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Journal of Gemilang
Published by PT Anagata Sembagi Education
ISSN : -     EISSN : 30476259     DOI : https://doi.org/10.62872/egy8a810
Core Subject : Education,
Education Other
Journal of Gemilang is a journal that publishes the results of studies and research related to early childhood education from a multidisciplinary perspective. This journal aims to expand and create innovative concepts, theories, paradigms, perspectives and methodologies in developing early childhood education. The scope of the Agapedia PAUD journal includes: 1. Early Childhood Education Theory 2. Early Childhood Education Learning Practices 3. Early Childhood Development includes Religious and Moral Values, Cognitive, Language, Socio-Emotional, Physical-Motoric, and Art 4. Policy in Early Childhood 5. Parenting
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 6 Documents
 1 
Search results for , issue "Vol. 2 No. 3 (2025): NOVEMBER-JOG" : 6 Documents clear
Holistic Learning Strategies in Early Childhood Education: Developing Children's Emotional Intelligence and Creativity Laila Nursafitri
Journal of Gemilang Vol. 2 No. 3 (2025): NOVEMBER-JOG
Publisher : Pt. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/5f0xzw54

Abstract

Holistic learning has gained increasing prominence in early childhood education due to its capacity to integrate emotional, social, sensory, and cognitive experiences into meaningful developmental pathways. This study investigates how holistic learning strategies foster emotional intelligence and creativity in young children through a systematic literature review of 35 peer reviewed studies published in the last decade. The findings indicate that arts-based learning, nature-based experiential learning, digital and interactive mediation, and social-cooperative learning consistently strengthen emotional awareness, empathy, self-regulation, curiosity, imagination, and divergent thinking. Sustainability, however, requires strong curriculum policy alignment, teacher readiness, parental collaboration, cultural value support, and leadership commitment to holistic pedagogy. This study contributes by synthesizing a conceptual framework that identifies the core components and institutional supports necessary for holistic programs to effectively develop emotional intelligence and creativity in early childhood
STEM Learning in Early Childhood Education: Preparing a Smart Generation from an Early Age Taufikin Taufikin
Journal of Gemilang Vol. 2 No. 3 (2025): NOVEMBER-JOG
Publisher : Pt. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/hmnpwc21

Abstract

STEM learning has become an essential foundation in early childhood education due to its capacity to strengthen scientific reasoning, computational thinking, collaboration, communication, and creativity from the earliest years of development. This study employs a systematic literature review of 38 empirical and conceptual publications within the last decade to examine how STEM learning prepares a smart generation from an early age. The results reveal that hands-on scientific inquiry, digital and robotics-enhanced learning, STEAM creativity integration, and culturally contextual STEM programs consistently promote analytical reasoning, motivation, resilience, and innovative thinking. Sustainability, however, requires teacher readiness, strong school leadership, active parental involvement, resource continuity, and time allocation that protects inquiry-based play. This study contributes by synthesizing a conceptual map of the pedagogical and institutional components necessary for STEM to successfully support future-ready development in early childhood
Sensory Play in Early Childhood Education: The Key to Stimulating the Brain and Creativity of Young Children Arjulayana Arjulayana
Journal of Gemilang Vol. 2 No. 3 (2025): NOVEMBER-JOG
Publisher : Pt. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/rtjsfx19

Abstract

Sensory play has become a foundational component in early childhood education because it stimulates neural development, creativity, emotional regulation, and fine motor control through direct multisensory engagement. This study employs a systematic literature review of 34 peer-reviewed publications to synthesize evidence on how sensory play promotes brain activation and creative capacities in young children. The findings demonstrate that tactile experiences, movement-based sensory activities, symbolic and dramatic play, and structured multisensory learning tools consistently strengthen cognitive functioning, emotional stability, imagination, and motor coordination. Sustainability requires alignment among teachers, school leadership, parents, and communities to institutionalize sensory play as a long-term pedagogical priority rather than a supplementary activity. This study contributes by mapping the mechanisms, learning components, and sustainability requirements that enable sensory play to function as a holistic developmental framework in early childhood education
Enhancing Emotional Intelligence through Role-Play Activities in Early Childhood Education Citra Dewi
Journal of Gemilang Vol. 2 No. 3 (2025): NOVEMBER-JOG
Publisher : Pt. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/2k38fz11

Abstract

This study examines how role-play activities enhance emotional intelligence in early childhood education through a systematic literature review of 33 empirical and conceptual publications. Findings demonstrate that role-play develops emotional awareness, empathy, emotional regulation, social collaboration, and executive functioning through experiential and imaginative interactions. Children learn to understand and manage emotions by embodying diverse social characters, negotiating group dynamics, and engaging in emotionally rich scenarios supported by teacher facilitation. Sustainability of role-play requires structural support including teacher professional development, leadership commitment, parental involvement, resource management, and cultural contextualization to ensure consistent emotional learning rather than occasional dramatic play. This review contributes by synthesizing mechanisms and pedagogical components that make role-play a holistic and sustainable approach to enhancing emotional intelligence in early childhood education.
Inclusive Early Childhood Education for Children with Special Needs: Challenges and Strategies Said Ashlan
Journal of Gemilang Vol. 2 No. 3 (2025): NOVEMBER-JOG
Publisher : Pt. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/kvf6br85

Abstract

This study examines the challenges and strategies of implementing inclusive early childhood education for children with special needs through a systematic literature review of 31 academic sources. The synthesis shows that inclusion in early childhood settings remains hindered by insufficient teacher preparedness, rigid standardized curricula, limited multidisciplinary support, poor peer acceptance, parental misalignment, cultural stigma, and inadequate classroom infrastructure. However, the findings also highlight that successful inclusion emerges when learning environments apply differentiated instruction, teacher professional development, collaborative intervention planning, structured social inclusion design, and strong leadership commitment supported by family and community partnerships. Sustainable inclusion requires an educational ecosystem in which pedagogy, institutional support, parental involvement, community values, and resource management function cohesively to ensure equitable participation and positive developmental outcomes. This review provides a holistic strategic foundation to guide early childhood institutions in creating resilient and inclusive learning environments for children with special needs
The Role of Cooperative Play in Developing Social and Emotional Skills among Preschool Children Anisa Anisa; Kandi Kandi; Praditya Mer Hananto
Journal of Gemilang Vol. 2 No. 3 (2025): NOVEMBER-JOG
Publisher : Pt. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/1r184859

Abstract

This study aims to analyze the role of cooperative play in developing social and emotional skills among preschool children using a quantitative approach based on Structural Equation Modeling–Partial Least Squares (SEM–PLS). The sample consisted of 150 preschool children participating in play-based learning activities. The results indicate that cooperative play has a significant positive effect on social skills and directly enhances children’s emotional skills. Furthermore, social skills significantly influence emotional skills and mediate the relationship between cooperative play and emotional development. The model shows an R-square value of 0.532 for social skills and 0.614 for emotional skills. These findings highlight cooperative play as an effective pedagogical strategy for strengthening children’s social-emotional development. This study offers practical implications for educators in designing play activities that emphasize positive interaction and collaboration.

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