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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 30 Documents
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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.
Integrating the STEAM Approach in Early Childhood Education to Develop Critical and Creative Thinking Skills Nurtina Irsad Rusdiani
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 Mu'tasim Fikri; Ratna Indriawati
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 Muna Meilani; Nur Arifah Hanafiah
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
The Role of Play in Developing Children's Social and Emotional Skills Kandi kandi
Journal of Gemilang Vol. 3 No. 2 (2026): JULY-JOG
Publisher : Pt. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/7km4sr86

Abstract

Children's social and emotional development forms a critical foundation for their readiness to face future life challenges, whether in academic settings, interpersonal relationships, or adaptation to a dynamic social environment. Play encompassing both traditional and modern forms has proven to be one of the most effective strategies for supporting this development. Beyond serving as a source of entertainment, play carries an educational dimension that stimulates children to share, cooperate, empathize, regulate their emotions, and understand social rules. This study aims to explore in depth the role of play in shaping children's social and emotional skills through an SIR (Study, Interpretation, and Reflection) approach. The findings show that play contributes significantly to building interaction and communication skills, emotional regulation, and conflict-resolution ability. This article is expected to offer a scholarly contribution for educators, parents, and other stakeholders in designing learning strategies that are more inclusive and enjoyable, enabling children to develop holistically through play
Nature-Based Learning to Improve Emotional Regulation and Environmental Awareness in Early Childhood: A Narrative Literature Review Nurwinda Saputri; Made Ayu Anggreni
Journal of Gemilang Vol. 3 No. 2 (2026): JULY-JOG
Publisher : Pt. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/57n8nh04

Abstract

Early childhood is a sensitive period for the development of emotional regulation and environmental awareness, two capacities that underpin lifelong wellbeing and pro-environmental behavior. Conventional indoor, teacher-directed early childhood education (ECE) often provides limited opportunities for children to practice self-regulation through embodied, sensory-rich experience, or to develop authentic connectedness to the natural world. Nature-based learning (NBL) pedagogical approaches that situate children's play and learning in natural or naturalized outdoor settings has been proposed as a promising alternative. This article presents a narrative literature review synthesizing 25 peer-reviewed studies published between 2021 and 2026 that examine the relationship between NBL and children's emotional regulation and environmental awareness. Sources were retrieved from Scopus- and Google Scholar-indexed journals with active digital object identifiers, appraised for relevance, and thematically synthesized. Findings indicate that NBL consistently supports self-regulation, reduces externalizing behavior, and fosters nature connectedness, which in turn mediates children's environmental awareness and early stewardship behavior. Evidence further suggests that unstructured nature play, sensitive teacher scaffolding, and repeated, place-based engagement with natural elements are key mechanisms driving these outcomes. The novelty of this review lies in explicitly linking the emotion-regulation and environmental-awareness literatures through a nature-connectedness mediation pathway, an integration rarely made explicit in prior nature-based learning studies. Implications for early childhood curriculum design and teacher practice are discussed.
Implementation of the Pancasila Student Profile Strengthening Project in Early Childhood Character Development Said Ashlan
Journal of Gemilang Vol. 3 No. 2 (2026): JULY-JOG
Publisher : Pt. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/x5exgj82

Abstract

This study examines the implementation of the Pancasila Student Profile Strengthening Project (Projek Penguatan Profil Pelajar Pancasila, P5) in early childhood character development under Indonesia's Kurikulum Merdeka. Using a systematic literature review of 25 peer-reviewed articles published between 2021 and 2025, the study synthesizes empirical findings on how early childhood education institutions design, implement, and evaluate P5 activities to cultivate six core character dimensions: faith and piety toward God, global diversity, mutual cooperation (gotong royong), independence, critical reasoning, and creativity. The review shows that successful implementation depends on contextualized, play-based, and locally rooted project themes; teachers acting as facilitators rather than instructors; and structured collaboration among schools, families, and communities. Recurring obstacles include limited teacher understanding of project-based planning and assessment, restricted time and resources, and uneven integration of local cultural values into project themes. The review further identifies an underexplored area in the literature: the differentiated design of P5 specifically for learners aged 0-6, as distinct from primary and secondary applications. By consolidating findings across educational levels and regions, this article offers a novel, age-specific synthesis linking project-based learning, Pancasila values, and developmentally appropriate practice, and provides practical implications for early childhood educators, school leaders, and policymakers seeking to strengthen character formation through experiential and culturally grounded projects
Mindful Parenting and Emotional Regulation in Early Childhood: A Systematic Literature Review Citra Dewi
Journal of Gemilang Vol. 3 No. 2 (2026): JULY-JOG
Publisher : Pt. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/bf55xy69

Abstract

Mindful parenting is increasingly being researched as a protective factor for the development of children's emotion regulation during early childhood, a critical period for establishing the neurobiological and psychosocial foundations of selfcontrol. This article aims to synthesize current empirical evidence on the relationship between mindful parenting and early childhood emotion regulation through a systematic literature review approach following the PRISMA 2020 guidelines. A search of Scopus, Web of Science, PubMed, ProQuest, and Google Scholar databases for articles published in the past five years yielded twentyfive articles that met the inclusion criteria after identification, screening, and eligibility assessment. The synthesis results indicate that mindful parenting contributes to children's emotion regulation through three main pathways: increased parental sensitivity and responsiveness, decreased parenting stress and depressive symptoms, and strengthened parentchild relationship quality. Contextual factors such as paternal involvement, household turmoil, and socioeconomic status also moderate these relationships. The novelty of this article lies in the integrated mapping of mediationmoderation mechanisms across Western and Asian cultures, which has not been widely integrated in previous reviews. These findings provide important implications for the development of mindfulnessbased intervention programs to support family mental health and early childhood emotional development.
The Effectiveness of Digital Storytelling in Enhancing Language Skills among Children Aged 5-6 Years Laila Nursafitri
Journal of Gemilang Vol. 3 No. 2 (2026): JULY-JOG
Publisher : Pt. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/mr172454

Abstract

Language competence between ages five and six predicts later literacy, academic achievement, and social participation, yet many kindergarten classrooms still rely on static, teacher-centred storytelling that struggles to sustain young children's attention. Digital storytelling (DST), combining narrative text with animation, sound, images, and interactivity, has emerged as a promising alternative, but evidence remains scattered across small-scale classroom action research, quasi-experiments, and descriptive studies conducted mainly in Indonesian early childhood settings. This article synthesises twenty-five peer-reviewed, DOI-verified studies published mainly between 2021 and 2025 to evaluate the effectiveness of digital storytelling in enhancing receptive, expressive, and narrative language skills among children aged 5-6 years. Using a structured narrative literature review method, articles were identified, screened, and analysed against explicit inclusion criteria. The synthesis shows digital storytelling consistently produces meaningful gains in vocabulary, sentence construction, listening comprehension, and speaking confidence compared with conventional methods, with effect sizes moderated by media type, session frequency, and teacher facilitation. The novelty of this review lies in its comparative mapping of media modalities-animation, website-based platforms, augmented reality, and bilingual applications-against specific language sub-skills, an integration largely absent from prior single-study reports. Implications for early childhood curriculum design and future research are discussed.

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