya" program at Angkasa Adisutjipto Kindergarten in Yogyakarta, Indonesia. Employing a qualitative descriptive approach, data were collected through observations, interviews, and documentation involving 20 students, five educators, and the school principal. The program integrates local culture, science, and technology to foster national identity while introducing global perspectives. Arts-based approaches, including traditional dance, angklung music, and marching bands, instil cultural appreciation, self-discipline, and creativity. Additionally, patriotism is embedded through national ceremonies, storytelling, and wearing traditional attire, promoting values like love for the homeland, discipline, and cooperation. Findings indicate that the program supports cognitive, social, and emotional development, contributing to a well-rounded education that balances tradition and modernity. However, challenges include inadequate facilities, limited parental involvement, and the absence of systematic evaluations to assess the program's long-term impact. Recommendations include improving resources, enhancing parental engagement, and incorporating broader multicultural perspectives to strengthen the program's effectiveness. This study underscores the significant role of culturally integrated education in fostering patriotism and social cohesion, offering a replicable model for early childhood education. By blending local heritage with global insights, the program prepares children to value diversity while maintaining a strong sense of national identity. Future research should focus on longitudinal impacts and scalable strategies for integrating patriotism into early education curricula.
The Impact of Numeracy on Early Childhood Development: A Meta-Analysis of Experimental Studies Hidayah, Fitri Nur; Retnawati, Heri
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.2024.93-15

Abstract

This study employs a meta-analytic approach to assess the impact of numeracy on early childhood development. Analyzing 41 experimental studies, the research aggregates data to provide a precise estimate of numeracy's effect size, enhancing the generalizability of findings. A random-effects model was utilized due to the high heterogeneity among studies (I² = 91.32%), indicating significant variability across different geographical regions, sample sizes, and intervention durations. The results demonstrate a statistically significant positive effect of numeracy on early childhood abilities, with a coefficient estimate of 0.56834 (p < 0.001). Despite the strong evidence supporting early numeracy interventions, the study highlights the need for context-specific approaches to maximize effectiveness. The analysis also reveals the presence of publication bias, as indicated by funnel plot symmetry and a fail-safe N of 7,159, suggesting robust findings. Future research should address the observed variability and further explore the contextual factors influencing the success of early numeracy programs.

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