cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Evi Resti Dianita
Contact Email
evirestidianita@gmail.com
Phone
+6282330104182
Journal Mail Official
evirestidianita@gmail.com
Editorial Address
Perumahan Istana Kaliwates Residence Cluster Bhayangkara Blok E-44
Location
Kab. jember,
Jawa timur
INDONESIA
GENIUS: Indonesian Journal of Early Childhood Education
Published by Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember
ISSN : 27230686     EISSN : 27230694     DOI : 10.35719/gns.v4i1
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Other
GENIUS: Indonesian Journal of Early Childhood Education is specialized in Development of Moral and Religious Values, Physical Motoric Development, Social and Emotional Development, Cognitive Development, Language Development, The Development of Arts and Creativities, Parenting, Early Childhood Educational Institution Management, Early Childhood Development Assessment, Early Childhood Development Psychology Empowerment of Early Childhood, Early Childhood Learning Strategies, Early Childhood Learning Curriculum, Educational Game Tools in Early Childhood Education, Learning Medias in Early Childhood Education, Innovations in Early Childhood Education, Early Childhood Nutrition and Health and other relevant topics. The journal promotes researchers, scholars, as well as professionals in the realm of Early Childhood Education to communicate their original research and current issues on the subject. The languages used are Indonesian ad English.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 82 Documents
 5   6   7   8   9 
Nature-Based Learning and the Development of Naturalistic Intelligence in Early Childhood Jannah, Supeni Choirul; Trianggono, Mochammad Maulana
GENIUS: Indonesian Journal of Early Childhood Education Vol. 6 No. 1 (2025): GENIUS: Indonesian Journal of Early Childhood Education
Publisher : Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/gns.v6i1.197

Abstract

This study investigates the effectiveness of nature-based learning through mini garden activities in stimulating naturalistic intelligence in early childhood. Naturalistic intelligence—the ability to recognize, categorize, and interact with elements of the natural environment—is essential to develop during early years. Using a quantitative pre-experimental design with a one-group pretest-posttest model, the study involved 15 children aged 5–6 at a rural early childhood education institution. Data were collected through observations, structured tests, and interviews. Results showed a significant increase in children's ability to identify plant names and parts, classify natural elements, and demonstrate curiosity toward nature. A paired-sample t-test confirmed this improvement (p < 0.001), with a large effect size (Cohen's d = 2.57). Expert validation and reliability testing (Cronbach's ? = 0.84) confirmed the instrument's quality. Findings suggest that nature-based learning is a practical, contextually adaptable approach for enhancing children's cognitive and socio-emotional development through direct environmental interaction.
Leadership Readiness for Independent Curriculum Implementation in Indonesian Early Childhood Education Institutions Anwar, Rosyida Nurul
GENIUS: Indonesian Journal of Early Childhood Education Vol. 6 No. 1 (2025): GENIUS: Indonesian Journal of Early Childhood Education
Publisher : Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/gns.v6i1.198

Abstract

This study explores the readiness of kindergarten principals in Madiun Regency, Indonesia, to implement the Independent Curriculum (Kurikulum Merdeka) in early childhood education institutions. Using a mixed-methods approach, data were collected through questionnaires, interviews, observations, and document analysis from 304 kindergartens. The findings show that principals demonstrated readiness by participating in curriculum training, encouraging independent learning through the Merdeka Mengajar Platform, organizing comparative studies with School Mover Program (PSP) institutions, initiating learning communities, improving learning infrastructure, and engaging parents and stakeholders. These efforts reflect a proactive commitment to fostering student-centered and developmentally appropriate practices in line with the Independent Curriculum. The study highlights the pivotal role of school principals in leading systemic educational reform at the early childhood level and emphasizes the importance of leadership, collaboration, and contextual adaptation. It recommends strengthening differentiated instruction, family-school partnerships, and project-based learning to ensure sustainable curriculum integration.
Assessing the Competence of Prospective Early Childhood Teachers in Facilitating English Learning through Storytelling Wahab, Aulia Dwi Amalina; Sativa, Filsa Era; Arqi, Muh. Amin
GENIUS: Indonesian Journal of Early Childhood Education Vol. 6 No. 1 (2025): GENIUS: Indonesian Journal of Early Childhood Education
Publisher : Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/gns.v6i1.199

Abstract

This study examines the competence of prospective early childhood education teachers in facilitating English language learning through storytelling. Employing a qualitative descriptive approach with a case study design, the research involved 20 purposively selected participants from a cohort of 112 students. Data were gathered through video observations of storytelling sessions and analyzed across four dimensions: story preparation, language use, vocabulary introduction, and child engagement. The results indicate that most participants demonstrated adequate competence in selecting age-appropriate stories (80%), using suitable English (70%), and engaging children through expressive techniques (85%). However, notable weaknesses were observed in vocabulary reinforcement (60%) and maintaining consistent tempo and intonation during delivery (70%). These findings highlight the need for targeted pedagogical training in storytelling as a method for early English instruction. The study recommends curriculum enhancements in teacher education programs to better equip future educators with practical strategies for effective, child-centered language learning.
Enhancing Children's Spiritual Language Expression Through the Picture Story Method in Islamic Early Childhood Education Aziz, Mursal; Napitupulu, Dedi Sahputra; Baho, Rosvita Br
GENIUS: Indonesian Journal of Early Childhood Education Vol. 6 No. 1 (2025): GENIUS: Indonesian Journal of Early Childhood Education
Publisher : Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/gns.v6i1.200

Abstract

Many young children are not yet accustomed to expressing Islamic values through verbal habits such as kalimat thayyibah (e.g., bismillah, alhamdulillah). This study explores the effectiveness of the picture story method in enhancing early childhood spiritual language expression. Using a Classroom Action Research (CAR) design, the study was conducted in two cycles at an Islamic kindergarten with 12 students. Data were collected through observation, interviews, and documentation. In Cycle 1, 75% of students met the learning criteria, which increased to 91.6% in Cycle 2. These findings indicate that integrating visual narratives with Islamic verbal expressions fosters the contextual use of kalimat thayyibah among young children. This method not only enhances language development but also supports character formation, offering valuable insights into spiritual pedagogy in early childhood Islamic education.
Fostering Professionalism in Prospective Early Childhood Teachers through Practice-Based Edupreneurship Syifauzakia, Syifauzakia; Sumantri, M. Syarif; Dhieni, Nurbiana; Wulan, Sri
GENIUS: Indonesian Journal of Early Childhood Education Vol. 6 No. 1 (2025): GENIUS: Indonesian Journal of Early Childhood Education
Publisher : Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/gns.v6i1.207

Abstract

The formation of the professionalism of prospective Early Childhood Education (ECE) teachers requires a learning approach that integrates theory and practice contextually. This study aims to evaluate practice-based learning in the Edupreneurship course as a strategy to strengthen the professionalism of prospective ECE teachers. This study uses a descriptive qualitative approach with an evaluative study design. Data were obtained through pre-tests, learning observations, project documents, and individual student reflections during 16 lecture meetings. The results of the study show five main transformations: (1) change in perception and increased motivation to become edupreneur, (2) strengthening practical competencies through the production of educational media, (3) mastery of digital skills, (4) increasing teamwork collaboration, and (5) resilience and problem-solving ability in facing real challenges. These findings show that education-based entrepreneurship projects not only train entrepreneurial skills, but also form the professional character of prospective early childhood education teachers who are adaptive, creative, and resilient. It is recommended that this model be systematically integrated into the early childhood education curriculum and developed in the context of cross-disciplinary learning in the future.
Managing Inclusive Educational Infrastructure for Children with Autism Spectrum Disorder: A Qualitative Case Study in Early Childhood Education Syarifudin, Fahmi; Komariah, Aan; Kurniady, Dedy Achmad; Sururi, Sururi; Ramadhan, Rifky Aditya
GENIUS: Indonesian Journal of Early Childhood Education Vol. 6 No. 2 (2025): GENIUS: Indonesian Journal of Early Childhood Education
Publisher : Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/gns.v6i2.211

Abstract

This study examines the management of inclusive educational infrastructure in early childhood education for children with Autism Spectrum Disorder (ASD) at the EDUfa Autism Therapy Center. Using a qualitative case study design, the research investigates how physical learning environments are planned, utilized, and adapted to support children’s sensory, social, and learning needs. Data were collected through observations, semi-structured interviews with therapists, parents, and administrators, and document analysis, and were analyzed thematically. The findings reveal that EDUfa integrates educational and therapeutic functions through sensory-responsive classroom design, transition spaces, and life-skills-oriented facilities. Infrastructure management is characterized by adaptability, collaborative decision-making, and continuous evaluation involving multiple stakeholders. However, financial limitations and shortages of specialized personnel remain significant challenges. The study underscores that effective infrastructure management is central to inclusive, child-centered early childhood education and offers practical insights for institutions seeking to develop inclusive learning environments in resource-constrained contexts.
Therapeutic Interventions for Expressive Language Disorders in Early Childhood: A Qualitative Case Study Fazary, M. Fakhry Asa; Sugiyanta, Sugiyanta; Wardhani, Viera
GENIUS: Indonesian Journal of Early Childhood Education Vol. 6 No. 2 (2025): GENIUS: Indonesian Journal of Early Childhood Education
Publisher : Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/gns.v6i2.223

Abstract

This study examines therapeutic interventions for expressive language disorders in early childhood through a qualitative case study approach. Using an indigenous psychology perspective, data were collected through observations, semi-structured interviews, and document analysis over a two-month period at a psychology and therapy institution. The findings indicate that behavior-based therapeutic interventions, when flexibly adapted to children’s developmental characteristics and contextual conditions, effectively support expressive language development. Differences in age and communicative readiness influenced therapeutic strategies and child responsiveness. The study also highlights the importance of parent–therapist collaboration in creating supportive communicative environments, particularly in contexts with limited parent–child verbal interaction. Although limited in scope, this study provides context-sensitive insights into therapeutic practices for expressive language disorders and contributes to a deeper understanding of early language intervention in early childhood education and therapy settings.
Developing an Augmented Reality–Based E-Book Integrating Multiple Intelligences and Tawhid (ARMI Meta E-Book) for Early Childhood Education Amelia, Lina; Lisfa, Ridhatul; Nurjannah, Nurjannah; Rahmadhani, Nadia; Suwandi, Cut Intan
GENIUS: Indonesian Journal of Early Childhood Education Vol. 6 No. 2 (2025): GENIUS: Indonesian Journal of Early Childhood Education
Publisher : Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/gns.v6i2.225

Abstract

This study aimed to develop and validate an Augmented Reality–Based E-Book integrating Multiple Intelligences and Tawhid (ARMI Meta E-Book) for early childhood education. Employing a Research and Development approach using the ADDIE model, the study involved expert validation, teacher practicality assessment, and field trials with children aged 5–6 years. Data were collected through validation questionnaires, teacher responses, observations, and documentation. The results demonstrated very high validity from content and language experts (100%) and strong media validity after revision (88%). Practicality testing showed that 87.5% of teachers rated the e-book as very practical and easy to use. The ARMI Meta E-Book integrates augmented reality, multiple intelligence stimulation, and tawhid values through dual 3D exploration (online and offline), supporting cognitive, social-emotional, and spiritual development. This study contributes an innovative, holistic learning medium that supports transformative early childhood education in the digital era.
Pop-Up Books as a Tool for Multisensory Learning: Improving Engagement and Short-term Retention in Early Childhood Education Estacio, Randel D.; Borja , Ann Kayla A.; Homo, Renzel T.; Sillar, Ramil T.
GENIUS: Indonesian Journal of Early Childhood Education Vol. 6 No. 2 (2025): GENIUS: Indonesian Journal of Early Childhood Education
Publisher : Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/gns.v6i2.226

Abstract

This study investigates the effectiveness of pop-up books as multisensory learning tools in enhancing engagement and short-term retention among daycare learners in Quezon City, Philippines. Using a quasi-experimental pre-test–post-test design with 60 children aged 3–5 (Experimental = 30; Control = 30), the study measured behavioral, emotional, and cognitive engagement, as well as short-term retention of concepts related to plant care and numeracy. Validated researcher-developed tests (Cronbach’s ? = 0.82) and an engagement scale (? = 0.86) were used, alongside observational checklists. Results indicated significantly higher gains in the experimental group compared with the control group (p < 0.001), demonstrating that tactile and interactive elements in pop-up books promote deeper engagement and improved short-term retention. The findings provide empirical support for integrating low-tech multisensory materials in early childhood education settings.
Implementing Rhythmic Gymnastics as a Learning Strategy for Gross Motor Development in Early Childhood: A Qualitative Study Nurlaela, Wulan; Ismayanti, Siti; Sansofa, Clevarisza Aulia; Nuraeni, Karista Meilinda; Cahyawati, Indah Dwi
GENIUS: Indonesian Journal of Early Childhood Education Vol. 6 No. 2 (2025): GENIUS: Indonesian Journal of Early Childhood Education
Publisher : Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/gns.v6i2.228

Abstract

Gross motor development is a crucial aspect of early childhood that requires structured and enjoyable learning strategies. This study aims to describe the implementation of rhythmic gymnastics as a strategy to support gross motor development in early childhood education. Using a descriptive qualitative approach, data were collected through observations, interviews, and documentation of rhythmic gymnastics activities conducted with children in a kindergarten setting. The findings show that rhythmic gymnastics was implemented through systematic planning, including scheduling, duration, movement variation, and the provision of a supportive learning environment, with teachers acting as facilitators and parents providing emotional support. The implementation process was associated with increased children’s engagement in movement activities and positive emotional involvement during participation. The study concludes that rhythmic gymnastics functions as a meaningful learning strategy for supporting gross motor development when implemented consistently and adaptively in accordance with children’s developmental and emotional readiness.

Page 8 of 9 | Total Record : 82

 5   6   7   8   9 

Filter by Year

2020 2025


Reset
Filter By Issues
All Issue Vol. 6 No. 2 (2025): GENIUS: Indonesian Journal of Early Childhood Education Vol. 6 No. 1 (2025): GENIUS: Indonesian Journal of Early Childhood Education Vol. 5 No. 2 (2024): GENIUS: Indonesian Journal of Early Childhood Education Vol. 5 No. 1 (2024): GENIUS: Indonesian Journal of Early Childhood Education Vol. 4 No. 2 (2023): GENIUS: Indonesian Journal of Early Childhood Education Vol. 4 No. 1 (2023): GENIUS: Indonesian Journal of Early Childhood Education Vol. 3 No. 2 (2022): GENIUS: Indonesian Journal of Early Childhood Education Vol. 3 No. 1 (2022): GENIUS: Indonesian Journal of Early Childhood Education Vol. 2 No. 2 (2021): GENIUS: Indonesian Journal of Early Childhood Education Vol. 2 No. 1 (2021): GENIUS: Indonesian Journal of Early Childhood Education Vol. 1 No. 2 (2020): GENIUS: Indonesian Journal of Early Childhood Education Vol. 1 No. 1 (2020): GENIUS: Indonesian Journal of Early Childhood Education More Issue