cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Hafidh 'Aziz
Contact Email
hafid.aziz@uin-suka.ac.id
Phone
+6285233036695
Journal Mail Official
jurnal.goldenage@gmail.com
Editorial Address
Rumah Jurnal Fakultas Ilmu Tarbiyah dan Keguruan UIN Sunan Kalijaga Yogyakarta Ruang 210 Jl. Marsda Adisucipto Yogyakarta
Location
Kab. sleman,
Daerah istimewa yogyakarta
INDONESIA
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 318 Documents
 18   19   20   21   22 
Optimizing Classroom and Activity-Based Character Education: A Comprehensive Guide to Best Practices and Implementation Strategies in Early Childhood Education Handoko, Sigit; Sakti, Syahria Anggita
Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Vol. 8 No. 2 (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.2023.82-03

Abstract

This research aims to provide an exhaustive investigation into the best practices and implementation strategies inherent to classroom and activity-based Character Education Programs within the context of early childhood education. The study meticulously outlines critical variables such as careful program planning, diverse learning strategies, active student participation, and the pivotal role of teacher support. Results reveal five essential best practices and implementation techniques: meticulous planning, utilization of varied learning approaches, encouragement of active student involvement, ongoing program evaluation, and alignment with extant literature. Furthermore, the study emphasizes the integral function of teachers as both instructors and environmental architects. Implications extend to educational practitioners and policymakers by offering a robust program design, implementation, and assessment framework. Despite the comprehensive scope, limitations include the specificity to early childhood contexts, calling for broader research into varied educational levels. The study thereby contributes a nuanced perspective to existing literature and is an indispensable resource for stakeholders in education.
Provision and Implementation of Inclusive Education in Early Childhood Centers: A Comparative Case Study of Two Semarang-Based Institutions Khotimah, Nur; Sutarto, Joko; Diana
Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Vol. 8 No. 2 (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.2023.82-05

Abstract

The present research aims to investigate and describe the provision of inclusive education services in early childhood education institutions, focusing on TK Hj. Isriati Baiturrahman 2 and PAUD Lab School UNNES in Semarang, Indonesia. Utilizing a qualitative descriptive case study approach, the study comprehensively examined various aspects, including curriculum, student demographics, educator training, infrastructure, and financing. Key findings indicate the utilization of a collaboratively developed "Merdeka Curriculum" aimed at holistic child development. Both schools have incorporated a specialized student selection process to identify and accommodate special needs students. Educators are rigorously trained in inclusive education methods and continuously monitored for program effectiveness. Infrastructure and funding support are pivotal for the actualization of inclusive practices. These findings have profound implications for practice and policy in inclusive education, reaffirming the necessity for inclusive school management and stakeholder involvement. However, the study is constrained by its localized focus and calls for further research to broaden its generalizability and investigate the long-term impacts of these programs.
Fostering Independent Learning in Early Childhood: A Case Study on Montessori Pedagogy at PAUD Montessori Futura Indonesia Qadafi, Muammar; Maulidya Ulfah; Miftachul Huda; Agustiningsih, Neneng
Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Vol. 8 No. 3 (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.2023.83-01

Abstract

The primary objective of this research is to assess the effectiveness of Montessori pedagogy in nurturing independent learning in early childhood education, specifically at PAUD Montessori Futura Indonesia. Utilizing a descriptive case study approach, the study examines daily routines, learning activities, and the role of educators in fostering independence. The findings indicate that children consistently engage in independent behaviors, such as choosing activities autonomously and requiring minimal teacher intervention. Educators are instrumental in crafting activities that bolster independent learning, and the learning facilities are strategically organized to facilitate this objective. The practice of age grouping within the institution further enriches the learning environment by instilling a sense of responsibility among older children. These outcomes have considerable implications for both research and practice in early childhood education, suggesting that Montessori pedagogy can effectively promote independent learning. However, the study is confined to a single educational setting and does not explore the Montessori approach's long-term effects or adaptability in diverse socio-cultural contexts. Future research is recommended to investigate these areas for a more holistic understanding of the efficacy of Montessori pedagogy in promoting independent learning.
The Importance of Agricultural Knowledge in Early Childhood Education: A Scoping Review Fadlillah, M.; Oktavianingsih, Eka; Lisdayana, Nurmalisa; Latif, Muhammad Abdul
Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Vol. 8 No. 3 (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.2023.83-03

Abstract

Indonesia is an agrarian country and has potential in agriculture that is not in line with the potential of supporting human resources. Therefore, it is necessary to introduce agriculture from an early age. Early childhood learning programs with an agricultural perspective can equip children with knowledge about the importance of agriculture as well as basic skills such as caring for, watering and planting plants. This research aims to understand the importance of agriculture-based learning in early childhood education environments. This research method uses Preferred Reporting Items for Systematic Review and Meta-Analyze Extensions for scoping reviews using 3 databases namely science direct, google Scholar, and sage journals. The literature reviewed from the scoping review obtained 8 articles that fulfilled the use of qualitative and quantitative or mixed methods. The types of journals produced are mostly children's education journals, environmental education journals for children, and journals about nutrition for children. Many research subjects also center on children's intelligence, scientific and nature-friendly attitudes, cognitive, language, and social skills that children can acquire from gardening or agriculture-based learning. From data collection and preparation of literature material, benefits from agricultural-based learning programs are obtained. This benefit is the basis for the importance of agriculture-based learning in kindergarten children. The benefits of agricultural learning-based activities in Early Childhood Education (ECE) include increasing early childhood knowledge and love for agricultural activities, increasing children's naturalistic intelligence, promoting healthy food in early childhood, environmentally friendly attitudes, and cognitive intelligence.
Suggestopedia Meets Multisensory Learning: A Synergistic Approach to Boosting Children's Creative Thinking and Expressive Language Sahlan
Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Vol. 8 No. 3 (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.2023.83-02

Abstract

Students must think creatively and communicate well. Students who fail to share their thoughts and discoveries may lack confidence and perform poorly in social situations. This study analyses how multisensory suggestopedia boosts student creativity and expressive language. This quantitative experiment uses non-equivalent control groups and explanations. This study featured 30 control and 30 experimental students. A sample of grade 1 elementary school students was chosen for the study. This study included questionnaires and observation checklists. A 12-item children's creative thinking questionnaire and an 8-item expressive language instrument were used in this study. This study tested normalcy and homogeneity. Data was further analyzed using SPSS with an independent sample t-test. Multimodal suggestopedia learning increased students' language and creative thinking, according to one study. Creative thinking and expressive language scores were high in the experimental group: 32.8 > 17.5 and 25.55 > 14.5. Additionally, each variable has a significance value of 0.000 < 0.05. The optimistic suggestions in Suggestopedia facilitate multisensory learning by engaging students' senses. Students' ability to think creatively and articulate their ideas has grown. Future students may benefit from Suggestopedia and other multisensory learning tools.
Readiness of Early Childhood Education (ECE) Teachers in West Java for 21st Century Learning: A Survey Study Rahmi, Yosita Nadila; Putri, Suci Utami; Dewi, Finita
Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Vol. 9 No. 2 (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.2024.92-06

Abstract

This study explores the readiness of Early Childhood Education (ECE) teachers in West Java for 21st-century learning. Utilising a survey research design, an online questionnaire was distributed via WhatsApp to ECE teachers across multiple regions in West Java. The survey assessed teacher readiness based on Jan's (2017) characteristics of 21st-century educators, covering aspects such as student-centred classrooms, personalised instruction, technology competence, social competence, and continuous learning. Responses from 186 teachers were analysed using a Likert scale approach, revealing high readiness in learning management and social competence but moderate readiness in technology-related competencies. The findings indicate that while teachers are well-prepared to manage student-centred learning environments, there is a need for improved ICT training, particularly in areas like using digital tools and social media for educational purposes. Additionally, while social competence is strong, continuous professional development in technology integration remains essential. The study highlights the necessity of targeted professional development programs to bridge these gaps and ensure teachers are equipped with the skills needed for 21st-century education. These implications highlight the need for comprehensive teacher training programs and supportive professional communities to ensure ECE teachers can effectively meet the demands of modern education. Despite the study's geographical limitation to West Java and reliance on self-reported data, it provides valuable insights into the preparedness of ECE teachers. It suggests directions for future research to expand understanding across diverse contexts.
Enhancing Critical Thinking in Early Childhood through STEAM-Oriented Busy Board Media: A Development Study Ningsih, Rahmi Wardah; Farida, Niken
Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Vol. 8 No. 3 (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.2023.83-04

Abstract

This study explores the development and effectiveness of STEAM-based busy board media in enhancing critical thinking skills among children aged 5-6 years. Using the ADDIE model, we created a dual-sided active board integrating science, technology, engineering, arts, and mathematics elements. This research examines the effectiveness of STEAM-based busy board media in improving critical thinking skills in 5-6-year-old children. The study utilized the ADDIE model to create a dual-sided board incorporating science, technology, engineering, arts, and mathematics elements. Conducted in Sidodadi Village kindergartens, the methodology included expert validations, trials, and pretest-posttest evaluations. The initial analysis highlighted the absence of specific media to foster critical thinking in this age group. The busy board was deemed feasible, appropriate, and safe by experts. Significant enhancements in children's critical thinking were observed, with post-test results indicating considerable progress. Statistical analysis using SPSS 22 confirmed the busy board's positive impact, emphasizing STEAM's role in early childhood education. The box panel received high effectiveness ratings in expert assessments (85.3%, 76.1%, 87.1%, and 67.7%). The hypothesis test significantly affected critical call thinking development (0.000 < 0.05). Both expert and user evaluations attested to its effectiveness, with trials showing notable improvements in early childhood critical thinking. However, the study was limited by its geographical focus and lacked long-term impact assessments. These results support the inclusion of sensory tools in early education and call for further investigation into their more comprehensive and action-oriented long-term benefits.
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.
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.
Comic Life: An Effective Intervention to Reduce Aggressive Behavior in Early Childhood Nasution, Mawaddah; Masitah, Widya; Naimi, Nadlrah; Sitepu, Juli Maini
Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Vol. 9 No. 2 (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.2024.92-14

Abstract

This study evaluates the effectiveness of the Comic Life intervention in reducing aggressive behavior among early childhood students. Utilizing an experimental design with pre-test and post-test control groups, the research was conducted over four weeks at RA As-Syafiiyah. Initial assessments identified potential issues through observations and interviews. Comic Life, an educational medium, was then developed and validated by experts. During the intervention phase, 21 children from class B engaged with Comic Life media through interactive storytelling sessions. Pre- and post-intervention data on aggressive behavior were collected using a validated questionnaire tailored to early childhood social-emotional development. The data were analyzed using the Wilcoxon signed-rank test and Mann-Whitney U test. Results indicate a significant reduction in aggressive behaviors post-intervention, with a large effect size (p = 0.003) and a rank-biserial correlation of -0.76. The findings underscore the potential of comic-based educational media in promoting positive behavioral outcomes among young children. This study highlights the importance of innovative and engaging methods in behavioral interventions, offering valuable insights for educators and policymakers. Future research should explore long-term effects and broader applications of similar interventions in different cultural and educational contexts to further validate these findings. Expanding the scope to include a range of behavioral issues and exploring the role of various types of educational media could provide a more comprehensive understanding of effective strategies for early childhood education.

Page 20 of 32 | Total Record : 318

 18   19   20   21   22 

Filter by Year

2016 2025


Reset
Filter By Issues
All Issue Vol. 10 No. 4 (2025): ISSUE IN PROGRESS - the editors plan to publish 10-15 articles in this issue. Vol. 10 No. 3 (2025) Vol. 10 No. 2 (2025) Vol. 10 No. 1 (2025) Vol. 9 No. 4 (2024) Vol. 9 No. 3 (2024) Vol. 9 No. 2 (2024) Vol. 9 No. 1 (2024) Vol. 8 No. 4 (2023) Vol. 8 No. 3 (2023) Vol. 8 No. 2 (2023) Vol. 8 No. 1 (2023) Vol. 7 No. 4 (2022) Vol. 7 No. 3 (2022) Vol. 7 No. 2 (2022) Vol. 7 No. 1 (2022) Vol. 6 No. 4 (2021) Vol. 6 No. 3 (2021) Vol. 6 No. 2 (2021) Vol. 6 No. 1 (2021) Vol. 5 No. 4 (2020) Vol. 5 No. 3 (2020) Vol. 5 No. 2 (2020) Vol. 5 No. 1 (2020) Vol. 4 No. 4 (2019) Vol. 4 No. 3 (2019) Vol. 4 No. 2 (2019) Vol 4 No 1 (2019) Vol. 4 No. 1 (2019) Vol. 3 No. 4 (2018) Vol 3 No 4 (2018) Vol 3 No 3 (2018) Vol. 3 No. 3 (2018) Vol 3 No 2 (2018) Vol. 3 No. 2 (2018) Vol. 3 No. 1 (2018) Vol 3 No 1 (2018) Vol 2 No 2 (2017) Vol. 2 No. 2 (2017) Vol. 2 No. 1 (2017) Vol 2 No 1 (2017) Vol 1 No 3 (2016) Vol. 1 No. 3 (2016) Vol. 1 No. 2 (2016) Vol 1 No 2 (2016) Vol. 1 No. 1 (2016) Vol 1 No 1 (2016) More Issue