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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 4 Documents
 1 
Search results for , issue "Vol. 3 No. 1 (2026): MARCH - JOG" : 4 Documents clear
Integrating the STEAM Approach in Early Childhood Education to Develop Critical and Creative Thinking Skills Rusdiani, Nurtina Irsad
Journal of Gemilang Vol. 3 No. 1 (2026): MARCH - JOG
Publisher : Pt. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/pjmbng50

Abstract

The development of critical and creative thinking skills has become an important priority in early childhood education as part of preparing children to face the challenges of the twenty-first century. Early childhood learning environments should therefore encourage exploration, problem-solving, and creativity through meaningful and interactive activities. One innovative approach that supports these objectives is the STEAM approach, which integrates Science, Technology, Engineering, Arts, and Mathematics into interdisciplinary learning experiences. This study aims to analyze how the integration of the STEAM approach in early childhood education contributes to the development of children’s critical and creative thinking skills. This research employs a mixed-method approach involving qualitative and quantitative analysis. Data were collected through classroom observations, teacher interviews, and documentation of STEAM-based learning activities conducted with children aged 4–6 years in early childhood education settings. The collected data were analyzed using thematic analysis for qualitative findings and descriptive statistics to examine improvements in children’s thinking skill indicators. The findings indicate that STEAM-based learning significantly improves children’s ability to observe, ask questions, experiment, generate original ideas, and collaborate in problem-solving activities. These learning experiences also enhance children’s engagement, creativity, and early scientific literacy through hands-on exploration and interdisciplinary activities. In conclusion, the integration of the STEAM approach in early childhood education effectively supports the development of critical and creative thinking skills while creating meaningful and engaging learning environments for young learners
Neuroeducation in Early Childhood Education: A Neuroscience Approach to Optimizing Cognitive Development in Young Children Fikri, Mu'tasim; Indriawati, Ratna
Journal of Gemilang Vol. 3 No. 1 (2026): MARCH - JOG
Publisher : Pt. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/k06r6p80

Abstract

Early childhood represents a critical period of brain development characterized by high neuroplasticity, during which neural connections rapidly form and are highly responsive to environmental stimulation. Neuroscience research emphasizes that appropriate learning experiences during this “golden period” can significantly influence children’s cognitive, emotional, and social development. However, many early childhood education practices still lag behind advances in neuroscience, creating a gap between scientific knowledge about how the brain learns and classroom practices. This study aims to analyze how neuroeducation, as an interdisciplinary approach integrating neuroscience and education, can optimize cognitive development in early childhood education. The research employs a qualitative approach using a systematic literature review of accredited scientific journal articles related to neuroscience, neuroeducation, and early childhood learning. Data were collected from relevant academic publications and analyzed using qualitative content analysis and conceptual synthesis techniques. The findings indicate that neuroeducation-based learning strategies such as play-based learning, music activities, socio-emotional learning, and early numeracy stimulation contribute significantly to strengthening neural connectivity and improving children’s executive functions and cognitive abilities. However, the implementation of neuroscience-informed practices remains limited due to insufficient teacher training and the persistence of traditional pedagogical approaches. The study concludes that integrating neuroeducation principles into teacher preparation and curriculum design is essential to effectively utilize the sensitive period of early brain development and support optimal cognitive development in young children.
Creative Learning Ecosystems in Early Childhood Education: Integrating Arts, Technology, and Nature Exploration Meilani, Muna; Hanafiah, Nur Arifah
Journal of Gemilang Vol. 3 No. 1 (2026): MARCH - JOG
Publisher : Pt. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/922vdb98

Abstract

Creative learning ecosystems in early childhood education have gained increasing attention as an approach to support children’s holistic development through diverse and meaningful learning experiences. Integrating arts, technology, and nature exploration in early childhood learning environments can stimulate creativity, critical thinking, and socio-emotional development. However, many early childhood education institutions still implement these elements separately, which limits their potential impact on children’s development. Therefore, this study aims to analyze how the integration of arts, technology, and nature exploration contributes to the development of creative learning ecosystems in early childhood education and to formulate an integrative conceptual framework that manages these elements as a unified learning ecosystem. This study employs a qualitative approach using a systematic literature review method. Data were collected from peer-reviewed journal articles published between 2021 and 2025 related to creative learning environments, STEAM education, arts-based learning, and nature-based learning in early childhood education contexts. The data were analyzed through thematic and conceptual synthesis to identify patterns, relationships, and conceptual models related to creative learning ecosystems. The findings indicate that play-based learning, artistic expression, technological exploration, and nature-based learning collectively support children’s cognitive, social, emotional, and physical development. The study concludes that an integrative framework combining arts, technology, and nature exploration within holistic learning environments is essential for developing sustainable creative learning ecosystems in early childhood education
Multiliteracy-Based Learning in Early Childhood Education in the Era of Society 5.0 kandi, Kandi
Journal of Gemilang Vol. 3 No. 1 (2026): MARCH - JOG
Publisher : Pt. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/w204m475

Abstract

The transformation of early childhood education in the era of Society 5.0 requires the integration of multiliteracy to support children’s holistic development. Multiliteracy encompasses not only basic literacy but also digital, multilingual, ecological, and moral-religious competencies, which are essential in responding to rapid technological advancements while maintaining humanistic values. This study aims to analyze and develop a multiliteracy-based learning framework in early childhood education that is adaptive to the demands of Society 5.0. This research employs a qualitative approach with a descriptive-analytical design, combining library research and field study. Data were collected through in-depth interviews, observations, and documentation, and analyzed using data reduction, data display, and conclusion verification with triangulation techniques to ensure validity. The findings reveal that multiliteracy-based learning has been partially implemented through digital media, project-based learning, STEAM approaches, and integration of cultural and religious values. However, challenges persist, including limited infrastructure, low teacher digital competence, uneven implementation, and weak institutional management. The discussion highlights the need for a balanced integration of technology and character education within a structured multiliteracy framework. In conclusion, multiliteracy-based learning in early childhood education must be developed through a holistic, adaptive, and human-centered approach that integrates technology, pedagogy, and cultural values to prepare children for the complexities of Society 5.0

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