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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 87 Documents
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Implementing a Deep Learning Approach in Local Cultural Arts Education for Early Childhood: A Qualitative Study in Yogyakarta Riska Avi Aryani; Joko Pamungkas
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.v6i2.229

Abstract

This study examines the implementation of a deep learning approach in local cultural arts education for early childhood within a kindergarten setting in Yogyakarta. Using a qualitative descriptive design, data were collected through classroom observations, teacher interviews, and documentation. The analysis focused on key dimensions of deep learning, including meaningful learning, active exploration, collaboration, and reflective practice. The findings indicate that integrating local cultural arts through a deep learning–oriented approach supports children’s engagement, creativity, cultural awareness, and social interaction. Learning activities encouraged children to explore artistic processes, express ideas, collaborate with peers, and engage in simple reflection on their experiences. Teachers played a central role in facilitating inquiry-based and contextually relevant learning environments. However, challenges emerged related to teachers’ understanding of deep learning principles, limited instructional time, and constraints in learning resources. This study highlights the contextual potential of deep learning approaches to strengthen culturally responsive pedagogy in early childhood education and provides practical insights into the implementation of arts-based learning grounded in local culture.
Supporting Symbolic and Cognitive Development in Early Childhood through Pop-Up Book Learning Media Sindi Usman; Shofiyanti Nur Zuama; Sita Awalunisah; Andi Agusniatih
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.v6i2.231

Abstract

This study aims to develop a Pop-Up Book learning media to stimulate cognitive abilities in early childhood education, particularly in recognizing letters, shapes, and symbols. The research employed a Research and Development (R&D) approach using the ADDIE model, encompassing analysis, design, development, implementation, and evaluation stages. The subjects consisted of 15 children in Group B1 at Alkhairaat Tondo Kindergarten. Data were collected through observation, interviews, documentation, and questionnaires to assess needs, feasibility, and children’s responses to the developed media. Expert validation results indicated a very high level of feasibility, with scores of 98.3% from media experts and 96.6% from material experts. Classroom implementation showed positive engagement, with 60% of children developing cognitive abilities as expected and 40% beginning to show improvement. These findings suggest that the developed Pop-Up Book media is feasible, engaging, and has potential to support cognitive development in early childhood learning contexts.
The Effect of Beatbox-Accompanied Storytelling on Receptive Language Development in Children Aged 4–5 Years Abda Billah Faza Muhammadkan Bastian; Imroatun Imroatun; Muhiyatul Huliyah; Alinda Yunita; Juholillah Juholillah; Dind Ibra Benign Sajid
GENIUS: Indonesian Journal of Early Childhood Education Vol. 7 No. 1 (2026): 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.v7i1.232

Abstract

This study examined the effect of beatbox-accompanied storytelling on receptive language development among early childhood learners. A one-group pretest–posttest pre-experimental design was employed involving 20 children aged 4–5 years from Wadas Kelir Creative House Playgroup (KB Rumah Kreatif Wadas Kelir), Purwokerto, Central Java. Children’s receptive language performance was assessed before and after participating in beatbox-integrated storytelling activities using an observation-based questionnaire. Data were analyzed through descriptive statistics, normality testing, paired-samples t-test, and regression analysis using SPSS. The findings showed a significant improvement in children’s receptive language scores after the implementation of beatbox-accompanied storytelling (p < .05). Regression analysis indicated that the storytelling intervention contributed to receptive language outcomes, explaining 27.9% of the variance (R² = .279). These findings suggest that integrating beatboxing into storytelling creates a multisensory and interactive learning experience that supports children’s attention, engagement, comprehension, and responses. This study highlights beatboxing as a creative pedagogical strategy for strengthening receptive language development in early childhood education.
Teaching First Nations Perspectives Through Nature-Based Early Childhood Education: Insights from Australian Bush Kinder Ethnography Christopher Speldewinde; Sarah Womersley; Suzanne Infantino; Coral Campbell
GENIUS: Indonesian Journal of Early Childhood Education Vol. 7 No. 1 (2026): 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.v7i1.235

Abstract

Recent revisions of Australia’s Early Years Learning Framework have increased expectations for educators to integrate outdoor learning and First Nations perspectives into early childhood education. However, limited research explains how educators practically embed Indigenous knowledge within nature-based pedagogies. This study explores how early childhood educators incorporate First Nations perspectives within Australian bush kinder programs. Using an ethnographic approach, data were collected through observations conducted within a longitudinal bush kinder project and interviews with an experienced nature-based educator. Findings demonstrate how educators apply a seven-step pedagogical strategy involving professional learning, curriculum integration, community engagement, culturally inclusive environments, reflective practice, everyday integration, and reconciliation awareness. This study contributes a practical pedagogical framework supporting educators to respectfully embed First Nations perspectives within nature-based early childhood contexts.
Developing Early Childhood Self-Protection Skills Through Role-Playing: Insights from Bandura’s, Vygotsky’s, and Bronfenbrenner’s Theoretical Perspectives Mutiara Magta; Asep Supena; Sri Indah Pujiastuti
GENIUS: Indonesian Journal of Early Childhood Education Vol. 7 No. 1 (2026): 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.v7i1.272

Abstract

Ensuring children’s growth and development within the school environment is critical to helping them develop self-protection skills. The purpose of this study is to describe how role-playing activities can develop self-protection skills in early childhood based on an analysis of three developmental theories: Bandura’s social cognitive theory, Vygotsky’s sociocultural theory, and Bronfenbrenner’s ecological theory.  This study employed a qualitative research method, with data collected through observation during role-playing activities.  Observations were conducted in two kindergartens in Indonesia, each of which implemented micro and macro types of role-playing. The observational data obtained through documentation and field notes were analyzed using the Miles and Huberman framework, involving the collection, reduction, and presentation of data in accordance with the thematic patterns of the three developmental theories. The results of the analysis of these three theories indicate that role-playing—whether at the micro or macro level—provides children with opportunities to practice self-protection skills through observation, imitation, scaffolding, and social support. Teachers need to incorporate role-playing as a targeted and collaborative learning strategy that involves both the school and family contexts to ensure that children’s protective skills develop optimally.
Stimulating Expressive Language in Early Childhood through Kalimantan-Themed Finger Puppets Sabrina Wahyuningtyas Ananda Putri; Nur Amalia Olby Anwar; Malpaleni Sastriana
GENIUS: Indonesian Journal of Early Childhood Education Vol. 7 No. 1 (2026): 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.v7i1.242

Abstract

Early childhood education plays an important role in developing language skills as a foundation for communication in early life. However, the limited use of interesting and culturally relevant learning media can hinder children's participation in language activities.  This study aims to examine the application of Kalimantan-themed finger puppets in storytelling and role-playing activities to stimulate expressive language skills in early childhood. A descriptive qualitative design was employed, involving a classroom teacher and 15 children aged 5–6 years at State Kindergarten 9 (TK Negeri 9) in Samarinda, East Kalimantan. Data were collected through classroom observations, semi-structured interviews, and documentation, and analyzed using the interactive model of Miles, Huberman, and Saldaña. The results of the study showed that storytelling and role-playing activities using Kalimantan-themed finger puppets created an interactive and contextual learning environment.  Children demonstrated greater confidence in speaking, using new vocabulary related to local animals and cultural elements, expressing ideas and preferences, and interacting verbally with peers and teachers. These activities also provided opportunities for children to interact with local cultural values through meaningful play experiences. These findings indicate that finger puppet media associated with cultural contexts can support expressive language stimulation while introducing
The PjBL-DEDEn Model for Supporting the Development of Early Childhood Graduate Profile Dimensions Sadaruddin Sadaruddin; Susilawati Susilawati; Ramlah Yusran
GENIUS: Indonesian Journal of Early Childhood Education Vol. 7 No. 1 (2026): 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.v7i1.277

Abstract

Early childhood education requires concrete, contextual learning experiences that are able to support children's holistic development. This study aims to analyze the process of implementing the Project-Based Learning (PjBL) model with the Design, Explain, Development, and Evaluation (PjBL-DEDEn) stages and examine how the eight Graduate Profile Dimensions (GPD) were manifested across the project stages through the pakcoy plant cultivation project. This study used a descriptive qualitative design at a Kindergarten in Makassar, involving 15 children aged 5–6 years from Group B. Data collection was conducted for seven weeks through structured participant observation, semi-structured interviews with class teachers, and documentation of the learning process and children's work.  The findings show that the prominent GPD dimensions vary across the DEDEn stages.  The Design stage provided opportunities for creativity, critical reasoning, independence, and faith and piety; the Explain stage supports communication and critical reasoning skills; Development stage strengthens independence, health, collaboration, and creativity; while the Evaluation stage provides an opportunity to develop citizenship attitudes and communication skills. The results of the study indicate that PjBL-DEDEn offers a contextual and structured framework for integrating various Graduate Profile Dimensions into project-based learning for early childhood.

Page 9 of 9 | Total Record : 87

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