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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 318 Documents
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Language Acquisition among Early Childhood Diaspora: The Role of Indonesian in Malaysia's Kepong Guidance Studio Putri, Vera; Yeni Rahmawati, Ida; Cahyono, Hadi; Fauzi Nasution, Ikhwan
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.2024.92-11

Abstract

This study investigates the acquisition and development of Indonesian as a second language among early childhood learners within the Indonesian diaspora at the Kepong Guidance Studio in Malaysia. Utilizing a qualitative case study methodology, data were collected through interviews, observations, and documentation involving 21 children aged 4-6 years, their educators, and the principal. Despite the structured Indonesian curriculum, findings revealed that the dominant use of Malay significantly influences language development. Teaching strategies incorporating traditional Indonesian games and songs were found to be effective in enhancing language acquisition. Observational data indicated that 60% of children aged 4-5 years showed significant development in understanding and using Indonesian, while 87.5% of children aged 5-6 years exhibited strong repetition and communication skills in Indonesian. However, challenges included inconsistent language usage and the influence of the children's first language, Malay. The study underscores the necessity of tailored educational strategies that address individual learning needs and emphasize active parental involvement to reinforce language skills acquired in educational settings. Triangulation ensured data reliability and validity, though the small sample size and context-specific nature limit the generalizability of the findings. These results highlight the importance of inclusive and adaptive learning environments that cater to the linguistic and cultural needs of diaspora children. Future research should explore the long-term impacts of these educational strategies on language proficiency and cultural identity, with a broader scope and larger sample sizes to enhance understanding and support effective educational policies and practices for diaspora communities globally.
Parenting Styles and Gadget Use: Examining hIntensity and Negative Impacts on Early Childhood Development in Bima City Muliati, Meli; Hendra, Hendra; Ruslan, Ruslan
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.2024.92-09

Abstract

This study explores the influence of different parenting styles democratic, authoritarian, and permissive on the intensity of gadget use and its negative impacts on children aged 1-8 years in Bima City. Utilizing a mixed-methods approach, the research design included literature review, hypothesis formulation, data collection via online questionnaires, and data analysis. Quantitative data were analyzed using regression techniques, and qualitative data provided contextual depth. The findings reveal significant differences in gadget use intensity and associated negative outcomes, including reduced social skills and hearing problems, depending on parenting style. Democratic and authoritarian parenting were linked to higher gadget use, while permissive parenting exhibited a wide range of use patterns, from high usage to complete abstention. The study underscores the importance of effective parental monitoring and engagement to manage children's screen time and mitigate adverse effects. Limitations include a localized sample and reliance on self-reported data, suggesting the need for further research in diverse populations. These findings have important implications for parenting strategies and public health policies, emphasizing the need for targeted interventions to educate parents on managing children’s digital habits and promoting healthy development. Future research should further investigate these relationships and develop comprehensive support strategies for parents.
Evaluating the Impact of Professional Development on STEAM Education Competency in the Industrial Revolution 5.0 Era Suhendro, Eko; Mubin, Muhammad Nurul; Saharani, Anita
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.2024.91-07

Abstract

This research evaluates the impact of the Teacher Professional Education (PPG) program for Kindergarten educators on their understanding of Science, Technology, Engineering, Arts, and Mathematics (STEAM) education in the context of the Industrial Revolution 5.0 and Society 5.0. Utilizing a quantitative approach with a pretest-posttest design, the study involved fifty kindergarten teachers from the PPG Daljab (In-Service Teacher Professional Education) at FITK, UIN Sunan Kalijaga. The assessment of participants, conducted through validated instruments, focused on measuring the enhancement of pedagogical competencies in STEAM before and after the program. Results indicated a notable improvement in the teachers' competencies post-intervention. The statistical analysis, including a paired t-test, showed a significant increase in test scores from the pretest to the post-test with a t-statistic of -53.58 and a p-value of 8.54 x 10^-44, highlighting a highly significant difference and validating the effectiveness of the PPG program in bolstering STEAM educational skills. Further tests for normality and homoscedasticity confirmed the reliability and validity of the data. Despite these positive outcomes, variations in test item reliability suggest the need for ongoing evaluation and refinement of assessment tools. The study underscores the potential of structured professional development programs in enhancing teacher capabilities, particularly in adapting to the demands of modern technological and interdisciplinary educational environments. It recommends further research to explore the long-term effects of such interventions on teacher competencies and to fine-tune the assessment methodologies used. This study contributes to the understanding of effective professional development in preparing educators to integrate and excel in STEAM disciplines, aligning with the educational imperatives of contemporary technological revolutions.
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.
The Importance of Age-Appropriate Poetry for Early Childhood Language and Cognitive Development: Teachers' Views on the Poem "Panca Indraku" Fadillah, Nida Nur; Syaodih, Ernawulan
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.2024.92-07

Abstract

This study investigates kindergarten teachers' perspectives on the poem "Panca Indraku" and its suitability for promoting language and cognitive development in children aged 5-6. Using qualitative methods, data were collected through interviews and online questionnaires from seven kindergarten teachers selected through purposive sampling. Based on the Miles and Huberman method, the analysis involved data collection, sorting, display, and conclusion drawing. Results indicated several challenges: limited time allocated for poetry activities, difficulty finding suitable poems, scarcity of early childhood poetry, perceptions of complexity, insufficient emphasis on reading skills, children's lack of confidence, and the complexity of language in existing poems. Nonetheless, "Panca Indraku" was favourably viewed for its simple vocabulary, appropriate structure, repetitive patterns, and alignment with cognitive development. These findings suggest that integrating age-appropriate poetry like "Panca Indraku" into early childhood education can enhance language development, cognitive skills, and imaginative exploration. The study highlights the need for more age-appropriate poetry and a curriculum that supports diverse literary forms. Limitations include a small sample size and subjective teacher perceptions. Future research should include larger samples and quantitative measures to understand poetry's impact on early childhood development comprehensively. It should explore various poetic forms and their effects on child development.
Family Support in Preventing Mother-to-Child HIV Transmission: A Case Study on the Effectiveness of ARV Therapy in Pregnant Women Subandi, Eka Ayu Lelyani; Mariyani
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.2024.92-03

Abstract

This study examines the role of family members' knowledge, behavior, and social support in enhancing the effectiveness of antiretroviral (ARV) treatment to prevent mother-to-child HIV transmission at RSUD Ciawi, Bogor. Using a qualitative descriptive approach, data were gathered from December 2023 to January 2024 through in-depth interviews with 11 HIV-positive pregnant women and 11 family members. Findings revealed that most informants adhered well to ARV regimens, with family support, especially from spouses, being crucial. Participants displayed a strong understanding of HIV prevention, favoring cesarean deliveries and formula feeding to reduce transmission risks. However, some emotional challenges, such as stress, fatigue, and economic factors, impeded adherence. The study highlights the necessity of incorporating comprehensive family support into PMTCT programs, addressing medical and emotional needs to improve health outcomes. Despite its insightful findings, the research is limited by its small, localized sample size and the subjective nature of self-reported data. Future studies should investigate the long-term impacts of family support on ARV adherence and mother-to-child transmission rates and develop targeted family education programs to support HIV-positive pregnant women better. The implications for public health practice and policy include the need for a holistic approach to HIV care, integrating family education and support to optimize ARV therapy effectiveness and reduce infant HIV infections.
Development and Validation of an Instrument for Measuring Language Development in 4 to 5 Years Old Children Ayu, Sovia Mas; Dewi, Asmara; Kuswanto, Cahniyo Wijaya; Mardiana , Mardiana
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.2024.92-01

Abstract

This research aimed to develop and validate an instrument to measure language development in children aged 4 to 5 years in kindergarten. The study followed the Plomp development model, encompassing five phases: initial investigation, design, realisation, test, evaluation and revision, and implementation. The initial investigation involved analysing theories and existing early childhood language development research. The design phase produced an initial draft of the instrument, which included a language development measurement tool, a validation questionnaire, and a user response questionnaire. Expert validation was conducted using Aiken's formula to establish content validity. The instrument was then tested in three kindergartens with a sample size of 194 children. Confirmatory Factor Analysis (CFA) and descriptive analysis assessed the model’s fit and instrument reliability. Results indicated that the instrument had satisfactory content validity and construct reliability (CR > 0.7), though some fit indices, such as the Comparative Fit Index (CFI), were below ideal thresholds. The validated instrument consists of two language development scales: receptive language (e.g., understanding stories, commands, rules) and expressive language (e.g., asking and answering questions, verbal communication). The study's findings imply significant applications for early childhood education, offering a standardised tool for assessing language development, guiding curriculum design, and enabling targeted interventions to improve language outcomes. Despite its strengths, the study acknowledges limitations, such as the need for better-fit indices and further empirical testing with diverse populations. Future research should focus on longitudinal studies to explore the long-term impacts of the instrument and incorporate technological advancements to enhance its accuracy and relevance. Continuous refinement and validation will ensure the instrument’s effectiveness in measuring early childhood language development.
Understanding The Cultural Values in Traditional Sundanese Parenting: A Narrative Literature Review Indah, Fufut Tri Nur; Hastuti, Dwi; Yuliati, Lilik Noor
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.2024.92-02

Abstract

This study aims to consolidate and synthesize the existing literature on traditional parenting within the Sundanese Tribe using a narrative methodology. Employing a narrative literature review, this research integrates findings from various sources to comprehensively understand the cultural values inherent in traditional Sundanese parenting. The research questions were formulated using the PICO framework, focusing on the population of cultural values, the intervention of examining these within existing parenting literature, and the outcome of understanding unique cultural values. Data were sourced from Google Scholar and ScienceDirect, covering publications between 2019 and 2024. The findings highlight the centrality of spirituality and religiosity in Sundanese parenting, which intertwines religious teachings with everyday practices. Traditions such as rituals during pregnancy, childhood, and marriage play a crucial role in shaping social behaviors and instilling moral values. Mystical practices like pamali are also significant, serving as cultural norms that guide conduct and promote community harmony. The implications of these findings are significant for both academic research and practical applications, offering insights into educational programs, policies, and future research directions. However, limitations include potential biases from the reliance on existing literature and the focus on a single ethnic group, suggesting a need for further empirical and comparative studies.
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.

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