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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 323 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): 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.2025.104-05

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 Handayani, Oktarina Dwi; Tri Tamiyati, Annisa
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.2025.104-06

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 Latif, Muhammad Abdul; Nadlifah, Nadlifah; Alahmari, Sarah A
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.2025.104-04

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.

Page 33 of 33 | Total Record : 323

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