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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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Integrating Local Culture into Parental Nutrition Education: Evidence from an Ethnoparenting Based Intervention in West Java Padwika, Dian Ramadhani; Rudiyanto; Yeni Rachmawati; Agustin, Mubiar; Mwariko, Sadick Akida
Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Vol. 10 No. 3 (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.2025.103-12

Abstract

The consumption of unhealthy snacks among young children is increasing, while parents’ knowledge of children’s nutritional needs remains limited. This study aimed to evaluate the impact of ethnoparenting-based training on improving parents’ knowledge of early childhood nutrition in Karangsari Village, West Java. The focus of the training was to develop an innovative nutritious snack, Manca, made from local ingredients, namely Manyung fish bone meal and Leunca vegetables, both rich in calcium and phosphorus. This research employed a pre-experimental design with pre-test and post-test procedures. The sample consisted of 30 parents of children aged 2 to 6 years, selected through purposive sampling. Data were analyzed using the Shapiro-Wilk test, Levene test, and paired t-test. The results indicated a significant improvement in parents’ knowledge, with the mean post-test score increasing by 37 points from 48 to 85. The findings align with Bandura’s Social Learning Theory and Bronfenbrenner’s Ecological Systems Theory, emphasizing the role of parental modeling and cultural context in shaping nutritional practices. The ethnoparenting-based training proved effective in enhancing parents’ awareness of balanced nutrition for young children. This study highlights the importance of culturally grounded approaches in health and education programs for parents. The findings imply the need to integrate ethnoparenting-based training into early childhood care and education (ECCE) policies globally, particularly in multicultural contexts where parental knowledge of nutrition varies widely. By promoting culturally sensitive nutrition behaviors among parents, this study contributes to the global discourse on improving child health outcomes amid rising cases of undernutrition and overnutrition. Furthermore, incorporating local practices into educational interventions may serve as a model for sustainable and culturally responsive public health initiatives worldwide.
Empathy as a Predictor of Behavioral Problems in Early Childhood: A Gender-Based Analysis Ainur Rosyidah Kusuma; Liftiah; Diana
Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Vol. 10 No. 3 (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.2025.103-10

Abstract

Unaddressed behavioral problems in early childhood often persist into later life stages. This study aimed to analyze how empathy levels influence behavioral problems among young children and whether this relationship remains significant after controlling for gender. Using an explanatory quantitative design, data were obtained from 141 kindergarten and RA B teachers in Semarang City through a structured questionnaire. The results of frequency analysis showed that children’s empathy levels were entirely within the high category (100%), while behavioral problems were mostly in the low category (70.9%) and moderate category (29%). Multiple regression testing confirmed that empathy significantly reduced problem behaviors (p < 0.05). Emotional contagion, concern for others, and prosocial behavior were the most influential dimensions. When gender was controlled, empathy remained a significant predictor, whereas gender had no direct effect. This study contributes to the growing body of global scholarship on early childhood socio-emotional development by highlighting empathy as a key psychological mechanism for behavioral regulation. It strengthens the theoretical integration between empathy development and behavioral adjustment, offering empirical evidence that supports cross-cultural understanding of emotional and behavioral competencies in early childhood education. The findings suggest that interventions emphasizing emotional contagion, caring, and prosocial responsiveness can effectively reduce behavioral issues regardless of gender. Further studies are recommended to explore cross-contextual factors such as emotional regulation, family interactions, and teacher–child relationships to enrich the explanatory model of empathy’s influence on children’s behavioral outcomes.
Enhancing Early Childhood Literacy through Collaborative Learning: A Case Study in Non-Formal Education at biMBA AIUEO Jember Hasan, Fuad; Aditya, Mohammad Arif; Faiqotul Himmah, Irliana
Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Vol. 10 No. 3 (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.2025.103-13

Abstract

Indonesia faces critical early literacy challenges, with 55% of children unable to read simple text by age 10, highlighting the need for innovative pedagogical interventions, particularly in non-formal education sectors. This qualitative case study explores the implementation and effectiveness of an integrated collaborative learning framework that combines fun learning, small-step systems, and individualized approaches to enhance early childhood literacy at biMBA AIUEO Jember, a non-formal education center. Data were collected from 15 participants (a unit head, two motivators, three parents, and nine children aged 3–6) through semi-structured interviews, systematic classroom observation over three months, and document analysis. Data were analyzed using Miles and Huberman’s (1994) interactive model with thematic coding and member checking for validity. Findings reveal four major themes: structured progression through individualized learning levels enhanced literacy acquisition; play-based engagement sustained motivation across developmental variations; adaptive facilitation addressed diverse learning needs within resource constraints; and measurable literacy growth was evident in writing complexity and reading fluency despite individual differences. The integrated framework proved effective in supporting literacy development under limited-resource conditions, though implementation challenges emerged, including uneven learner progress, limited facilitator capacity, and material scarcity. These findings underscore the global relevance of adapting collaborative learning frameworks to strengthen early literacy in resource-constrained, non-formal settings. The study extends collaborative learning theory through the concept of constrained collaboration, demonstrating that meaningful literacy growth can occur when pedagogical models are contextually grounded rather than imported from affluent systems. However, as a single-site and short-term case study, the findings have limited generalizability. Future research should employ mixed methods and longitudinal designs across diverse contexts to measure long-term literacy outcomes and scalability. Ultimately, improving early literacy in marginalized communities requires creative adaptation to local realities, affirming that quality learning can thrive even within material constraints through committed, context-responsive facilitation.
Effect of Citronella Aromatherapy on Appetite and Sleep Quality in Stunted Toddlers: A Community-Based Intervention Study Irdasari, Yuli; Risnawati; Hartati, Dwi; Sumiati, Hj
Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Vol. 10 No. 3 (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.2025.103-14

Abstract

Stunting is a major global health issue linked to chronic malnutrition, digestive dysfunction, and inadequate sleep, all of which impair growth and nutrient absorption. Toddlers with poor sleep quality are twice as likely to experience stunting, highlighting the importance of behavioral and sensory interventions. Citronella Oil aromatherapy, containing active compounds such as citronellal and geraniol, has potential appetite-enhancing and relaxing effects through olfactory stimulation of ghrelin and the limbic system. This study aimed to evaluate the effect of Citronella Oil aromatherapy on appetite and sleep quality among stunted toddlers aged 2–3 years in the working area of UPTD Tepian Buah Health Center, Berau Regency. A pre-experimental one-group pretest–posttest design was applied, involving 55 participants selected through stratified random sampling. Appetite and sleep quality were measured using validated questionnaires, and data were analyzed using the Wilcoxon signed-rank test. Results showed a significant increase in mean appetite scores (from 37.40 to 44.76) and sleep quality scores (from 7.24 to 12.82) after seven days of Citronella Oil aromatherapy (p<0.05). These findings indicate that Citronella Oil effectively improves both appetite and sleep quality in stunted toddlers through neuroendocrine and behavioral mechanisms. The intervention offers a safe, low-cost, and culturally appropriate complementary therapy that may strengthen early childhood growth and development programs. However, limitations include a small sample size, the absence of a control group, and a short intervention duration, which constrain generalizability. Future studies using randomized controlled and longitudinal designs are recommended to confirm these findings. Beyond its local implications, this research contributes to global efforts to identify sustainable, non-pharmacological strategies to reduce stunting and advance holistic child health in low- and middle-income countries.
Drawing with YouTube in Early Childhood: Cognitive Outcomes and Pedagogical Implications Alam, Samsul; Yusny, Rahmat
Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Vol. 10 No. 3 (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.2025.103-15

Abstract

This study explores the role of drawing with YouTube in enhancing cognitive development among early childhood learners. Using an instrumental qualitative case study in one public kindergarten (TK Negeri Pembina Semarang) comprising eight classes with 138 children aged 4–6 years and nine teachers, data were collected through classroom observations, teacher interviews, and analysis of children’s drawings. The findings indicate that guided drawing with YouTube tutorials improved children’s observational accuracy (e.g., identifying geometric forms), stimulated collaborative creativity (e.g., divergent colour use), and fostered problem-solving skills (e.g., adaptive material substitution). These results suggest that drawing with YouTube serves as an effective visual learning medium supporting early cognitive and creative growth through multimodal engagement. In the global discourse on digital childhoods, this study provides evidence that structured digital use can transform screen media from passive consumption into active cognitive engagement. It contributes to worldwide discussions on multimodal literacy and digital creativity as essential competencies for young learners. However, the study is limited by its single-site context and lack of longitudinal analysis. Future research should include broader samples, cross-cultural comparisons, and quantitative validation to deepen understanding of the cognitive impacts of digitally mediated drawing activities. Practically, the findings highlight the pedagogical value of integrating short, guided YouTube videos with open-ended questioning to enhance visual literacy, reflective thinking, and creative autonomy in early childhood classrooms.
A Content Analysis of the Komik Seri Pengenalan Anti Gratifikasi Media as Anti-Corruption Character Education for Early Childhood Masykuroh, Khusniyati; Nisa, Zahrotun
Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Vol. 10 No. 4 (2025): ISSUE IN PROGRESS - the editors plan to publish 10-15 articles in this issue.
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.2025.104-03

Abstract

This study analyzes the content of the Komik Seri Pengenalan Anti Gratifikasi, an anti-corruption comic series for early childhood education published by the Ministry of Education and Culture of Indonesia. It addresses the lack of educational media that introduce anti-corruption values to young children. The aim is to identify the character values presented in the comics and evaluate their relevance as tools for character education. The comics are intended to instill core anti-corruption values such as honesty, responsibility, hard work, and caring. Using a descriptive qualitative approach and content analysis, the study examines how these values are conveyed through storylines, characters, dialogue, and illustrations. Data collection was conducted through close reading and detailed note-taking of each comic in the series. Findings indicate that the comics effectively present ethical principles, especially honesty, which is consistently portrayed as a key value in preventing corruption. Through engaging stories and relatable characters, the comics promote positive behaviors like speaking the truth, returning lost items, and admitting mistakes. Responsibility and hard work are also illustrated in scenarios where characters take ownership of their actions and strive to reach their goals. The study highlights the comics’ ability to connect with children through real-life situations, encouraging moral development in an age-appropriate and visual format. This makes abstract values more concrete and easier for early learners to understand. As a result, the comics are deemed adequate for early childhood character education. However, the research also notes the potential to expand the values represented, such as courage and independence, to strengthen the moral message further. Overall, the study supports the use of educational comics as a valuable medium for fostering anti-corruption awareness and building a strong ethical foundation from an early age.
Parental Nutritional Knowledge and Its Association with Child Growth and Development: Evidence from Bengkalis District, Indonesia Aulia, Vanny; Qosyasih, Nelis Nazziatus Sadiah; Garzia, Meyke
Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Vol. 10 No. 4 (2025): ISSUE IN PROGRESS - the editors plan to publish 10-15 articles in this issue.
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.2025.104-02

Abstract

Nutrition plays a crucial role in supporting children’s overall growth, development, and bodily functions. A balanced nutritional intake provides the energy and essential nutrients necessary to sustain life and promote children’s physical, social, emotional, and cognitive advancement. This study aims to explore the relationship between parents’ nutritional knowledge and child growth and development in Bengkalis Regency, Indonesia. Employing an associative quantitative approach, data were collected through questionnaires and documentation. The sample consisted of 100 parents of children aged 5–6 years, selected using simple random sampling. Data analysis included descriptive statistics (univariate and bivariate analyses), with variable relationships tested using the Chi-Square method. The findings revealed that most parents had moderate nutritional knowledge (54%), while 23% had low knowledge and 23% had high knowledge. Regarding children’s nutritional status, 53% were categorized as usual, 25% as undernourished, and 22% as severely malnourished. Further analysis indicated that children of parents with low nutritional knowledge had a higher risk of poor nutrition and developmental delays. Conversely, children of parents with moderate nutritional knowledge tended to have better nutritional status, with 77.7% classified as having usual nutritional status. These findings reinforce that parental nutrition literacy significantly influences children’s nutritional outcomes and developmental progress. However, the study has limitations, including a small sample size, reliance on self reported data, and a cross sectional design that restricts causal interpretation. Future research should adopt longitudinal or mixed methods approaches to capture changes more accurately. The study recommends strengthening community based nutrition education, integrating routine growth and development screening, and enhancing cross sector collaboration to improve access to nutritious foods for families.
Differentiated Learning Strategies for Enhancing Early Childhood Independence: A Case Study Prastyo, Danang; Suryanti; Heryanto Susilo; Desika Putri Mardiani; Ardhana Reswari
Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Vol. 10 No. 4 (2025): ISSUE IN PROGRESS - the editors plan to publish 10-15 articles in this issue.
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.2025.104-01

Abstract

This study examines how differentiated learning strategies contribute to the development of independence among children aged five to six at TK Al-Islam Bangkalan, a rural kindergarten in East Java, Indonesia. Using a single instrumental case study design, data were collected over four months through non-participatory observation, semi-structured interviews, and document analysis, and analyzed using the Miles and Huberman model. Findings indicate that variations in content and process, supported by predictable routines and consistent teacher scaffolding, enabled most children to select learning materials and choose appropriate task difficulty. At the same time, a minority continued to require validation. Product differentiation and systematic assessment remained limited, reflecting constraints in teacher assessment literacy, time allocation, and class size. The study demonstrates the pedagogical potential of differentiated learning to foster initiative, responsibility, and self-confidence in low-resource early childhood settings. It highlights the necessity of practical, context-sensitive implementation strategies. The research provides evidence that differentiation principles can be adapted to rural and collectivist educational contexts and can inform discussions on culturally responsive pedagogy and equitable early childhood practice. Limitations include single-site sampling, reliance on teacher reports, and incomplete assessment artifacts, all of which limit generalizability. The study is significant for policy and practice because it links Merdeka Belajar (Freedom to Learn) objectives to observable developmental outcomes and identifies concrete barriers to scaling differentiated approaches. Recommended actions include targeted professional development on formative assessment and product differentiation, design-based collaborations to co-create feasible rubrics with teachers, and multi-site longitudinal studies to evaluate transferability and sustained impact on independence.

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