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Evi Resti Dianita
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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
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Implementing a Deep Learning Approach in Local Cultural Arts Education for Early Childhood: A Qualitative Study in Yogyakarta Aryani, Riska Avi; Pamungkas, Joko
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 Usman, Sindi; Zuama, Shofiyanti Nur; Awalunisah, Sita; Agusniatih, Andi
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.

Page 9 of 9 | Total Record : 82

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