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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 364 Documents
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Adaptive Dialogic Digital Parenting and Screen Time Regulation in Indonesian Early Childhood Families: An Explanatory Sequential Mixed Methods Study Asmawulan, Tri; Katoningsih, Sri; Kunca Az Zahra, Ichita; Wafa, Khadijah; Diaz Aziz Pramudita
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.2026.112-11

Abstract

Children’s encounters with digital media have intensified debate on how families regulate screen exposure while sustaining its educational, social, and relational value. Although screen time and parental mediation have been widely examined, less is known about how regulation is enacted in collectivist family ecologies where parents, grandparents, siblings, and caregivers may share authority over children’s daily routines. This study examined the association between digital parenting mediation and screen time regulation among Indonesian families with children aged 4 to 6 years. Using an explanatory sequential mixed methods design, data were collected from 30 purposively selected parents at Al Fajar Juwiring Kindergarten through a 24-item questionnaire, semi-structured interviews, home observations, and documentation review. Quantitative data were analysed descriptively and through Pearson correlation, while qualitative data were analysed thematically and integrated through connected and merged interpretation. The findings show that active mediation, content selection, consistent rule communication, and parental involvement were associated with children’s screen time regulation. The strongest association was found between consistency and parental control and children’s regulation behaviour (r = .701, p < .001), indicating that predictable boundaries supported by warm explanation were more meaningful than restriction alone. Qualitative findings revealed responsive mediation, negotiated household regulation, meaningful non-digital substitution, and emotional accompaniment as key mechanisms for managing transitions away from screens. The study contributes to international family media mediation scholarship by proposing adaptive dialogic digital parenting as a culturally situated framework for understanding how stable rules, responsive communication, parental modelling, and intergenerational coordination support children’s digital habits and emerging self-regulation.
Promoting Religious and Moral Values in Early Childhood: A Quasi-Experimental Study of Multisensory Five Magic Words Habituation Yusrafiddin; Cicih Murniasih; Juhana; Md. Rosli Ismail
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.2026.112-13

Abstract

Religious and moral values constitute an important domain of early childhood development because they shape children’s respect, empathy, gratitude, responsibility, and self-regulation in everyday social interaction. However, young children require concrete, repeated, and socially meaningful experiences to translate moral values into observable behaviour. This study examined the effectiveness of multisensory Five Magic Words habituation in promoting polite behaviour among children aged 5 to 6 years. A quasi-experimental non-equivalent control group design was employed involving 96 children from early childhood education institutions. The experimental group participated in a three-week intervention combining visual, auditory, tactile, and kinaesthetic activities with repeated practice of greetings, “please,” “thank you,” “sorry,” and asking permission, while the control group received conventional religious and moral value learning. Data were collected using an authentic observation rubric that assessed children’s polite behaviour as an observable indicator of religious and moral value development. Because the data were not normally distributed, the Mann-Whitney U test was used to compare post-test scores between groups. The findings showed a statistically significant difference between the experimental and control groups (U = 1755.50, Z = -2.653, p = .008), with a small-to-moderate practical effect (r = .26). The study contributes globally to early childhood moral education by offering a behaviour-based approach for linking multisensory learning, politeness habituation, and observable moral behaviour. Practically, the findings imply that teachers can integrate polite language routines into sensory-rich classroom activities. However, the study is limited by its short intervention period, quasi-experimental design, and focus on observable behaviour rather than long-term value internalization.
Tabayyun-Based Digital Scaffolding for Young Children’s Responses to Aggressive Digital Content: A Qualitative Case Study Sakti, Syahria Anggito; Suminar, Yulian Agus Suminar; Kurniawan, Arifin Teguh
Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Vol. 11 No. 3 (2026): Article in Press
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.2026.113-01

Abstract

This qualitative case study examined how Tabayyun was introduced and internalized as a form of digital-ethical guidance for young children encountering aggressive, confusing, or misleading digital content. The study involved nine children aged five to six years, nine parents or primary caregivers, and three classroom teachers from three Islamic kindergartens in Yogyakarta, Indonesia. Participants were selected purposively based on children’s regular digital-device use and observable digitally mediated aggressive responses. Data were collected over three months through 36 naturalistic observation sessions, semi-structured interviews, and document review, and were analyzed inductively through data condensation, coding, thematic matrices, and interpretive comparison. The findings revealed three interconnected patterns. First, aggressive digital content entered children’s everyday interactions through verbal imitation, emotional spillover, and symbolic forms of peer aggression. Second, parents and teachers translated Tabayyun into developmentally accessible practices of pausing, asking, checking, explaining, and seeking adult confirmation. Third, several children began to demonstrate emerging reflective responses, including closing inappropriate content, questioning whether digital representations were real or edited, and consulting trusted adults before reacting. These practices were more visible when parents and teachers used consistent language and coordinated guidance across home and school. The study conceptualizes these processes as Tabayyun-based digital scaffolding, a culturally situated extension of critical digital literacy that connects verification with emotional restraint, relational responsibility, and adult-supported reflection. Educational institutions may incorporate these practices into school culture, teacher guidance, parental engagement, and home-school communication. The findings remain context-specific and do not establish causal effectiveness or long-term behavioural change.  
Experience Matters: Early Literacy Beliefs and Pedagogical Orientations Among Indonesian Early Childhood Education Teachers Machmud, Hadi; Abidin, Azwar; Alim, Nur; Marlina, Marlina; Anhusadar, Laode
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.2026.112-12

Abstract

This study examines how professional status and teaching experience shape early literacy beliefs and pedagogical orientations among Indonesian early childhood education (ECE) teachers and pre-service teachers. Using a convergent mixed-methods design, the study collected questionnaire and open-ended response data from 253 participants, including 136 in-service classroom teachers and 117 pre-service teachers, across 41 ECE institutions in Central Indonesia. Exploratory factor analysis of the literacy belief items identified three dimensions: Literacy Practice and Environment (α = 0.89; ω = 0.91), Assessment and Correction (α = 0.78; ω = 0.81), and Formal Instruction and Parental Involvement (α = 0.81; ω = 0.83). Analysis of pedagogical orientation items produced two dimensions: Teacher-Centered (ω = 0.84) and Student-Centered (ω = 0.82). Participants showed stronger endorsement of student-centered orientations (M = 4.229, SD = 0.386) than teacher-centered orientations (M = 3.403, SD = 0.522). Group comparisons indicated significant differences in literacy beliefs according to professional status and teaching experience, especially in Literacy Practice and Environment and Assessment and Correction. Qualitative responses helped explain these patterns by showing that teachers negotiate developmental principles, structured guidance, parental expectations, and school-readiness demands in daily literacy practice. The findings suggest that Indonesian ECE teachers do not simply shift from formal instruction to child-centered pedagogy. Rather, they construct hybrid literacy practices that combine environmental support, explicit guidance, and relational responsiveness. This study contributes evidence from an underrepresented Indonesian ECE context and highlights the need for teacher education and professional development that support adaptive, context-sensitive early literacy pedagogy across career stages.

Page 37 of 37 | Total Record : 364

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