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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 364 Documents
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Pedagogical Principles Underpinning STEAM Education in Early Childhood: A Systematic Literature Review Afrilliany, Afrilliany; Juhanaini, Juhanaini; Zaman, Badru
Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Vol. 11 No. 2 (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.2026.112-02

Abstract

STEAM education in early childhood is increasingly promoted as an integrated approach for supporting children’s creativity, inquiry, collaboration, and problem solving. However, the pedagogical principles that make STEAM developmentally appropriate remain dispersed across studies on classroom activities, media use, teacher learning, and implementation outcomes. This systematic literature review synthesized peer reviewed English language articles on STEAM or STEM learning in early childhood education published between 2015 and 2025. Searches were conducted in Scopus, ERIC, ScienceDirect, and Google Scholar via Publish or Perish using Boolean keyword combinations. Following PRISMA 2020, 327 records were identified, 79 duplicates were removed, 248 titles and abstracts were screened, 67 full texts were assessed, and 30 articles were included. The included studies were examined through quality appraisal, structured data extraction, and thematic synthesis. The synthesis identified seven interconnected pedagogical principles: child centered learning, inquiry based exploration, experiential and play based learning, interdisciplinary integration, creativity and arts integration, collaborative learning, and teacher facilitation. Child centered learning and inquiry based exploration operated as the core principles, while play, arts, collaboration, and teacher facilitation supported children’s meaning making across STEAM domains. This review contributes to the global literature on early childhood education by offering an integrated and transferable typology for understanding STEAM as a developmentally responsive pedagogical ecology rather than a collection of isolated projects. The typology can inform curriculum design, teacher professional learning, assessment practices, and future classroom based research across diverse early childhood contexts.
Indigenous Moral Pedagogy in Early Childhood: The Madurese Bhu' Rebbhu' Tradition and Religious Character Formation Prastyo, Danang; Ardhana Reswari; Selfi Lailiyatul Iftitah; Abronnisail Masruroh; Siti Hajar; Mohammad Firdauz Suryana; Hutagalung, Fonny Dameaty
Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Vol. 11 No. 2 (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.2026.112-03

Abstract

Early childhood education in culturally diverse societies has increasingly prompted attention to pedagogical models that are developmentally appropriate, culturally situated, and connected to children’s religious and moral formation. This study examines the Madurese Bhu' Rebbhu' tradition, a communal celebration of the Prophet Muhammad’s birth, as a form of indigenous moral pedagogy in early childhood education. Using an interpretive phenomenological design, data were collected at TK Islam Al-Azhar Pagendingan, Pamekasan, Madura, through semi-structured interviews with five teachers and ten parents, participatory observations of fifteen children aged 5 to 6 years, and analysis of curriculum and learning documents. The analysis followed a seven-step phenomenological procedure consisting of repeated reading, extraction of significant statements, formulation of meanings, theme clustering, exhaustive description, identification of fundamental structure, and participant validation. The findings indicate that Bhu' Rebbhu' was enacted through five structured activities: making tengka, classroom decoration, sholawat procession, prophetic storytelling, and sharing tengka. These activities were associated with children’s value internalization through cognitive understanding, affective appreciation, and behavioral practice. Rather than claiming causal improvement, the study identifies convergent patterns showing how teachers, parents, and children experienced the tradition as a multisensory, intergenerational, and symbolically mediated learning ecology. At a global level, this study contributes to discussions on culturally responsive and indigenous early childhood education by showing how a local Islamic tradition from the Global South can provide context-sensitive insights into moral and religious learning. The findings suggest that indigenous traditions may support early childhood pedagogy when they are intentionally sequenced, ethically facilitated, and sustained through continuity between school and family contexts.
Relational Coherence in Educating Generation Alpha: Digital Exposure, Adult Guidance, and Home-School Coordination in Indonesian Early Childhood Education R. Slate, John; Vinodhen, Vanessa; Putri Amanah, Adinda; Xolile Ntshangase, Mohammed
Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Vol. 11 No. 2 (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.2026.112-09

Abstract

This study examines how adults involved in early childhood education in Indonesia understand Generation Alpha, respond to children’s digital exposure, and identify challenges in guiding children across home and school. Rather than treating Generation Alpha simply as a technologically fluent cohort, the study approaches digital childhood as a developmental and relational condition shaped by adult guidance, family routines, teacher authority, and home-school coordination. A small-scale interpretive qualitative design was employed, with data collected through open-ended written responses from three purposively selected adult participants who were directly involved in raising or educating young children. The responses were analyzed thematically to identify recurring patterns in participants’ understandings, strategies, concerns, and perceived barriers. The findings show that participants initially defined Generation Alpha through birth cohort and digital proximity. Their educational responses emphasized gadget supervision, personal attention, skills development, and holistic guidance. Digital exposure was associated with concerns about discipline, reduced social interaction, and communication development, although these concerns should be understood as adult perceptions rather than causal evidence. The most prominent pattern was relational: participants repeatedly linked educational difficulties to limited parental involvement, weak trust in teachers, and insufficient cooperation between home and school. The study contributes to global discussions on Generation Alpha by shifting attention from digital competence alone to relational coherence. It suggests that early childhood education in digitally saturated environments depends not only on how families and schools manage technology, but also on how adults build shared expectations, consistent guidance, and trustworthy relationships that support children’s learning, communication, and development.
Metacognitive Emotional Modeling within the Hidden Curriculum of Islamic Early Childhood Education: A Collective Case Study from Indonesia Herlina; Rahayu
Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Vol. 11 No. 2 (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.2026.112-04

Abstract

Emotional regulation in early childhood is shaped not only through formal instruction but also through the implicit emotional scripts children encounter in daily classroom interactions. In Islamic early childhood education, these scripts are closely connected to Adab (manners), Akhlaq (morality), and Uswah Hasanah (prophetic role modeling), yet the cognitive processes through which teachers translate these moral ideals into observable pedagogical practice remain underexplored. This study examines how teachers’ metacognitive awareness and reflective practice shape emotional modeling within the hidden curriculum of Islamic preschools. Using a qualitative collective case study design, data were collected through classroom observations and semi-structured interviews with three purposively selected teachers from Islamic-oriented preschools representing different socio-economic settings in Makassar, Indonesia. The findings show that teachers’ metacognitive monitoring enables them to pause, regulate verbal responses, repair emotional tension, and make emotional recovery visible to children. Reflective practice strengthens this process by helping teachers evaluate classroom interactions and adjust emotional communication across different situations. The study identifies metacognitive emotional modeling as a pedagogical mechanism through which Uswah Hasanah becomes an observable and reproducible classroom practice. Rather than treating Islamic moral pedagogy as an abstract theological ideal, the findings show how culturally grounded emotional modeling can support children’s emerging self-regulation. The study offers a globally relevant framework for analyzing teacher emotional competence in culturally responsive and faith-based early childhood education contexts.
Negotiating Curriculum Flexibility in Islamic Early Childhood Education: Merdeka Curriculum Enactment, Faith-Based Adaptation, and School Readiness Irsyad, Mohammad; Ridho Riyadi; Rafa Zahra Syaikha; Aprilia Kartika Sari; Rofiqotul Aini; Mohammed Khalil, Abdelmajid Idris
Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Vol. 11 No. 2 (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.2026.112-10

Abstract

Curriculum flexibility is often presented as a route to more responsive early childhood education, yet less is known about how such flexibility is made workable in faith-based institutions where national reform, religious identity, local culture, and family expectations intersect. This study examines the enactment of the Merdeka Curriculum in a Raudhatul Athfal institution in Pekalongan, Indonesia, with attention to how teachers and school leaders negotiate project-based learning, differentiated instruction, Islamic educational values, children’s participation, and parental expectations of early academic readiness. Using an instrumental single-case study design, data were collected at RA Islamic Center Kedungwuni through four semi-structured interviews with the school principal and a Group B teacher, six non-participant classroom observations conducted from 1 to 14 April 2024, and document analysis. Fifteen Group B children provided contextual observational data, but they were not interviewed. The data were analyzed through open coding, axial coding, and iterative thematic development, with trustworthiness supported by triangulation, member checking, thick description, reflexive notes, and an audit trail. The findings show that curriculum enactment was shaped by four interrelated conditions: teachers’ uneven confidence in using digital learning platforms, a gap between P5 project practice and project-module documentation, the need for socio-emotional scaffolding in choice-based learning, and the negotiation of play-based literacy and numeracy with perceived parental expectations for visible school readiness. The study argues that curriculum reform in faith-based early childhood education depends on policy flexibility, institutional mentoring, practical documentation, emotionally responsive pedagogy, and sustained parent-school communication.
Developing and Piloting the DEEP-ECE Model for Early Childhood Educators: A Professional Development Framework for Reflective Practice and Pedagogical Competence Yafie, Evania; Atmoko, Adi; Sari, Zihan Novita; Ashari, Rahayu; Samah, Norazrena Abu
Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Vol. 11 No. 2 (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.2026.112-05

Abstract

This study developed and piloted the DEEP-ECE model, or Deep Learning Based Curriculum Empowerment for Early Childhood Educators, as a professional development framework for supporting early childhood teachers in implementing pedagogical deep learning within Indonesia’s Merdeka Curriculum. The model was designed in response to a common problem in teacher professional development: training is often brief, fragmented, and insufficiently connected to classroom practice. Using a research and development design based on the ADDIE model, this study involved 15 kindergarten teachers from UM Laboratory Kindergarten. Data were collected through needs assessment questionnaires, semi-structured interviews, expert validation, practicality questionnaires, and pretest and posttest competence assessments. Quantitative data were analyzed using descriptive statistics, normality testing, paired sample t-tests, and correlation analysis, while qualitative feedback was used to clarify teachers’ needs and responses to the model. The results showed that DEEP-ECE was rated highly valid by experts and practical by participating teachers. Teachers’ professional competence increased significantly after the intervention, with a mean difference of 10.53 points, t = -9.471, p < .001, while pedagogical competence increased by 14.20 points, t = -15.072, p < .001. Pretest and posttest scores were also strongly correlated, indicating consistency in the competence measures rather than causal evidence of effectiveness. These findings suggest that DEEP-ECE has preliminary promise as a structured, reflective, and classroom based professional development model. Its broader contribution lies in offering a transferable design logic for early childhood teacher development in curriculum reform contexts where teachers are expected to enact meaningful, child centered, and reflective pedagogy. Further studies with larger samples, comparison groups, classroom observations, and longitudinal follow up are needed to examine the model’s effectiveness and sustainability.
Mindfulness-Based Learning and Interactive Storytelling in Multicultural Early Childhood Classrooms: Effects on Attention, Resilience, and Language Krobo, Andrianus; Salhah; Muzdhalifah
Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Vol. 11 No. 2 (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.2026.112-06

Abstract

This study examined the contribution of Mindfulness-Based Learning integrated with Interactive Storytelling Media to children’s attention control, emotional resilience, and holistic language development in a multicultural early childhood classroom. Using a quasi-experimental non-equivalent pretest-posttest control group design, the study involved 60 children aged 5 to 6 years from the Laboratory Kindergarten of Universitas Negeri Malang. The experimental group received a structured intervention combining age-appropriate mindfulness activities with culturally responsive interactive storytelling, while the control group continued with conventional classroom learning. Data were collected through structured observation checklists and analyzed using independent-samples t-tests to compare post-intervention outcomes between groups. The results showed statistically significant differences across all developmental domains, with mean differences ranging from 0.63 to 0.89 and large effect sizes ranging from 0.92 to 1.20 (p < .001). Children in the experimental group demonstrated stronger gains in selective, sustained, shifting, and executive attention; emotional regulation, optimism, adaptability, and social support utilization; as well as linguistic development, cognitive-language integration, social-emotional communication, and cultural-contextual literacy. These findings suggest that mindfulness may strengthen attentional readiness and emotional regulation, while interactive storytelling provides meaningful opportunities for narrative engagement, expressive communication, and cultural understanding. The study contributes to global discussions on early childhood pedagogy by offering an integrated framework that connects self-regulation, socio-emotional learning, language development, and cultural responsiveness. Despite its promising findings, the study is limited by its short intervention period, restricted sample diversity, and reliance on observational measures, indicating the need for longitudinal and cross-cultural research with more objective assessment tools.
Maternal Perceived Stress and Positive Mother-Child Communication in Early Childhood: A Multidimensional Study in Indonesia Qayyima, Zetamilla; Nurwianti, Fivi
Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Vol. 11 No. 2 (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.2026.112-07

Abstract

This study examined the association between maternal perceived stress and positive mother-child communication in early childhood. Although communication is central to children’s socioemotional development, less is known about how maternal stress is related to specific dimensions of communication in non-Western caregiving contexts. Using a quantitative cross-sectional design, this study involved 229 Indonesian mothers of children aged 0 to 8 years. Maternal perceived stress was measured using the Perceived Stress Scale, while mother-child communication quality was assessed using an adapted version of the Parent-Child Communication Quality Scale, which includes four dimensions: empathy, mirroring, idealization, and appropriate response. Data were analyzed using a series of linear regression models. The results showed that maternal perceived stress was significantly and negatively associated with overall mother-child communication quality. Separate regression analyses further indicated significant negative associations between perceived stress and all four communication dimensions. Empathy showed the strongest negative association, followed by mirroring, idealization, and appropriate response. These findings suggest that communication processes requiring stronger emotional attunement and perspective-taking may be more closely linked to maternal stress than more routinized behavioral responses. This study contributes to global parenting and early childhood literature by offering evidence from an Indonesian context and by showing the value of examining mother-child communication as a multidimensional construct. However, the cross-sectional design and reliance on self-report measures limit causal interpretation. Future research should employ longitudinal and multi-method approaches, including observational assessment, to examine how maternal stress, emotion regulation, and contextual family factors shape mother-child communication across diverse cultural settings.
Customary Institutions and Religious Moderation in Early Childhood: Mediating Cultural Values through Family Parenting Sapendi; Rizqina, Aulia Laily; Hayati, Nur
Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Vol. 11 No. 2 (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.2026.112-15

Abstract

Research on religious moderation in early childhood has largely centred on formal educational institutions and families, leaving the role of customary institutions insufficiently examined. This study investigates how customary institutions mediate the transmission of religious moderation values through parenting practices in Pontianak City, West Kalimantan, Indonesia. Using a qualitative design, data were generated through interviews, observation, and document review involving representatives of Malay, Dayak, and Madurese customary institutions, parents of children aged 0 to 8 years, and community figures. The data were analyzed iteratively through coding, categorization, thematic interpretation, and triangulation across data sources. The findings show that customary institutions do not shape children’s religious moderation directly. Instead, they provide cultural narratives, customary philosophies, social norms, and multicultural activities that parents interpret, model, and incorporate into everyday parenting. Children encounter these values through affectionate language, parental guidance, participation in cultural events, and interaction with people from different ethnic and religious backgrounds. The study identifies a mediated pathway linking customary institutions, parental interpretation, and children’s social experience. Cultural authority supported tolerance, empathy, respect, and shared responsibility when institutional programmes remained open to intergroup participation and were reinforced through repeated family involvement. These findings extend discussions of culturally embedded parenting and community-based moral education by positioning customary institutions as intermediary actors between collective traditions and family life. The study also cautions that local culture is not inherently inclusive, since its educational significance depends on how identity is framed and translated within family and community relationships.
Mindfulness-Based Islamic Digital Storybook for Early Childhood Emotional Regulation: Evidence from a Culturally Responsive SEL Intervention Widyasari, Choiriyah; Hastuti, Isnaini Budi
Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Vol. 11 No. 2 (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.2026.112-14

Abstract

Social-emotional learning in early childhood is often discussed through universal developmental frameworks, yet less attention has been given to how emotional regulation can be cultivated through digital media that are culturally and religiously meaningful for young children. This study examined the effectiveness of a mindfulness-based Islamic digital storybook in improving children’s basic emotional development and clarified how digital storytelling, mindful reflection, and Islamic moral narratives can work together as a culturally responsive SEL intervention. A quantitative quasi-experimental design with a pretest-posttest control group was used. Forty children aged 4–6 years from TK Alam Muhammadiyah Surya Mentari Surakarta, Indonesia, were selected purposively from two intact classes. The experimental group received four sessions of the mindfulness-based Islamic digital storybook intervention, while the control group continued conventional classroom learning. Data were collected using an expert-reviewed and pilot-tested basic emotional development instrument and analyzed using descriptive statistics, paired-sample t-tests, and ANCOVA. The experimental group’s mean score increased from 62.40 to 80.15, while the control group increased from 61.95 to 67.10. The experimental group showed significant improvement, t(19) = 9.12, p < .001, whereas the control group did not, t(19) = 2.01, p = .058. ANCOVA confirmed a significant group effect after controlling for pretest scores, F(1, 37) = 27.63, p < .001, partial η² = .421. These findings suggest that emotional recognition, expression, regulation, and empathy can be strengthened when digital stories are mediated through teacher guidance, mindfulness pauses, and familiar moral values. The study contributes a Digital, Mindful, and Moral Narrative approach, although wider samples and delayed posttests are needed in future studies.

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