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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 348 Documents
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Material Familiarity and Aesthetic Learning in Early Childhood: A Mixed-Methods Study of Clay Art in Jepara, Indonesia Ismintarti, Endar; Fajrie, Nur; Utaminingsih, Sri; Mustofa, Hisbulloh Als
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.2026.111-02

Abstract

Screen-based engagement has increasingly displaced young children’s opportunities for tactile, embodied, and materially grounded learning. Within this context, clay-based art offers a potentially meaningful medium through which children can translate lived experience into three-dimensional expression, yet limited research has examined how children’s prior knowledge of a physical material relates to their artistic performance and emerging aesthetic learning. This study investigated children’s prior knowledge of clay, examined its relationship with artistic performance, and explored the forms of expression that emerged through clay-based artmaking. A mixed-methods sequential explanatory design was employed in Jepara Regency, Indonesia. In the quantitative phase, data were collected from 150 early childhood students using proportional stratified random sampling and analysed through descriptive statistics and analysis of variance (ANOVA). In the qualitative phase, 12 children were selected purposively for in-depth exploration through observation, interviews, field notes, and thematic analysis. The findings showed that children’s prior knowledge of clay was at a sufficient level and was strongly associated with artistic performance. The qualitative analysis further indicated that children’s artworks were shaped by three main experiential domains: the domestic environment, the local and natural environment, and media and personal imagination. Rather than treating clay as merely a motor activity, the study shows that clay-based artmaking can function as a situated form of aesthetic learning in which material familiarity, environmental exposure, and prior experience intersect. The study contributes to early childhood art education by offering a more grounded account of aesthetic learning as culturally mediated and materially situated, while also suggesting the pedagogical value of place-based and materially responsive art practices.
ARSUKA: An Augmented Reality–Based Learning Application for Introducing Kaili Tribal Culture in Early Childhood Education Nirmala, Besse; Agusniatih, Andi; Abdul Halim, Syafnidar; Sugiarti M. Bakri, Tri; Marwany; Annuar, Haerul; Rizal, Muh
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.2026.111-03

Abstract

This study examines the development, feasibility, and initial effectiveness of ARSUKA, an augmented reality (AR)-based learning application designed to introduce selected elements of Kaili tribal culture in early childhood education. Although AR has been widely used in early childhood settings, much of the literature has focused on cognitive or STEM-related outcomes, with more limited attention to locally grounded cultural content, particularly in Global South contexts. To address this gap, the study employed a Research and Development approach using the Hannafin and Peck model, involving needs assessment, design, and development-implementation. The application integrated Kaili cultural elements, including local language, traditional clothing, and folk songs, into an interactive AR environment supported by flashcards and puzzle-based markers. Feasibility was examined through validation by three information technology experts, three material experts, and 12 early childhood education teachers. Initial effectiveness was evaluated through a one-group pretest-posttest field trial involving 19 children aged 5-6 years in a public kindergarten in Donggala Regency, Central Sulawesi. The results showed high feasibility ratings and improvement in children’s observed acquisition of selected Kaili cultural knowledge, with mean scores increasing from 28.2 to 78.9 and an N-Gain score of 0.71. These findings suggest that AR can be designed as a culturally situated pedagogical medium rather than merely a technological add-on. The study offers a grounded example of how digital media may mediate indigenous cultural content in developmentally appropriate ways while remaining attentive to local classroom conditions. The findings should nevertheless be interpreted as evidence of initial feasibility and early effectiveness, given the small sample, single-site implementation, and short evaluation period.
Supporting Preschool Pre-Reading Development through Illustrated Flashcards and Chain Word Play: A Quasi-Experimental Study in Indonesian Kindergartens Leonia, Rizqy Aisyah; Khotimah, Nurul; Rachman, Budi; Fairuzillah, Muhammad Naufal
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.2026.111-05

Abstract

Pre-reading development plays an important role in children’s early literacy formation, yet questions remain over how different instructional routes support this process in preschool settings. Although visual media and language-based play are both widely used in early childhood classrooms, comparative evidence on their relative contribution to early literacy remains limited, particularly in everyday kindergarten contexts. This study examined the effects of illustrated flashcards and chain word play on the pre-reading skills of children aged 5 to 6 years and compared their relative performance under classroom conditions. A quantitative quasi-experimental design was employed using a non-equivalent group pretest-posttest structure. The participants were 60 kindergarten children from two early childhood education institutions in Yogyakarta, Indonesia, with 30 children in each intervention group. Pre-reading skills were assessed through an observation-based and performance-based instrument covering letter recognition, initial sound identification, word recognition, and simple word reading. Data were analysed using paired-sample and independent-sample t-tests after normality and homogeneity assumptions were satisfied. Both interventions were associated with statistically significant gains in children’s pre-reading scores. However, the posttest comparison showed a significant difference between groups, with the illustrated flashcard group achieving stronger end-point performance. These findings suggest that visual-symbolic support may offer a more immediate advantage for early pre-reading development, while chain word play remains valuable for strengthening the oral and phonological foundations of literacy. The study contributes comparative evidence to current discussions on emergent literacy by showing that different instructional forms may not produce the same pattern of gain, even when both are pedagogically worthwhile.
Parenting for Children’s Character in Multicultural Context: Insights on Trust, Caring, Tolerance, and Forgiveness Aisyah, Siti; Novita, Dian; Noor, Nina Mariani; Syarah, Erie Siti; Mustapa, Noviana
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.2026.111-06

Abstract

Parenting is a central site of children’s character formation, especially in culturally diverse societies where values are learned, negotiated, and reinforced through everyday relationships. Drawing on character education and informed by broader discussions in social and emotional learning (SEL) and SDG 4.7, this study examined how value-based parenting dimensions, namely trust, caring, tolerance, helpfulness, and forgiveness, are associated with children’s character development in Indonesia’s multicultural context. A cross-sectional survey was conducted with 112 female primary caregivers from five regions of Indonesia, Kuningan, Bogor, Tasikmalaya, Manado, and Jayapura, and the proposed model was analysed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The findings show that trust, caring, tolerance, and forgiveness are significant positive predictors of children’s character development, reflected in honesty and integrity, empathy and care, respect for difference, and constructive conflict resolution. Helpfulness, however, did not show a statistically significant direct effect once the other parenting dimensions were examined simultaneously. These findings suggest that children’s character development is better understood through an integrated moral-relational configuration of parenting values than through any single value considered in isolation. The study contributes to scholarship by clarifying which parenting values retain distinct explanatory relevance within a combined model and by showing that helpfulness may operate in a more indirect or context-dependent way. It also offers a modest global contribution by bringing evidence from a multicultural Indonesian setting into wider debates on family-based character development in diverse societies. The findings have practical implications for parenting education, early childhood programmes, and family-school partnerships that seek to strengthen value-based character formation.
Reconceptualizing Generative AI Adoption in Early Childhood Education: An Integrated TAM-TPACK Analysis of AI-Supported Storytelling Saputri, Diana; Nisa’, Titin Faridatun; Tri A, Fajar Luqman; Anawaty, Mardiyana Faridhatul; Tsani, Mutiara; Oyeyemi, Ahmed Ademola
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.2026.111-13

Abstract

Language development in early childhood requires intentional and well-structured stimulation, especially through storytelling. Initial observations at PAUD Anna Husada showed that children in Group A still struggled to follow story sequences, apply new vocabulary, and express ideas confidently. This study examines teachers’ perceptions of using EaseMate AI to support receptive and expressive language skills in children aged 4–5 years, guided by the Technology Acceptance Model (TAM) and the Technological Pedagogical and Content Knowledge (TPACK) framework. Using a descriptive qualitative design, data were collected through observations, interviews, and documentation involving five Group A teachers. The findings reveal that teachers perceived EaseMate AI positively because it provides varied, relevant, and easy-to-use story content that helps children better comprehend narratives and encourages more confident verbal expression. However, teachers also noted challenges such as formal vocabulary, limited visual features, and differing levels of digital proficiency. Overall, EaseMate AI demonstrates strong potential as a supportive tool for early childhood language learning, particularly when its use is adapted to children’s developmental characteristics and complemented with appropriate pedagogical strategies.
Early Childhood Digital Literacy: Integrating Parental Guidance, Islamic Content, and Technology-Based Learning Novia Maulana, Ade; Warmansyah, Jhoni; Wan Yaacob, Wan Mohd Yusoff
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.2026.111-11

Abstract

Digital transformation has changed the learning patterns of preschool children globally; however, studies that integrate Islamic education perspectives on digital literacy for preschool children remain limited, especially in Indonesia. This research aims to analyze Muslim parents' involvement in digital-based learning activities and its influence on preschool children's digital literacy in Jambi from an Islamic education perspective. This qualitative research with a case study design involved fifteen Muslim families as primary informants and three early childhood educators as additional informants selected purposively. Data were collected through participatory observation, semi-structured in-depth interviews, and visual documentation over six months, then analyzed using the Miles and Huberman interactive model. The research found three main dimensions: patterns of parental involvement based on Islamic tarbiyah values through establishing device usage schedules based on worship times and integration of prayer rituals, dominance of Islamic-nuanced educational content such as Quranic learning applications and exemplary stories, and progressive development of children's digital literacy encompassing technical skills, content selection according to Islamic standards, understanding of moral messages, and multilingual cognitive enhancement. This research concludes that the traditional concept of Islamic tarbiyah can be adapted to the digital era through the principle of wasathiyah, which balances technology utilization with the preservation of aqidah and akhlaq, proving that technology can become a positive educational wasilah when guided by Islamic values. This research provides an Islamic digital parenting framework that can be adopted by Muslim parents, Islamic educational institutions, and policymakers in optimizing preschool children's digital literacy based on Islamic values.
Digital Parenting and Socio-Emotional Development in Early Childhood: Evidence from Palu City, Indonesia Kahar, M. Iksan; Wahyuningsih, Nur Eka; Anggraeni, Dewirini
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.2026.111-07

Abstract

Digital technology has become increasingly embedded in young children’s everyday lives, yet research on its developmental implications has often focused more on screen exposure than on the parental practices that shape children’s digital experiences. This study examined the relationship between digital parenting practices and the socio-emotional development of children aged 5 to 6 years in Palu City, Indonesia. Using a quantitative cross-sectional survey design, data were collected from 100 parents or primary caregivers selected through purposive sampling. The study employed structured questionnaires to measure digital parenting and children’s socio-emotional development, and the data were analysed using simple linear regression. The findings showed that digital parenting was positively and significantly associated with children’s socio-emotional development. The regression model produced an unstandardized coefficient of 0.583 and a standardized coefficient of 0.424, with the predictor reaching statistical significance at p < .001. The model explained 17.9% of the variance in socio-emotional development, indicating that digital parenting was relevant within the model but did not provide an exhaustive account of the outcome. These findings suggest that parental mediation in children’s digital lives may matter not only in terms of supervision and control, but also as part of the relational conditions through which children encounter digital media. The study contributes to the global literature by extending evidence on digital parenting and early childhood development into an underrepresented non-Western context, while also showing the need for more robust designs, more differentiated measures of mediation, and broader explanatory models in future research.
Supporting Moral and Religious Development in Early Childhood Through a Scientific Approach: Evidence from an Indonesian Kindergarten Putri, Suci Utami; Jayadinata, Asep Kurnia; Putri, Aries Legita Permana; Yuliyanto, Aan
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.2026.111-09

Abstract

Moral and religious development in early childhood remains a significant pedagogical concern, particularly in classroom settings where values are often introduced through routine instruction rather than through active meaning-making. This study examined whether a scientific approach could support children’s moral and religious development in an early childhood classroom in Indonesia. A quantitative pre-experimental design with a one-group pre-test post-test format was employed in Group B1 at Tunas Harapan Kindergarten, Purwakarta. The analytic sample consisted of 24 children aged 5 to 6 years. Data were collected through an observation sheet covering five indicators: mentioning important religious days, demonstrating polite behavior, identifying places of worship and religion, demonstrating patience, and respecting peers in ways consistent with religious teachings. The data were analyzed using descriptive statistics, N-gain analysis, and a paired-samples t-test. The findings showed an increase in the mean score from 12.62 at pre-test to 17.79 at post-test. The mean N-gain score of 0.70 indicated a moderate level of improvement, and the paired-samples t-test revealed a statistically significant difference between the two measurements (p < 0.001). Sub-indicator analysis further showed that improvement in the moral domain was stronger than in the religious domain. These findings suggest that a structured sequence of observing, asking, trying, reasoning, and communicating can provide a meaningful pedagogical pathway for values-oriented learning in early childhood education. Although the evidence is context-bound, the study contributes to wider global discussions on how inquiry-oriented pedagogy can be extended beyond cognitive learning to support moral and religious development in culturally and religiously plural early childhood settings across diverse educational contexts worldwide today.

Page 35 of 35 | Total Record : 348

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