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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. 9 No. 4 (2024)" : 15 Documents clear
Unveiling the Value of Pancasila Learning in Early Childhood: The Garuda Bird Puzzle Game Approach Nursalim; Widodo, Agus; Pristiani, Yunita Dwi; Iswantiningtyas, Veny; Karisma, Dwi Yogi
Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Vol. 9 No. 4 (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.2024.94-11

Abstract

The cultivation of Pancasila values in early childhood is essential for shaping individuals with a strong national identity. However, current methods for instilling these values remain suboptimal. This study investigates the effectiveness of the Garuda Pancasila puzzle game in enhancing the internalization of Pancasila values among early childhood learners. Using a quasi-experimental nonequivalent control group design, the study involved 77 children aged 5–6 years from Perwanida I Kindergarten, Kediri City. Data were collected using observation sheets structured around the five fundamental values of Pancasila: (1) Belief in One God, (2) Just and Civilized Humanity, (3) Unity of Indonesia, (4) Democracy Led by Wisdom in Representative Deliberation, and (5) Social Justice for All Indonesians. The research instrument comprised 18 items rated on a binary scale (1 or 0). The findings indicate a significant improvement in the internalization of Pancasila values in the experimental group (mean score: 9.60) compared to the control group (mean score: 7.88) after implementing the Garuda puzzle game. The independent t-test results (t = -2.068, p = 0.042) confirm a statistically significant difference, underscoring the effectiveness of the game-based intervention. Additionally, children in the experimental group exhibited greater engagement, active participation, and improved social interactions, reinforcing both cognitive and socio-emotional development. The structured yet flexible nature of the game facilitated hands-on learning, enabling children to explore ethical reasoning and collaborative problem-solving. These results highlight the potential of play-based learning strategies in character education. The study recommends integrating culturally relevant games into early childhood curricula to strengthen civic awareness and national identity. Future research should examine longitudinal effects and explore the integration of digital puzzle games to assess long-term value internalization and broader scalability in diverse educational settings.
Enhancing Early Childhood Teachers’ Creativity through the Implementation of the Merdeka Curriculum: An Experimental Study in Surakarta Wahyuningsih, Siti; Rasmani, Upik Elok Endang; Winarji, Bambang; Nurjanah, Novita Eka; Jumiatmoko; Fitrianingtyas, Anjar; Zuhro, Nurul Shofiatin
Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Vol. 9 No. 4 (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.2024.94-13

Abstract

Creativity is a crucial skill for early childhood education (ECE) teachers in fostering innovative and adaptive learning environments. The Merdeka Curriculum (Independent Curriculum) in Indonesia provides teachers with the flexibility to design and implement innovative teaching strategies tailored to students’ needs. This study examines the impact of the Merdeka Curriculum on ECE teachers’ creativity using a quantitative experimental method with a One-Group Pretest-Posttest Design. A total of 100 ECE teachers in Surakarta participated in this study. Creativity was assessed before and after three months of curriculum implementation. The results showed a significant increase in teachers’ creativity scores from 49.80 (pretest) to 89.55 (posttest). A paired-samples t-test confirmed a statistically significant difference (p < 0.001), and the N-Gain score analysis indicated a high level of effectiveness (0.78). These findings suggest that the Merdeka Curriculum fosters teacher creativity by allowing greater autonomy in instructional design and innovative pedagogical practices. However, challenges such as limited professional training and inadequate resources hinder optimal curriculum implementation. This study contributes to the existing literature on teacher creativity by demonstrating the effectiveness of curriculum flexibility in enhancing instructional innovation. Future research should explore the long-term impacts across different regions and examine policy interventions that support sustainable teacher development in ECE settings.
Exploring the Role of Game-Based Learning in Early Childhood Cognitive Development: Perspectives from Teachers and Parents Hibana, Hibana; Rahman Nayla, Muthia; Nurhayati, Kulsum
Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Vol. 9 No. 4 (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.2024.94-12

Abstract

Game-based learning is increasingly recognized as an effective approach to fostering cognitive development in early childhood. This study examines how it enhances children's problem-solving, memory, and attention, as well as teachers' and parents' perceptions of its implementation. Using a qualitative case study approach, data were collected from 20 teachers and 15 parents through semi-structured interviews, classroom observations, and document analysis. Thematic analysis revealed that game-based learning promotes cognitive development by encouraging active engagement, fostering curiosity, and improving problem-solving and information retention. Teachers highlighted the importance of designing meaningful play experiences, while parents observed improvements in children's focus and memory. However, challenges such as inadequate teacher training, limited play resources, and low parental awareness hinder optimal implementation. Findings suggest that successful game-based learning requires well-structured activities, professional development for educators, and greater parental involvement. Addressing these challenges through targeted interventions could enhance its effectiveness in early childhood education. This study provides valuable insights into teachers’ and parents’ perceptions of play-based learning in cognitive development and underscores the need for collaborative efforts to maximize its potential. Future research should explore its long-term impacts and strategies for integrating it into diverse educational settings.
Optimizing Digital Literacy Integration in Early Childhood Education: A Case Study of Tarbiyatul Athfal Bulumanis Kidul Kindergarten Tafrihah; Utanto, Yuli; Pristiwati, Rahayu
Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Vol. 9 No. 4 (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.2024.94-14

Abstract

Digital literacy is increasingly recognized as a fundamental component of early childhood education, equipping young learners with essential skills to navigate digital environments. This study investigates the implementation of digital literacy in the independent curriculum at Tarbiyatul Athfal Bulumanis Kidul Kindergarten, focusing on organizational strategies, challenges, and pedagogical impacts. Employing a qualitative case study approach, data were gathered through observations, semi-structured interviews, and document analysis involving key stakeholders such as teachers, curriculum coordinators, and administrators. The findings indicate that while educators possess foundational digital competencies, continuous professional development is required for effective technology integration. Infrastructure limitations, financial constraints, and technical difficulties remain significant barriers to optimal digital literacy adoption. However, structured pedagogical strategies that incorporate information and communication technology (ICT) have been shown to enhance student engagement and learning outcomes. The study underscores the necessity of robust teacher training programs, improved digital infrastructure, and multi-stakeholder collaboration to ensure the sustainable integration of digital literacy in early childhood education. A key finding reveals that despite existing challenges, schools that implement digital literacy with structured teacher support and adaptive learning strategies demonstrate significant improvements in students' digital competencies and cognitive engagement. Future research should explore the long-term effects of early digital literacy exposure on cognitive and social development across diverse educational settings.
Teachers' Perspectives on the Independence of Children Aged 5–6 Years Under Grandparental Care Nimatuzahroh; Pranoto, Yuli Kurniawati Sugiyo; Mulawarman
Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Vol. 9 No. 4 (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.2024.94-15

Abstract

The increasing prevalence of children being raised by their grandparents due to parental migration, economic hardship, or family separation has raised concerns regarding its impact on children's autonomy and psychosocial development. This study examines teachers' perspectives on the independence of children aged 5–6 years under grandparental care. Employing a quantitative descriptive design, the research assessed 119 children in Cibinong, Bogor, using an adapted version of Iijima’s (1985) independence diagnostic test. Four indicators of independence were measured: spontaneity, self-control, autonomy, and self-assertion. Descriptive statistical analysis revealed that spontaneity (M = 57.76, SD = 7.78) and autonomy (M = 31.30, SD = 4.51) were categorized as high, self-control (M = 18.73, SD = 3.17) as moderate, and self-assertion (M = 15.53, SD = 2.68) as low. These findings suggest that while children under grandparental care exhibit independence in daily activities, they struggle with self-assertion, which is crucial for effective social interactions and decision-making. The study highlights the need for targeted interventions, such as role-playing exercises and structured decision-making tasks, to strengthen self-assertion skills. Additionally, parenting workshops for grandparents could help bridge gaps in independence development. Limitations include reliance on teacher-reported data; thus, future research should incorporate observational methods and longitudinal studies to explore the long-term impact of grandparental caregiving on children's independence. Understanding the implications of grandparental care is essential for designing early childhood education strategies and caregiving policies that support holistic child development.

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