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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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Resilience Factors in Early Childhood: Islamic Values and Self-Regulation through a Mixed-Method Approach Salsabila, Dea Amalia; Rohmah, Naili
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.2024.94-05

Abstract

This study, conducted at Raudlatul Athfal Al-Iman in Semarang City, explores resilience factors and levels among students, emphasizing the role of Islamic values in fostering resilience and self-regulation and using a concurrent embedded mixed-method approach, prioritizing qualitative data from interviews, observations, documentation, and questionnaires to explore cultural and religious influences on resilience, particularly in interactions with peers, educators, and the community. The qualitative approach provided insights into how Islamic values are internalized and expressed in children’s behaviors. At the same time, quantitative data, measured using the Child and Youth Resilience Measure (CYRM), categorized students’ resilience levels. This combination ensured a comprehensive understanding by integrating contextual depth with numerical validation. Findings revealed that Islamic practices, including istighosah, reading Iqra', memorizing Hadith (Mutiara habits), daily prayers, recitations of Asmaul Husna, and short Qur’anic surahs, significantly influence students' resilience. These activities, integrated into daily routines, help children adopt Islamic values in peer interactions and demonstrate resilience characteristics. Teachers reinforce resilience by promoting problem-solving that is aligned with Islamic teachings. Quantitative data from 30 students indicated resilience levels: 6 students were categorized as high, 19 as moderate, and 5 as low. This research highlights the potential of faith-based practices to enhance mental well-being and learning outcomes in Islamic early childhood education. While constrained by a small sample size and limited scope, it offers valuable insights into resilience-building strategies in similar contexts. Future studies should expand on integrating resilience theory and Islamic values in early education across broader settings.
Introducing the Sounds of Objects in Early Childhood Daily Life through a Collection of Early Childhood Fairy Tales Zubaedah, Siti
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.2024.94-03

Abstract

This study examines the use of the storybook Koleksi Dongeng PAUD: Mengenal Suara di Sekitar Kita (PAUD Storybook Collection: Recognizing Sounds Around Us) as a tool to introduce everyday sounds to young children. Using a qualitative method with a content analysis approach, the research explores the narratives and illustrations in the book, which are designed to familiarize early childhood learners with various sounds. Data analysis was conducted through three main stages: data reduction, data presentation, and data verification to understand patterns in sound recognition and their impact on children’s cognitive, emotional, and social development. The findings reveal that the book introduces two main categories of sounds, those originating from humans, such as heartbeats, humming, coughing, sneezing, growling stomachs, and chewing sounds during eating, and those from the surrounding environment, such as knocking on doors, vehicle horns, breaking objects, splashing water, ticking clocks, and bicycle bells. The book fosters children’s development by introducing sound recognition, environmental understanding, and social interaction reflection. Its stories enhance self-awareness, identity formation, and language skills. This research’s significance lies in its innovative integration of auditory learning into storytelling, promoting cognitive, emotional, and moral growth in early childhood. However, it is limited by its focus on specific sounds and the lack of empirical testing to assess long-term effectiveness. Its cultural specificity may also limit broader applicability. Future studies should explore diverse sounds, including cultural and natural environments, and examine longitudinal impacts. Cross-cultural adaptations could transform similar books into universal educational tools.
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.
Creative Freedom and Holistic Growth: Implementation of the STEAM Approach in Islamic Early Childhood Education Nadlifah; Latif, Muhammad Abdul
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.2024.94-09

Abstract

The rapid evolution of technology continues to drive the demand for highly skilled human resources capable of competing in an increasingly dynamic global environment. Preparing superior human resources from an early age is crucial to meeting these demands. This study investigates how the STEAM (Science, Technology, Engineering, Arts, and Mathematics) approach is implemented and its impact on early childhood education at RA Fun Islamic School in Indonesia. Employing a qualitative case study methodology, data were gathered through observations, semi-structured interviews with educators, parents, and administrators, as well as an analysis of relevant documentation. The findings highlight STEAM's focus on nurturing creative freedom, critical thinking, and collaboration among young learners. Children participating in activities such as building structures and integrating arts with mathematics showed notable outcomes, including independent problem-solving and the development of unique solutions. The study also emphasizes the role of introducing simple engineering concepts and integrating technology to create dynamic and engaging learning environments. Despite these benefits, challenges like limited resources and the need for teacher training were identified. This research underscores the transformative potential of STEAM in promoting cognitive and social growth in early childhood education. Future studies should explore how this approach can be scaled to diverse educational settings and evaluate its long-term effects.
Assessing Anti-Bullying Program Implementation in Early Childhood Education: A CIPP-Based Evaluation Study Hanifah, Inas; Muthmainah
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.2024.94-10

Abstract

This study evaluates the implementation of an anti-bullying program at TK Sekolahku My School Sleman using the CIPP (Context, Input, Process, Product) evaluation model to create a safe and inclusive learning environment for students. A qualitative approach was employed, utilizing interviews, observations, and document analysis to gather in-depth data on the program's context, supporting inputs, implementation processes, and resulting outcomes. The findings indicate that the program was systematically designed and implemented by the school's environmental needs. Context evaluation reveals that the program was developed based on child protection policies adapted from international models and tailored to the school’s culture. Regarding input, educators demonstrated competence in handling bullying cases, although the term bullying was not explicitly used in classroom instruction. Process evaluation shows that the program was integrated into students' daily routines through habituation, storytelling methods, and reinforcement of rules and consequences. Product evaluation finds that the program successfully instilled values of empathy and courage in students, as evidenced by their ability to reject inappropriate behavior and heightened social awareness. However, this study is limited by its population scope and restricted access to internal documents, which may affect the generalizability of the findings. Future research is recommended to expand participant coverage and develop more structured measurement instruments to quantitatively assess changes in student behavior. The study highlights the importance of strengthening anti-bullying programs by involving parents and conducting periodic evaluations based on measurable indicators to enhance program effectiveness in early childhood education.
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.

Page 27 of 32 | Total Record : 318

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