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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 335 Documents
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The Role of Family Communication and Peer Groups in Adolescent Sexual Attitudes: A Phenomenological Study on the Friends with Benefits (FWB) Phenomenon in Jakarta Pabundu, Devina Dhea
Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Vol. 10 No. 4 (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.2025.104-05

Abstract

This study examines how family communication patterns and peer group dynamics shape adolescents’ and emerging adults’ engagement in Friends with Benefits (FWB) relationships in an urban Indonesian context. Using a qualitative descriptive phenomenological design, in-depth, semi-structured interviews were conducted with seven informants aged 18–24 years, consisting of six female and one male participant from diverse family structures, including intact and broken-home backgrounds. Data were analyzed using Giorgi’s descriptive phenomenological method, informed by Family Communication Patterns Theory and Social Learning Theory. The findings indicate that limited open family communication and strong conformity-oriented expectations restrict discussions of sexuality within the family, positioning peer groups as primary sources of relational norms and sexual meaning-making. Peer interactions normalized FWB relationships through shared narratives and social validation, particularly when parental communication about sexuality was constrained. While some informants framed FWB involvement as autonomy-driven and linked to identity exploration, others engaged in such relationships in response to unmet emotional needs, especially within disrupted family contexts. Family-based sexual education was largely prevention-focused, emphasizing pregnancy avoidance while giving limited attention to emotional and relational dimensions of intimacy. The findings demonstrate that involvement in FWB relationships is shaped by interconnected communicative constraints, emotional vulnerabilities, and peer-based social learning processes rather than individual sexual choice alone. This study contributes to broader debates on family-based sexuality education by clarifying how early family communication patterns influence adolescents’ later sexual decision-making and is relevant beyond Indonesia for collectivist and religious societies with similar communicative constraints.
Augmented Reality-Based Learning for Tidal Flood Mitigation in Early Childhood Education: An ADDIE-Based Development Study Tri Tamiyati, Annisa; Handayani, Oktarina Dwi
Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Vol. 10 No. 4 (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.2025.104-06

Abstract

Flood disaster preparedness education for early childhood remains a global challenge, especially in coastal communities facing flood threats in North Jakarta. Although the literature acknowledges the need for crisis mitigation education in early childhood, there remains a significant gap in the development of child-friendly, technology-integrated learning media. This study addresses this gap by developing MITBAR (Mitigasi Bencana Banjir Rob), an Augmented reality-based learning medium designed to improve the cognitive abilities and general knowledge of children aged 5 to 6 years. The research employed a research and development approach using the ADDIE model, encompassing needs analysis, instructional design, prototype development, implementation, and evaluation. The developed media integrates an AR mobile application with print-based materials that present comprehensive content on definitions, causal factors, impacts, and stages of disaster mitigation. Expert validation demonstrated high effectiveness across material experts (N Gain = 1.0), technology experts (0.96), language experts (0.92), and educator practitioners (0.91 to 0.87). Field testing conducted in a kindergarten in North Jakarta, involving five children in a small-group trial and sixteen children in a larger implementation stage, showed substantial improvements in conceptual understanding, with N-Gain values exceeding 0.79 and categorized as highly effective. These findings indicate that Augmented Reality can effectively transform abstract disaster preparedness concepts into experiential learning appropriate for early childhood contexts. Beyond the local setting, this study contributes to broader debates on immersive technology in early childhood disaster education by offering a developmentally grounded, systematically validated AR-based instructional model applicable to flood-prone coastal regions globally. However, the study is limited by its small sample size and short-term evaluation period, and it focuses primarily on cognitive outcomes. Future research is recommended to employ longitudinal designs and examine affective, behavioral, and long-term preparedness outcomes. 
Tanean Lanceng as an Indigenous Parenting System for Supporting Early Childhood Social Skill Development: A Qualitative Study Nadlifah, Nadlifah; Latif, Muhammad Abdul; Alahmari, Sarah A
Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Vol. 10 No. 4 (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.2025.104-04

Abstract

Indigenous parenting systems remain underexplored in early childhood social development research, particularly within non-Western cultural contexts. Addressing this gap, this study examines how Tanean Lanceng, a traditional Madurese communal living system, functions as an indigenous parenting framework that supports social skill development in early childhood. Using a qualitative descriptive design, data were collected through semi-structured interviews with four early childhood teachers selected via purposive sampling from two early childhood education institutions in Bangkalan Regency, Indonesia. The data were analyzed thematically following Braun and Clarke’s six-phase approach. The findings are organized into four interrelated themes: communal interaction, which provides children with continuous opportunities to practice communication, cooperation, and emotional regulation; solidarity and mutual assistance, fostering prosocial behaviors such as helping, sharing, and group participation; politeness as moral socialization, strengthening children’s understanding of social norms and respectful behavior; and social adaptability, enabling children to adjust effectively to diverse social environments. Together, these themes demonstrate that Tanean Lanceng embeds social learning naturally within daily family life. This study contributes academically by extending culturally grounded perspectives in early childhood education and highlighting indigenous knowledge as a valuable resource for social development frameworks. Globally, the findings offer insights for multicultural and context-responsive early childhood practices beyond Western-centric models. However, the study is limited by its small sample size and localized context, suggesting the need for further research involving diverse communities and mixed-method approaches.
Effectiveness of a Guided Experimental Method for Increasing Learning Interest in Group B Children at Pertiwi Tluwuk Kindergarten Febriyanti, Rahma Jihan; Mukminin, Amirul
Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Vol. 10 No. 4 (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.2025.104-15

Abstract

Interest in learning in early childhood classrooms can decline when instruction relies on passive routines and limited hands-on activity. This study examined whether a guided experimental activity could increase learning interest among Group B kindergarten children (5–6 years) at Pertiwi Tluwuk Kindergarten. Using a non-equivalent control-group quasi-experimental design (N = 45; experimental n = 22, control n = 23), the experimental group participated in a low-cost science activity (“bubble fizzy”), while the control group received conventional instruction. Learning interest was measured before and after the intervention through a structured oral assessment administered consistently across groups. Post-test scores were substantially higher in the experimental group (M = 19.45, SD = 2.92) than in the control group (M = 9.96, SD = 3.32), with a mean difference of 9.50 points, 95% CI [7.61, 11.38]. An independent-samples t test showed a significant group difference, t(43) = 10.16, p < .001, with a very large effect size (Hedges’ g = 2.97). The study contributes to the global early childhood literature by showing that short, guided, hands-on experiments can strengthen learning interest in resource-constrained kindergarten settings. Practically, the findings imply that teachers can use brief inquiry-based activities that combine child agency, immediate feedback, and observable cause-effect sequences to increase classroom engagement. However, interpretation remains limited by non-random class assignment, single-site implementation, and reliance on one assessment format. Future studies should use larger multi-site samples, baseline-adjusted analyses, and multimethod measures to test the durability and transferability of the effect across diverse pedagogical, cultural, and institutional contexts.
Religious Parenting Practices and Moral Socialization in Muslim Families: A Case Study of Sungai Duren Village Puspita Sari, Pitra; Saadah, Lailis; Ine Robi’ah, Fitri; Solikhah, Solikhah; Ervina, Dina; Iqbal Haqim Mohd Nor, Mohd
Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Vol. 10 No. 4 (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.2025.104-09

Abstract

Religious socialization in rural Muslim families remains insufficiently examined, particularly regarding how Islamic values are sustained amid economic constraints and the growing presence of digital entertainment in children’s everyday lives. This study investigates religious parenting practices and moral socialization in Muslim households in Sungai Duren Village, Jambi Luar Kota District, Muaro Jambi Regency. Employing a qualitative case-study design, data were generated through semi-structured in-depth interviews, naturalistic observations, and document analysis during six months of fieldwork with 18 purposively selected informants, including parents, local religious educators, and community figures. The data were analysed thematically, drawing on Religious Socialization Theory alongside Social Learning and Ecological Systems perspectives. The findings show that children’s moral–religious formation is sustained through interconnected practices of worship discipline, parental modelling, and the continuity of learning across home, TPQ, and mosque activities. However, these processes are shaped by structural and everyday constraints, including limited parental religious literacy, economic pressures, and children’s smartphone use that disrupts routine discipline and weakens parental mediation. Community religious institutions play a reinforcing role by stabilising practices and providing moral guidance when household resources are limited. By demonstrating how religious socialization operates as an ecologically coordinated process across family and community settings, this study contributes to broader discussions on Islamic parenting and moral education in contemporary rural contexts.
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)
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)
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)
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.
Assessing I-HappySchool: A Mobile-Based Instrument to Support Parental Participation in Child-Friendly School Assessment Sobri, Ahmad Yusuf; Yafie, Evania
Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Vol. 10 No. 4 (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.2025.104-11

Abstract

Despite the increasing global emphasis on child-friendly school (CFS) frameworks, parental participation in formal CFS assessment processes remains limited and often informal. This study developed I-HappySchool, a mobile-based instrument designed to facilitate structured parental engagement in assessing child-friendly school practices. A mixed-methods design was employed, integrating an ADDIE-based research and development model with a quasi-experimental nonequivalent-groups pretest–posttest design. The study was conducted in urban kindergartens in East Java, Indonesia, involving twenty parents or guardians from both public and private institutions. Data were collected through questionnaires, observation checklists, and expert validation forms. Quantitative data were analysed using descriptive statistics and independent-samples t-tests, while qualitative data were examined thematically to capture patterns of implementation across learning contexts. Expert evaluation indicated strong feasibility of the instrument, achieving an overall validity score of 87%. Post-intervention findings revealed comparable levels of CFS implementation in public and private settings across classroom and outdoor learning environments (p > 0.05). Among the assessed dimensions, effectiveness, health and safety, and gender sensitivity showed relatively higher performance, whereas democratic participation and equitable access remained comparatively weaker, with several indicators scoring below 60%. These findings suggest that a validated mobile-based instrument can support more systematic CFS assessment and enhance structured parental participation in early childhood education. Nevertheless, the findings should be interpreted cautiously due to the limited sample size and short implementation period.
Assessing Computational Thinking in Early Childhood: Evidence from Kindergarten Children Aged 5–6 Years in Surakarta, Indonesia Hardiyanti, Widya Dwi; Prayitno, Prayitno; Hayati, Nur; Annisa Tsamrotul Fuadah, Puteri
Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Vol. 10 No. 4 (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.2025.104-10

Abstract

Teachers in kindergartens often lack knowledge on how to assess children's computational thinking abilities, as there is a lack of validated instruments to measure this ability in early childhood. This study aims to analyze children’s levels of computational thinking abilities in Kindergarten Surakarta City and identify aspects of computational thinking that are still low, to inform appropriate pedagogical interventions that provide suitable stimulation. The research method employs descriptive quantitative methods, presenting frequency distributions, means, modes, medians, minimums, maximums, ranges, and standard deviations. Data collection techniques through computational thinking tests using instruments that have been validated through expert judgment and pilot testing. The sampling technique used was cluster random sampling, which involved selecting kindergartens in Surakarta City, resulting in 60 respondents aged 5-6 years. Based on the four aspects of computational thinking ability, the algorithm is the most mastered aspect (80%) because teachers often stimulate children through natural daily routines. Pattern recognition (64, 58%) is the ability to identify repetitive patterns, such as those found in color sequences or shapes. Decomposition (54,58%) is challenging because it trains children to break down large problems into smaller parts to make them easier to solve. Debugging (40,41%) is the lowest level because it involves metacognitive aspects in complex problem-solving. This research provides an overview for teachers to be able to implement innovative learning that can stimulate computational thinking. Teachers can actively integrate play-based learning that engages children and collaboration between classmates. In addition, integrating digital technology media can make the learning process more interesting. Given the small sample size in this study, future research should involve a larger group of participants to improve the generalization of results. Future research should use larger sample sizes and encourage collaboration between institutions in different regions so that it can provide further insight into effective learning strategies in stimulating children's computational thinking.

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