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
 27   28   29   30   31 
Academic Parenting with VAK Strategy: Improving Reading Skills of 5–6-Year-Old Children through Home Learning Environment Optimization in Indonesia Cicih Murniasih, Cicih Murniasih; Diah Krisnatuti, Diah Krisnatuti; Yulina Eva Riany, Yulina Eva Riany
Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Vol. 10 No. 2 (2025)
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.2025.102-10

Abstract

Parental involvement in children's academic caregiving at home plays a crucial role in their holistic and integrative academic development. This study aims to analyze: (1) descriptive statistics, (2) mean differences, (3) correlations, and (4) the influence of family characteristics, child characteristics, knowledge of the VAK academic parenting strategy, and the quality of the caregiving environment on the reading skills of children aged 5–6 years. The study employed a quasi-experimental one-group pre-test and post-test design. The participants were 100 stay-at-home mothers residing in Ciputat, South Tangerang, from intact families, with children aged 5–6 years enrolled in early childhood education programs. All mothers were aged 25–40 years, held at least a high school diploma or equivalent, and were not employed. The results of the Paired Sample T-Test indicated significant differences between pre-test and post-test scores, showing increases in all measured variables. Regression analysis revealed that the mother’s age negatively affected children's reading abilities, while the child’s age, gender (with girls performing better), maternal knowledge of the VAK strategy, and the quality of the caregiving environment had significant positive effects. These findings highlight the effectiveness of training in the VAK academic parenting strategy, particularly in helping older mothers transform information into new or improved knowledge that can be applied in caregiving practices at home. A key limitation of this study is its reliance on a single geographic area and a relatively homogeneous sample, which may affect the generalizability of the findings. Future research is recommended to include more diverse participant backgrounds and longitudinal tracking to assess the long-term impact of academic parenting strategies.
Parents’ Perspectives on Children’s Expressive Language Disorders: A Qualitative Case Study of Early Childhood Development Anggraeni, Via; Romadona, Nur Faizah; Kurniati, Euis
Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Vol. 10 No. 1 (2025)
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.2025.101-09

Abstract

This study explores the development of expressive language disorder in a five-year-old child from the perspective of a parent in Bandung Regency, Indonesia. Using a descriptive qualitative case study approach, the research follows the child’s developmental history from the prenatal period through the age of five. Data were collected through in-depth interviews conducted between January and April 2024, using version D of the Speech Participation and Activity Assessment of Children (SPAA-C) instrument. The analysis employed a descriptive analytical method, including data reduction, data presentation, triangulation, and conclusion drawing. Findings indicate that the child’s expressive language delay is influenced by a combination of prenatal, perinatal, and environmental factors. The child was born prematurely and spent the first 43 days in an incubator, resulting in limited sensory stimulation during a critical developmental window. Prenatal risk factors such as intrauterine growth restriction (IUGR), fetal distress, and severe preeclampsia (PEB) were also identified. Perinatal complications, including intestinal infection, further disrupted early feeding and sensory experiences. Environmental factors such as limited interaction during the COVID-19 pandemic, extended family misconceptions about developmental red flags, inconsistent nutritional intake, and maternal psychological stress contributed to delays in expressive language development. Despite these challenges, the child demonstrated strong receptive language skills, age-appropriate cognitive development, and positive social functioning. This research provides context-specific insights into how expressive language disorders manifest and are managed in a non-clinical, culturally embedded setting in Indonesia. The findings have practical implications for early childhood education (ECU), particularly in informing inclusive teaching strategies for children with expressive language delays. Future research is recommended to explore classroom-based intervention strategies and to extend analysis across broader populations, including variables such as genetics, gender, cognitive profiles, birth order, and socioeconomic status.
Study Controlling Turnover Intention Among Early Childhood Education Teachers: The Role of Core Commitment Values and Compensation Satisfaction Atika, Aisyah Nur; Yuliati, Nanik; Umami, Yuniarta Syarifatul; Supriadi, Bambang
Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Vol. 10 No. 1 (2025)
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.2025.101-07

Abstract

Teachers are a key factor in realizing educational quality, particularly in early childhood education (ECE), where professional commitment, innovation, and resilience are crucial. High turnover intention among ECE teachers threatens the continuity and quality of learning. This study aims to develop a model for implementing the basic values of commitment—comprising dedication to goals, efficiency, innovation, and teaching quality—moderated by compensation satisfaction, to reduce turnover intention. The research focuses on understanding how internal and external motivational factors contribute to teacher retention in ECE institutions. A quantitative approach was employed involving 119 ECE teachers in Jember Regency, East Java, Indonesia. Data were collected using a structured questionnaire and analyzed using Structural Equation Modeling with Partial Least Squares (SEM-PLS 3.0). Variables measured include core values of organizational commitment, compensation satisfaction, and turnover intention control. Validity and reliability tests confirmed the robustness of the measurement model. The results show that all four dimensions of teacher commitment have a significant negative relationship with turnover intention. Teachers who demonstrate strong alignment with institutional goals, efficiently use resources, engage in innovation, and uphold high teaching standards are significantly less likely to express an intention to leave. Compensation satisfaction was found to be a significant moderating variable that strengthened the relationship between commitment and reduced turnover. Furthermore, a supportive work environment—characterized by physical and emotional well-being, positive peer relationships, and opportunities for professional development—was identified as a contextual enhancer of retention. Theoretically, this study contributes to the refinement of organizational commitment theory in the context of early childhood education in developing countries. Practically, the findings provide actionable insights for policymakers and school administrators to implement targeted retention strategies that address both intrinsic motivations and extrinsic conditions. Future studies are encouraged to include broader variables such as leadership, career advancement, and psychological well-being, as well as test the model across different educational settings.
Improving Early Literacy Through Kamishibai Storytelling: Action Research in an Indonesian Kindergarten Simatupang, Nurhenti Dorlina; Sholichah, Sefy Amaliatus; Simanjuntak, Irena Agatha
Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Vol. 10 No. 1 (2025)
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.2025.101-08

Abstract

This study investigates the effectiveness of the Kamishibai storytelling method in improving early childhood literacy skills among children aged 5–6 years. A classroom action research design was employed, consisting of two cycles conducted at TK Aisyiyah 16 Surabaya. Cycle I was implemented from February 12–13, 2024, and Cycle II from February 19–20, 2024. Each cycle followed the four core stages of action research: planning, action, observation, and reflection. The research involved 15 children from Group B1 and utilized participatory observation as the primary data collection technique. Data were analyzed using descriptive statistical methods based on literacy performance indicators, including the ability to appreciate reading, respond to story content, recognize narrative elements, and retell stories. The results demonstrated a substantial improvement in children's literacy development following the application of the Kamishibai method. In Cycle I, 13% of participants were categorized as Beginning, 47% as Achieving, and 20% as Exceeding. By Cycle II, no children remained in the Beginning category, while 66.67% were categorized as Achieving and 33.33% as Exceeding. These outcomes indicate that the Kamishibai method—when applied with appropriate storytelling techniques such as expressive voice, visual cues, and interactive engagement—can significantly enhance children's reading interest, comprehension, and narrative skills. The study contributes to the field of early childhood education by emphasizing the role of expressive, visual-based storytelling in fostering foundational literacy. However, limitations include the small sample size and single-site design, which restrict generalizability. Future research should explore the long-term impacts of Kamishibai through longitudinal and mixed-method studies in diverse educational settings. The findings support the potential of Kamishibai as an engaging and inclusive literacy strategy that integrates narrative structure with multimodal learning to support early language development.
Instructional Media in Early Moral Education: A Systematic Review on the Cultivation of Religious and Moral Values in Children Aged 4–6 Ramona, Nadia; Cholimah, Nur
Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Vol. 10 No. 1 (2025)
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.2025.101-12

Abstract

In an era marked by moral uncertainty and the erosion of traditional value systems, early childhood education faces increasing pressure to cultivate ethical and religious foundations from a young age. This study systematically reviews the role of instructional media in instilling religious and moral values among children aged 4–6. Utilizing a Systematic Literature Review (SLR) approach guided by the PRISMA 2020 protocol and structured using the PICO framework, this review synthesizes findings from 20 empirical studies published between 2016 and 2024. The analysis identifies two dominant categories of media—traditional (e.g., puzzles, board games, local games) and audiovisual (e.g., animations, digital storybooks)—which are most effective when integrated with pedagogical strategies such as storytelling, ritual routines, and play-based learning. Instructional tools grounded in local culture and values not only enhance comprehension but also support identity formation and contextual moral internalization. The review further finds that many media interventions leverage constructivist and experiential learning models, promoting internalization through relatable and immersive experiences. However, gaps remain, particularly regarding longitudinal impact assessments and cross-contextual evaluations. The studies underscore the need for teacher professional development in media-based moral instruction, culturally responsive curriculum planning, and collaborative engagement among educators, curriculum developers, and community stakeholders. Limitations include the narrow temporal scope and inconsistencies in methodological rigor across studies. Future research is encouraged to adopt more robust, long-term, and culturally comparative designs to determine optimal combinations of media types and pedagogical techniques for sustained moral development in diverse educational settings.
Parents’ Perspectives on School Transitions: Challenges and Strategies on Transition from Preschool to Primary School for Equitable Education Nibrosurrahman, Maryam; Kurniati, Euis
Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Vol. 10 No. 2 (2025)
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.2025.102-03

Abstract

The transition from preschool to primary school is a critical period in a child's development, involving significant changes in environment, routines, and academic demands. Parental involvement plays a key role in ensuring a smooth transition; however, many parents experience anxiety due to misconceptions about literacy expectations and limited communication from schools. This study explores parents' perspectives on school transition, identifies challenges they face, and examines their involvement in supporting their children's adjustment. Using a qualitative phenomenological approach, this study conducted in-depth interviews with four parents of first-grade students from different public and private elementary schools in Cimahi City. Observations at one public elementary school complemented the interview data. Thematic analysis was applied, and findings were interpreted using Bronfenbrenner’s ecological theory to understand how various social and environmental systems influence school transitions. Findings reveal that parental concerns about school readiness often stem from misunderstandings about academic expectations and inadequate school communication. Fathers' involvement in the transition process was notably limited, with mothers playing the primary role in preparation and support. Strengthening collaboration between parents and schools is essential for an effective transition. According to Bronfenbrenner’s model, successful transitions depend on interactions across subsystems, including the microsystem, mesosystem, exosystem, and macrosystem. This study enhances understanding of parental roles in school transitions and provides recommendations for educators and policymakers to design inclusive transition programs. Future research could expand sample sizes and further investigate fathers' participation to develop targeted interventions. Encouraging stronger school communication policies and fostering collaboration between early childhood and primary educators can optimize parental involvement and support children’s transition success.
Holistic-Integrative Early Childhood Education and Its Impact on Social-Emotional, Physical, and Cognitive Development: A Multi-Regional Regression Analysis Gea, Jeni Juniarwati; Diana, Diana; Aeni, Kurotul
Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Vol. 10 No. 1 (2025)
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.2025.101-13

Abstract

There is a notable gap in the literature regarding the implementation of Holistic-Integrative Early Childhood Development (PAUD HI) in Indonesia, particularly within PAUD institutions under the PESAT Foundation, which operates across multiple regions. Few studies have specifically examined the impact of PAUD HI on core dimensions of early childhood development—social-emotional, physical-motor, and cognitive—which are foundational pillars in early childhood education. This study investigates the influence of PAUD HI implementation on children's social-emotional, physical-motor, and cognitive development in PESAT Foundation-affiliated institutions. A total of 122 early childhood education teachers were selected as respondents through an online survey using Google Forms. Collected data were analyzed using SPSS version 24, employing descriptive statistics, normality tests, significance tests, regression analysis, and hypothesis testing to examine the relationships between PAUD HI practices and child development outcomes. Findings demonstrate a significant positive impact of PAUD HI on social-emotional and physical-motor development, with contributions exceeding 80%. The presence of a supportive, interactive, and cross-sectorally collaborative learning environment enriches children’s learning experiences. While the influence on cognitive development is also positive, it is relatively lower, highlighting the need for more targeted and contextualized instructional strategies. This study underscores the importance of a multidisciplinary approach in PAUD HI to support children’s comprehensive development. However, the quantitative design limits in-depth exploration of the contextual dynamics of PAUD HI implementation. The absence of qualitative data restricts understanding of social interactions, local challenges, and emerging best practices. Future research is recommended to adopt qualitative or mixed-methods approaches to generate more comprehensive insights into the effectiveness and challenges of PAUD HI across diverse regional contexts.
The Impact of Women’s Perinatal Mental Health Status on the Social Behavior of Children: A Systematic Review Al-fauzia N, Awwal; Lukman, Sesaria; Wahab, Munirang; Juliandari, Kriska Afri; Cahya, Sara Eka; Pratiwi, Cesa Septiana; Ekawati, Fitriana Murriya
Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Vol. 10 No. 2 (2025)
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.2025.102-02

Abstract

Perinatal mental health disorders are common among women during pregnancy and up to a year after delivery, primarily due to significant hormonal changes. These conditions can lead to emotional and behavioral instability that may adversely affect a child's social development. Children whose social development is impaired due to compromised maternal perinatal mental health are more likely to experience difficulties in concentrating on learning, adapting socially, and forming relationships with peers. This study aims to explore in depth how perinatal mental health status influences the development of children's social behavior. A systematic review was conducted using the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) and SWiM (Synthesis Without Meta-analysis) approaches. The literature search covered three major databases—PubMed, ScienceDirect, and Wiley—and two search engines—Google Scholar and Research Rabbit—for publications from 2015 to 2024. Keywords related to the impact of perinatal mental health on children's social behavior were used. Studies meeting the inclusion criteria were assessed for quality using the Joanna Briggs Institute (JBI) guidelines. Children of mothers who experienced depression during pregnancy and the postpartum period had a significantly higher risk of problems with emotional regulation (4.2-fold), hyperactivity (2.17-fold), attention disorders (1.64-fold), and anxiety disorders (0.79-fold) compared to children of mothers with good perinatal mental health. Poor maternal mental health during the perinatal period is associated with an increased risk of social behavior problems in children aged 2–5 years. Therefore, close attention to maternal mental health during pregnancy and postpartum is crucial to mitigating negative impacts on child development and emotional well-being. These findings underscore the importance of perinatal mental health interventions in reducing early childhood social disorders. Further research is needed to better understand the relationship between maternal mental health and children's social behavior and to develop effective clinical interventions.
Parental Preferences in Children's Menu Provision at Home: An Exploratory Study in West Sumatra Afnida, Mutia; Sari, Widia Kemala; Arnez, Gaby; Sari, Resti Elma; Trisasmita, Laksmi
Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Vol. 10 No. 2 (2025)
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.2025.102-06

Abstract

Indonesia continues to face significant challenges in achieving optimal nutrition, as malnutrition persists despite advancements in the health sector. This study explores how parents in West Sumatra make decisions about their children's meals, focusing specifically on their understanding of stunting and the role of dietary variety. The goal is to assess how parental awareness of stunting affects their choices in providing balanced, nutritious meals for their children. The study collected data from 387 parents using a structured questionnaire, analyzed through descriptive and correlational methods. Results showed that rice is the primary staple, consumed an average of 2.78 times per day. Although animal protein sources like fish and eggs are commonly included, vegetable and fruit consumption remain below recommended levels. A weak but positive correlation was identified between parental knowledge and food variety, especially regarding fruits and vegetables. However, this relationship was generally weak (ρ < 0.2), likely shaped by additional factors like household income and food access. The research also uncovered notable variations in parental knowledge depending on socioeconomic status, with higher-income families demonstrating greater awareness of stunting. These outcomes imply that while nutrition education is important, it must be paired with strategies that address broader structural challenges such as affordability and food availability. Further studies using longitudinal or qualitative methods are recommended to better understand the behaviors that influence dietary choices and to inform more effective nutrition policies.
Understanding Stunting Determinants in Urban Indonesia: Evidence from the Regional Technical Implementation Unit of Sekaran Public Health Center Mukminin, Amirul; Sumanto, Reni Pawestuti Ambari; Wijayantiningrum, Tutuk
Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Vol. 10 No. 2 (2025)
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.2025.102-11

Abstract

As of August 2023, a total of 39 stunting cases were recorded in the service area of Sekaran Public Health Center RTIU, covering five sub-districts. This study aims to analyze the risk factors contributing to the occurrence of stunting in the designated area.  Employing a qualitative descriptive design, the study gathered in-depth data through semi-structured interviews and field observations, involving eight purposively selected families with stunted children. Data collection was complemented by triangulation with community health workers and Posyandu cadres. Thematic analysis, following Braun and Clarke’s six-phase model, was used to identify emerging patterns and themes. The findings indicate that environmental conditions such as sanitation, toilet facilities, clean water sources, drainage systems, and housing floors were generally adequate. However, many mothers had a history of anemia and received only basic antenatal care, often from private providers. After childbirth, exclusive breastfeeding was rarely practiced, and children were frequently spoon-fed less than three times daily. This suboptimal nutritional intake was primarily due to the parents' work demands and the delegation of caregiving responsibilities to grandmothers or nannies. Additionally, the performance of the Integrated Health Service (Posyandu) in the area was limited to weighing and height measurement activities, without substantial educational or follow-up components. The results of this study imply that interventions to reduce stunting must extend beyond infrastructure and include behavioral changes in nutrition and caregiving practices. The limitation of this study lies in the small number of participants and its localized focus, which may not fully represent broader demographic variations. Future research is recommended to include larger and more diverse samples to enhance the generalizability of findings and explore the effectiveness of integrated, community-based interventions.

Page 29 of 32 | Total Record : 318

 27   28   29   30   31 

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