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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 348 Documents
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Exploring Natural Phenomena with Pop-Up Books: A Tool for Early Science Literacy Saripudin, Aip; Aulia, Runtah Eva; Mulyana, Asep; Magasida, Diani
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.2025.104-14

Abstract

Early childhood science learning often remains dominated by verbal explanation and minimally interactive materials, limiting children’s engagement with natural phenomena. This study developed a rain-themed pop-up book designed to operationalise early science literacy as a staged progression from contact and curiosity to concept formation and concept acquisition. Using a Research and Development approach adapted from Borg and Gall in six stages, the product was refined through expert validation of content, media design and durability, and language, followed by practitioner appraisal and a limited classroom trial with 15 children aged 5 to 6 years in Cirebon City, Indonesia. After revision, feasibility ratings reached 95% for content, 95.83% for media design and durability, and 87.5% for language, while practitioner appraisal showed high practicality (average 95.83%). Children’s rubric-based observation scores increased from 49.53% before implementation to 83.79% after implementation across all indicators. These findings suggest that interactive, phenomenon-based print media can provide a grounded pathway for strengthening early science literacy in resource-constrained classrooms. The study contributes globally by offering a transferable design model linking familiar natural phenomena, staged literacy indicators, and tactile visual pedagogy in early childhood settings. Its practical implication is that teachers can integrate science inquiry into classroom activities through low-cost, contextually adaptable media. However, the evidence remains limited by the small sample, single-site trial, and absence of a comparison group and inter-rater reliability reporting. Future studies should test this model across diverse contexts, use comparative or longitudinal designs, and examine how similar media support science concepts and sustained literacy development.
Culturally Contextualized Implementation of Applied Behavior Analysis for Children with Autism Spectrum Disorder: Evidence from a Therapy Center in Banjarmasin Nisa, Uswatun; Hayati, Firdha
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.2025.104-13

Abstract

Applied Behavior Analysis (ABA) is widely recognized as an evidence-based intervention for children with autism spectrum disorder (ASD). However, limited research has examined how ABA practices are implemented and adapted within local cultural and educational contexts in developing countries. This study investigates the implementation of ABA-based educational treatment for children with ASD at a therapy center in Banjarmasin, Indonesia, with particular attention to its potential relevance for inclusive school practices. A qualitative descriptive design was employed. Data were collected through classroom observations, semi-structured interviews, and document analysis involving therapists, parents, and children with ASD. The analysis focused on identifying key therapeutic practices and examining how core ABA principles are operationalized within daily intervention routines. The findings indicate that therapists consistently apply several fundamental ABA principles, including structured instruction, behavioral shaping, repetition, reinforcement, and consistency. These practices contribute to improvements in children’s self-help abilities, emotional regulation, and social interaction skills. Furthermore, the therapeutic strategies demonstrate potential for adaptation in inclusive educational settings, where teachers can incorporate simplified ABA-based techniques to support behavioral and learning development among autistic students. This study contributes to the literature by providing empirical evidence on the culturally contextualized implementation of ABA in therapy services in Indonesia. The findings highlight the importance of therapist–parent collaboration and suggest that culturally adapted ABA practices can support the inclusion of children with ASD in mainstream educational environments.
Fostering Creative Expression in Early Childhood Learners: Ekraf Academy and the Development of Visual Arts Skills in Baubau, Southeast Sulawesi Machali, Imam; Shafa Masnaini Z, Bintang; Permata Bening, Tiara; Asri Fahma Rishanda, Waode
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.2025.104-12

Abstract

Early childhood visual art learning is frequently reduced to routine, product-oriented activities, leaving limited scholarly attention to the micro-processes through which creativity is negotiated in practice. This instrumental case study examines how Ekraf Academy, a non-formal art program in Baubau, Southeast Sulawesi, Indonesia, structures conditions that support children’s creative visualization. Data were generated through an in-depth interview with the founder-instructor, participant observation across four naturally occurring sessions during a two-week field period in 2025, and analysis of children’s portfolios, artworks, and institutional documents. The dataset was analyzed using reflexive thematic analysis. The findings reveal that creative visualization develops through social-evaluative mediation, in which affective cues—such as peer attention and instructor reassurance—shape children’s formal decisions regarding color, line, and composition. The pedagogical design operates through structured flexibility characterized by several trade-offs: mentoring reduces fear of error while occasionally encouraging confirmation-seeking; an “Exploration Day” format expands artistic variety but increases initiation costs under conditions of high choice; and small-group proximity facilitates peer learning yet intensifies comparison pressures when participation levels differ. The study conceptualizes non-formal early childhood art learning as a context-sensitive ecology of creative decision-making, offering analytically transferable pedagogical principles for designing creativity-oriented art programs in early childhood education.
Design and Development of ‘Si Ebon’: A Cirebon Cultural Encyclopedia for Local Culture Revitalization in Early Childhood Education Wahyudi, Ayu Vinlandari; Purnamasari, Yayu Mega; Hikmah, Fatihatul
Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Vol. 11 No. 1 (2026)
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.2026.111-08

Abstract

Based on preliminary needs analysis, the availability of learning media that introduce local cultural knowledge to early childhood, particularly in the form of cultural encyclopedias, remains limited. As a result, children’s exposure to local cultural knowledge in formal learning environments is still relatively low, especially regarding Cirebon culture. This study aims to design, develop, and evaluate “Si Ebon,” a digital Cirebon cultural encyclopedia intended as a learning medium to support the revitalization of local culture in early childhood education (ECE). The study employed a development research approach using the ADDIE model, which includes analysis, design, development, implementation, and evaluation stages. The product was validated by media experts, subject matter experts, and cultural experts to ensure the appropriateness of the content, design, and cultural representation. The implementation involved teachers and early childhood students from several ECE institutions in Cirebon. Data were collected through questionnaires and observations and analyzed using descriptive quantitative techniques to determine the feasibility and effectiveness of the product. The results indicate that the “Si Ebon” digital encyclopedia is highly feasible and effective as a culturally responsive learning medium. Its use enhances children’s understanding of various elements of Cirebon culture, including local history, traditional arts, culinary heritage, traditions, and historical sites. This study contributes to the development of digital-based cultural learning media and highlights the potential of integrating local cultural content into early childhood education as a strategy for cultural revitalization.
Screen-Based Emotion Regulation in Early Childhood Parenting: A Systematic Literature Review and Bibliometric Analysis Khairati, Zulfa; Agustan; Hikmatur Rahmah; Hildawati; Rohmah, Lailatu; Muammar Qadafi
Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Vol. 11 No. 1 (2026)
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.2026.111-12

Abstract

Mobile devices are increasingly used to calm, distract, or manage young children, a practice described as the digital pacifier. Although widely discussed in digital parenting research, the phenomenon remains diffuse because it is approached through adjacent constructs rather than through a clearly defined framework. This study examined how the digital pacifier is represented across the literature and whether it is better understood as an isolated parenting tactic or as part of a broader relational process. A two-stage review design combined bibliometric mapping with a systematic literature review. Bibliometric analysis used Scopus-indexed records, followed by a PRISMA-guided review of studies from Scopus, ScienceDirect, and Google Scholar, resulting in a final corpus of 25 studies. The findings show that the literature is growing but remains fragmented. Across the reviewed studies, a pattern links reactive, stress-related device use to parental strain, technoference, and less favorable developmental conditions, especially when device use weakens responsiveness and interrupts co-regulatory interaction. The evidence does not support a uniform risk narrative, because outcomes vary by child characteristics, device type, context of use, and parental mediation. The review therefore argues that the digital pacifier is better understood as a relational and context-sensitive process rather than as a simple screen-time problem. Its main contribution lies in clarifying this pattern through the interpretive framework of the Digital Pacifier Cycle while also showing that the model remains provisional and requires further testing across settings. The study offers a more integrated basis for research and interventions that address not only screen use itself, but also the structural and relational pressures shaping contemporary parenting.
Gamification Framework for Early Childhood Flood Disaster Preparedness in Indonesia: A Systematic Literature Review Mallevi Agustin Ningrum; Fauziddin, Mohammad; Zainal Abidin, Mohd. Syahidan
Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Vol. 11 No. 1 (2026)
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.2026.111-04

Abstract

Indonesia’s repeated exposure to hydrometeorological hazards, particularly floods, makes disaster preparedness a pressing educational concern from the early years of life. Yet research on disaster learning for young children remains limited, and gamification has rarely been examined in this area with sufficient conceptual precision. This study addresses that gap through a systematic literature review guided by PRISMA 2020, focusing on how gamified approaches have been used in flood-related disaster education for early childhood contexts. Searches of Scopus, Web of Science, ScienceDirect, Wiley Online Library, and DOAJ covered publications from 2015 to 2025. Of 340 records identified, 28 studies met the inclusion criteria and were synthesised through thematic analysis and narrative synthesis. Three recurrent patterns emerged. Gamification was most educationally meaningful when it functioned as pedagogical scaffolding rather than as a reward system, enabling children to approach abstract risk through staged, participatory learning. Play-based simulation, feedback, and repetition also appeared to create psychologically safer ways of engaging difficult topics. Its value, however, was strongly shaped by context, especially in settings marked by uneven infrastructure, limited pedagogical resources, and high disaster exposure. The review therefore does not support broad claims that digital enhancement is inherently effective in disaster education. Instead, it suggests that gamification matters when it is developmentally grounded and carefully aligned with early childhood pedagogy. The study contributes to international discussion by recasting gamification less as a motivational device than as a form of pedagogical mediation in early childhood disaster education, particularly in settings where vulnerability is high and educational conditions are uneven. It also points to the need for further work across a wider range of hazards, settings, and pedagogical designs.
Montessori Research in Early Childhood Education: A Bibliometric Analysis of Knowledge Structure and Thematic Development Sistiarini, Rahmah Dwi; Setiani, Fatimah
Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Vol. 11 No. 1 (2026)
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.2026.111-14

Abstract

Montessori research in early childhood education has expanded over the past decade, yet its intellectual organization remains less clearly understood than its pedagogical appeal. Existing scholarship has generated important evidence on child development, classroom practice, and learning outcomes, but the field still requires a clearer view of how authority, themes, and visibility are distributed across the literature. This study examines the knowledge structure and thematic development of Montessori research in early childhood education through a bibliometric approach. Bibliographic data were collected from Scopus as the primary database and Google Scholar as a supplementary source for the period 2015–2025. After relevance screening, the final corpus consisted of 78 publications. The dataset was analyzed using VOSviewer to examine publication trends, influential authors, citation visibility, co-authorship patterns, and keyword co-occurrence. The findings show increasing publication activity after 2018, alongside a concentrated structure of scholarly influence around a limited group of authors, particularly Angeline S. Lillard. The thematic structure remains anchored in child development, Montessori pedagogy, early learning, and prepared educational environments. At the same time, inclusion, cultural adaptation, digital integration, public Montessori schooling, and context-specific implementation are visible but less consolidated. These findings suggest that Montessori research is growing through continuity and partial diversification rather than through evenly distributed expansion. The study contributes globally by clarifying how internationally visible Montessori scholarship is currently structured, identifying underconsolidated areas that deserve stronger cross-cultural and multilingual inquiry, and showing why future research must move beyond repeated effectiveness claims toward broader epistemic, methodological, and geographic representation within global early childhood education debates and practice in diverse contexts.
Development of an "I Love the Earth" E-Module to Support Mutual Cooperation in Early Childhood Education Novia, Novia Sri Wilanda; Dadan Suryana; Rakimahwati; Yaswinda
Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Vol. 11 No. 1 (2026)
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.2026.111-10

Abstract

This study examined the development and initial evaluation of an e-module themed "I Love the Earth" designed to support mutual cooperation in early childhood education. The study was motivated by the need to strengthen young children’s prosocial dispositions, particularly collaboration, caring, helping, and sharing, within the framework of the Pancasila Student Profile. It adopted a Research and Development approach using the ADDIE model, comprising analysis, design, development, implementation, and evaluation. The e-module was developed as a project-based digital resource that combined environmental themes with collaborative learning activities for children aged 5 to 6 years. The study involved expert validators, teachers, and children at TK Negeri Pembina Linggo Sari Baganti. The findings showed that the developed e-module obtained an average validity score of 94%, a practicality score of 93%, and an effectiveness score of 87%. Effectiveness was assessed through observational indicators related to children’s mutual cooperation during project activities, including collaboration in groups, caring for peers, empathy, helping behavior, and sharing. These results suggest that the e-module was not only feasible for classroom use, but also showed potential to support the cultivation of mutual cooperation through contextual and developmentally appropriate learning experiences. Rather than implying that digital media are inherently effective for character formation, the study indicates that digital resources may become pedagogically meaningful when they are structured around social interaction, shared activity, and children’s everyday experience. In broader terms, the study offers a contextually grounded example of how digital pedagogy, project-based learning, and value-oriented early childhood education may be brought into relation, with possible relevance for wider discussions on prosocial and environmentally situated learning in diverse educational settings.
Contextual Eco-Pedagogy through Arts Education in Early Childhood: A Case Study of the Lima Gunung Community Arbi, Bahtiar; Jazuli, Muhammad; Wadiyo; Cahyono, Agus; Trinanda Kusuma Adi, Brian
Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Vol. 11 No. 1 (2026)
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.2026.111-15

Abstract

Early childhood art education is often framed through skill acquisition, classroom activity, or measurable creative outcomes, while its role in ecological and spiritual meaning-making remains less visible. This study examines the Lima Gunung Community in Magelang, Central Java, where children encounter art through communal rehearsals, ritual processions, gamelan sessions, symbolic objects, agricultural landscapes, and intergenerational guidance. Using a qualitative ethnographic case study design, the research was conducted across four embedded art studios through prolonged field engagement between 2022 and 2025. Data were generated through participant observation, semi-structured interviews with adult key informants, informal child conversations, and documentation of artistic, ritual, and visual materials. Interpretive thematic analysis was used to examine children’s forms of participation, ecological and spiritual meaning-making, and recurring pedagogical patterns across sites. The findings show that children’s arts learning developed through graduated participation rather than formal instruction. Children watched, imitated, carried symbolic objects, joined simple performances, listened to stories, began activities with prayer, and re-enacted ritual fragments in play. These acts did not demonstrate fixed ecological literacy or complete spiritual formation; they indicated emerging meaning-making shaped by community mediation, environmental immersion, symbolic participation, and spiritual orientation. The study contributes to early childhood ecopedagogy by showing that ecological and spiritual learning may be lived through community-based artistic practice, local ritual, and everyday relations with land and water, rather than only designed as school-based environmental curriculum. It also positions local cultural communities as sources of pedagogical knowledge for rethinking arts-based, place-based, and spiritually attentive early childhood education within Global South contexts without reducing local practice to universal transferable instructional technique.
Mindful Parenting and Emotion Regulation in Early Childhood: A Relational Process Perspective from a Systematic Review Al Adawiyah, Robiah; Mustapa, Noviana; Tatminingsih, Sri; Maryatun, Ika Budi; Himphinit, Musakkid
Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Vol. 11 No. 1 (2026)
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.2026.111-01

Abstract

Research on mindful parenting, caregiver emotion regulation, and children’s emotion regulation has expanded, yet the literature remains fragmented, especially in early childhood and across non-Western settings. Many studies treat these constructs as separate variables and therefore provide limited clarity on how they are linked within everyday caregiving relationships. This systematic literature review examined how mindful parenting, maternal emotion regulation, and children’s emotion regulation have been connected in recent scholarship on early childhood caregiving. Guided by PRISMA 2020, the review searched Scopus, ScienceDirect, Wiley Online Library, and Frontiers in Psychology for studies published between 2019 and 2024. Ten eligible studies were included and interpreted through narrative thematic synthesis. The findings suggest that mindful parenting is more convincingly understood as a relational orientation shaping the emotional climate of caregiving than as a discrete technique. Maternal emotion regulation emerges as an interactional mechanism operating through modeling, responsiveness, emotion socialization, and co-regulation, while children’s regulatory development appears within broader systems of attachment, executive functioning, and socio-emotional competence. The evidence, however, remains uneven. Variability in study design, modest effect sizes, reliance on cross-sectional and self-report data, and the continued dominance of Western samples indicate that these pathways are context-sensitive rather than universally causal. This review advances a relational process perspective that refines family-based models of emotion regulation and contributes to global debates on parenting and child development by showing why culturally responsive interpretations are necessary when translating evidence across diverse caregiving contexts.

Page 34 of 35 | Total Record : 348

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