Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini
type: channel
description: Original title : Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini English title : Golden Age: Scientific Journal of Early Childhood Development Short title : JGA Abbreviation : Golden Age SCI J ECD Frequency : 4 issues per year (March, June, September, and December) Acceptance Rate : 25% Accreditation Status : SINTA 2 DOI : 10.14421/jga PISSN : 2798-3234 EISSN : 2502-3519 EIC : Sigit Purnama Publisher : Program Studi Pendidikan Islam Anak Usia Dini, Fakultas Ilmu Tarbiyah dan Keguruan, UIN Sunan Kalijaga Yogyakarta. Citation Analysis : Scopus (25 Citations), Sinta, Google Scholar, Dimensions, Garuda Language : Indonesia and English Aims & Scope : Aims: Golden Age: Jurnal Tumbuh Kembang Anak Usia Dini aims to provide a forum for consideration of issues and for the exchange of information and ideas on research and practice in the field of early childhood education, especially in Muslim society. Scope: Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini features original research in early childhood education, especially in Muslim society. With this as its main focus, it should be emphasized that the definition of education contains parenting, childcare, and inclusive Islamic religious approaches. Topics of interest include, but are not limited to: Innovation and technology for children's education Early literacy and numeracy Inclusive education STEAM education Child growth and development Health, safety, and nutrition in early childhood Children's education in Islamic perspective Educational environment, curriculum, and assessment Pre-service teacher preparation and in-service professional development Leadership and management in early childhood education
publisher: Program Studi Pendidikan Islam Anak Usia Dini, Fakultas Ilmu Tarbiyah dan Keguruan, UIN Sunan Kalijaga, Yogyakarta
language: en
publication name: Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini
issn: 2798-3234
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items: Tanean Lanceng as an Indigenous Parenting System for Supporting Early Childhood Social Skill Development: A Qualitative Study
items: Drawing with YouTube in Early Childhood: Cognitive Outcomes and Pedagogical Implications
items: Augmented Reality-Based Learning for Tidal Flood Mitigation in Early Childhood Education: An ADDIE-Based Development Study
items: The Role of Family Communication and Peer Groups in Adolescent Sexual Attitudes: A Phenomenological Study on the Friends with Benefits (FWB) Phenomenon in Jakarta
items: Enhancing Scientific Process Skills through Clay-Based Learning Media: An Early Childhood Science Learning Strategy on the Thematic Unit “The Universe”
items: Partners in Play: Examining Parent-Teacher Collaboration on Preschoolers’ Cognitive Growth
items: Babalu Dance and Holistic Development of Early Childhood: A Case Study on the Integration of Traditional Arts in Early Childhood Education
items: Prosocial Behavior Among Preschool Children in Coastal and Highland Regions of East Java: A Descriptive Comparative Study
items: Differentiated Learning Strategies for Enhancing Early Childhood Independence: A Case Study
items: The JENAKA Game: Stimulating Gross and Fine Motor Development in Early Childhood
items: A Content Analysis of the Komik Seri Pengenalan Anti Gratifikasi Media as Anti-Corruption Character Education for Early Childhood
items: Parental Nutritional Knowledge and Its Association with Child Growth and Development: Evidence from Bengkalis District, Indonesia
items: Effect of Citronella Aromatherapy on Appetite and Sleep Quality in Stunted Toddlers: A Community-Based Intervention Study
items: Empathy as a Predictor of Behavioral Problems in Early Childhood: A Gender-Based Analysis
items: Enhancing Early Childhood Recognition of Traditional Dance through Training Strategies and Video-Based Instruction
items: Integrating Local Culture into Parental Nutrition Education: Evidence from an Ethnoparenting Based Intervention in West Java
items: Exploring Curriculum Implementation Needs Based on Self-Determination Theory: A Case Study in Indonesia Primary School Teachers
items: Parenting Patterns for Dreadlocked Children: A Local Culture-Based Study among Muslim Farmers in Dieng, Wonosobo
items: An Analysis of Children’s Visual Artworks Through Free Drawing in Children Aged 5–7 Years
items: Parents’ Perspectives on School Transitions: Challenges and Strategies on Transition from Preschool to Primary School for Equitable Education
items: Assessing the Quality of Islamic Early Childhood Education: Evidence from Raudhatul Athfal’s Compliance with National Standards in Bandung
items: Planning, Implementation, and Evaluation of Project-Based Learning for Early Childhood in Indonesia: A Descriptive Qualitative Study
items: Enhancing Early Childhood Literacy through Collaborative Learning: A Case Study in Non-Formal Education at biMBA AIUEO Jember
items: Managing Tantrums through Storytelling: A Media Feasibility Study of a Picture Book-Based Intervention for Parents of Children Aged 3–4 Years
items: Early Reading Difficulties among Young Twins: A Survey Study on Phonological Challenges and Cryptophasia in East Kalimantan
items: Enhancing Early Childhood Mathematical Skills through Contextual Digital Game-Based Learning: Evidence from the BEKANTAN Intervention in Indonesia
items: Improving Toddlers’ Appetite through Tuina Massage and Feeding Rules: A Preventive Approach to Stunting
items: Embedding Religious Values through the “Dodosidodo” Lullaby Tradition: A Culturally Rooted Approach to Early Childhood Education in Aceh Tamiang
items: Enhancing Children’s Critical Thinking through an Augmented Reality Application: A Digital Solution for Early Childhood Education
items: Home-School Communication in Digital Era: A Bibliometric Analysis of Publications on Technology Supporting Parental Involvement in Early Childhood Education

Tanean Lanceng as an Indigenous Parenting System for Supporting Early Childhood Social Skill Development: A Qualitative Study
type: item
description: Indigenous parenting systems remain underexplored in early childhood social development research, particularly within non-Western cultural contexts. Addressing this gap, this study examines how Tanean Lanceng, a traditional Madurese communal living system, functions as an indigenous parenting framework that supports social skill development in early childhood. Using a qualitative descriptive design, data were collected through semi-structured interviews with four early childhood teachers selected via purposive sampling from two early childhood education institutions in Bangkalan Regency, Indonesia. The data were analyzed thematically following Braun and Clarke’s six-phase approach. The findings are organized into four interrelated themes: communal interaction, which provides children with continuous opportunities to practice communication, cooperation, and emotional regulation; solidarity and mutual assistance, fostering prosocial behaviors such as helping, sharing, and group participation; politeness as moral socialization, strengthening children’s understanding of social norms and respectful behavior; and social adaptability, enabling children to adjust effectively to diverse social environments. Together, these themes demonstrate that Tanean Lanceng embeds social learning naturally within daily family life. This study contributes academically by extending culturally grounded perspectives in early childhood education and highlighting indigenous knowledge as a valuable resource for social development frameworks. Globally, the findings offer insights for multicultural and context-responsive early childhood practices beyond Western-centric models. However, the study is limited by its small sample size and localized context, suggesting the need for further research involving diverse communities and mixed-method approaches.
subject: Articles
  topic: section
subject: Indigenous parenting
  topic: keywords
subject: Social skill development
  topic: keywords
subject: Early childhood
  topic: keywords
creator: Muhammad Abdul Latif
creator: Nadlifah Nadlifah
creator: Sarah A Alahmari
rights: Copyright (c) 2025 Muhammad Abdul Latif, Nadlifah Nadlifah, Sarah A Alahmari https://creativecommons.org/licenses/by-nc/4.0
date: 2025-12-22
publication date: 2025-12-22
starting page: 685
ending page: 698
doi: 10.14421/jga.2025.104-04

Drawing with YouTube in Early Childhood: Cognitive Outcomes and Pedagogical Implications
type: item
description: This study explores the role of drawing with YouTube in enhancing cognitive development among early childhood learners. Using an instrumental qualitative case study in one public kindergarten (TK Negeri Pembina Semarang) comprising eight classes with 138 children aged 4–6 years and nine teachers, data were collected through classroom observations, teacher interviews, and analysis of children’s drawings. The findings indicate that guided drawing with YouTube tutorials improved children’s observational accuracy (e.g., identifying geometric forms), stimulated collaborative creativity (e.g., divergent colour use), and fostered problem-solving skills (e.g., adaptive material substitution). These results suggest that drawing with YouTube serves as an effective visual learning medium supporting early cognitive and creative growth through multimodal engagement. In the global discourse on digital childhoods, this study provides evidence that structured digital use can transform screen media from passive consumption into active cognitive engagement. It contributes to worldwide discussions on multimodal literacy and digital creativity as essential competencies for young learners. However, the study is limited by its single-site context and lack of longitudinal analysis. Future research should include broader samples, cross-cultural comparisons, and quantitative validation to deepen understanding of the cognitive impacts of digitally mediated drawing activities. Practically, the findings highlight the pedagogical value of integrating short, guided YouTube videos with open-ended questioning to enhance visual literacy, reflective thinking, and creative autonomy in early childhood classrooms.
subject: Articles
  topic: section
subject: Drawing activities
  topic: keywords
subject: YouTube
  topic: keywords
subject: Observation skills
  topic: keywords
subject: Critical and creative thinking
  topic: keywords
subject: Problem-solving
  topic: keywords
creator: Samsul Alam
creator: Rahmat Yusny
rights: Copyright (c) 2025 Samsul Alam; Rahmat Yusny https://creativecommons.org/licenses/by-nc/4.0
date: 2025-09-29
publication date: 2025-09-29
starting page: 621
ending page: 637
doi: 10.14421/jga.2025.103-15

Augmented Reality-Based Learning for Tidal Flood Mitigation in Early Childhood Education: An ADDIE-Based Development Study
type: item
description: Flood disaster preparedness education for early childhood remains a global challenge, especially in coastal communities facing flood threats in North Jakarta. Although the literature acknowledges the need for crisis mitigation education in early childhood, there remains a significant gap in the development of child-friendly, technology-integrated learning media. This study addresses this gap by developing MITBAR (Mitigasi Bencana Banjir Rob), an Augmented reality-based learning medium designed to improve the cognitive abilities and general knowledge of children aged 5 to 6 years. The research employed a research and development approach using the ADDIE model, encompassing needs analysis, instructional design, prototype development, implementation, and evaluation. The developed media integrates an AR mobile application with print-based materials that present comprehensive content on definitions, causal factors, impacts, and stages of disaster mitigation. Expert validation demonstrated high effectiveness across material experts (N Gain = 1.0), technology experts (0.96), language experts (0.92), and educator practitioners (0.91 to 0.87). Field testing conducted in a kindergarten in North Jakarta, involving five children in a small-group trial and sixteen children in a larger implementation stage, showed substantial improvements in conceptual understanding, with N-Gain values exceeding 0.79 and categorized as highly effective. These findings indicate that Augmented Reality can effectively transform abstract disaster preparedness concepts into experiential learning appropriate for early childhood contexts. Beyond the local setting, this study contributes to broader debates on immersive technology in early childhood disaster education by offering a developmentally grounded, systematically validated AR-based instructional model applicable to flood-prone coastal regions globally. However, the study is limited by its small sample size and short-term evaluation period, and it…
subject: Articles
  topic: section
subject: Learning media
  topic: keywords
subject: Augmented reality
  topic: keywords
subject: Disaster mitigation
  topic: keywords
subject: Tidal flood
  topic: keywords
subject: Early childhood
  topic: keywords
creator: Oktarina Dwi Handayani
creator: Annisa Tri Tamiyati
rights: Copyright (c) 2025 Oktarina Dwi Handayani, Annisa Tri Tamiyati https://creativecommons.org/licenses/by-nc/4.0
date: 2025-12-31
publication date: 2025-12-31
starting page: 713
ending page: 729
doi: 10.14421/jga.2025.104-06

The Role of Family Communication and Peer Groups in Adolescent Sexual Attitudes: A Phenomenological Study on the Friends with Benefits (FWB) Phenomenon in Jakarta
type: item
description: This study examines how family communication patterns and peer group dynamics shape adolescents’ and emerging adults’ engagement in Friends with Benefits (FWB) relationships in an urban Indonesian context. Using a qualitative descriptive phenomenological design, in-depth, semi-structured interviews were conducted with seven informants aged 18–24 years, consisting of six female and one male participant from diverse family structures, including intact and broken-home backgrounds. Data were analyzed using Giorgi’s descriptive phenomenological method, informed by Family Communication Patterns Theory and Social Learning Theory. The findings indicate that limited open family communication and strong conformity-oriented expectations restrict discussions of sexuality within the family, positioning peer groups as primary sources of relational norms and sexual meaning-making. Peer interactions normalized FWB relationships through shared narratives and social validation, particularly when parental communication about sexuality was constrained. While some informants framed FWB involvement as autonomy-driven and linked to identity exploration, others engaged in such relationships in response to unmet emotional needs, especially within disrupted family contexts. Family-based sexual education was largely prevention-focused, emphasizing pregnancy avoidance while giving limited attention to emotional and relational dimensions of intimacy. The findings demonstrate that involvement in FWB relationships is shaped by interconnected communicative constraints, emotional vulnerabilities, and peer-based social learning processes rather than individual sexual choice alone. This study contributes to broader debates on family-based sexuality education by clarifying how early family communication patterns influence adolescents’ later sexual decision-making and is relevant beyond Indonesia for collectivist and religious societies with similar communicative constraints.
subject: Articles
  topic: section
subject: Family Communication
  topic: keywords
subject: Peer Group
  topic: keywords
subject: Child Growth & Development
  topic: keywords
subject: Adolescents
  topic: keywords
subject: Friends With Benefits
  topic: keywords
creator: Devina Dhea Pabundu
rights: Copyright (c) 2025 Devina Dhea Pabundu https://creativecommons.org/licenses/by-nc/4.0
date: 2025-12-31
publication date: 2025-12-31
starting page: 699
ending page: 712
doi: 10.14421/jga.2025.104-05

Enhancing Scientific Process Skills through Clay-Based Learning Media: An Early Childhood Science Learning Strategy on the Thematic Unit “The Universe”
type: item
description: This study examined the development and implementation of clay-based experimental media to support early childhood science learning on the theme of the universe. Although early science education has received increasing attention, young children often struggle to understand abstract astronomical concepts because they lack access to tangible, developmentally appropriate learning materials. This study addressed this issue through the integration of art-based, hands-on inquiry activities that emphasize sensory exploration as a basis for conceptual understanding. A descriptive qualitative design was conducted in an early childhood education setting in Makassar, Indonesia, involving seventeen informants consisting of two early childhood teachers, ten children aged five to six years, and five parents. Data were collected through classroom observations, semi-structured interviews, and document analysis. The research focused on the process of designing and applying clay-based models of the sun, Earth, moon, and stars to simulate day and night through guided experimentation in a play-based learning environment. The findings indicate that children engaged with concrete representations of astronomical phenomena, demonstrated sustained participation in learning activities, and expressed emerging explanations of light, darkness, and Earth’s rotation. The learning process was also characterized by increased teacher–child interaction during inquiry-oriented discussions. Supporting factors included teacher creativity, the accessibility of low-cost materials, and children’s interest in manipulative activities, while constraining factors involved limited instructional time and variation in teachers’ prior experience with arts-integrated science learning. This study contributes to broader debates on early childhood science education by illustrating how low-cost, tactile learning materials mediate children’s engagement with abstract scientific concepts across early learning contexts in …
subject: Articles
  topic: section
subject: Clay media
  topic: keywords
subject: Day–night phenomenon
  topic: keywords
subject: Early childhood
  topic: keywords
subject: Science education
  topic: keywords
subject: Hands-on learning
  topic: keywords
creator: Nirwana Nirwana
creator: Rudi Amir
creator: Sadaruddin Sadaruddin
rights: Copyright (c) 2025 Nirwana, Rudi Amir, Sadaruddin https://creativecommons.org/licenses/by-nc/4.0
date: 2025-12-31
publication date: 2025-12-31
starting page: 749
ending page: 762
doi: 10.14421/jga.2025.104-08

Partners in Play: Examining Parent-Teacher Collaboration on Preschoolers’ Cognitive Growth
type: item
description: This study investigates how deliberate, play-centred collaboration between parents and preschool teachers influences children’s cognitive development, addressing a research gap on coordinated home–school play strategies in Indonesian early childhood settings. Using a mixed-methods quasi-experimental design, 92 preschoolers (M = 5.1 years), 8 classroom teachers, and 92 parents from 4 urban preschools participated in an 8-week Partners in Play intervention. Parent–teacher dyads co-planned weekly play modules aligned with Vygotskian guided-play principles. Children’s working memory, verbal reasoning, and cognitive flexibility were assessed using adapted WPPSI-IV subtests before and after the intervention. At the same time, observational rubrics and parent play logs triangulated quantitative gains with qualitative insights. ANCOVA was used to test mean-score differences, and thematic coding in NVivo 14 examined communication patterns. Children in the intervention group outperformed controls in working memory (η² = 0.18) and cognitive flexibility (η² = 0.12). At the same time, gains in verbal reasoning approached significance (p = .07). Qualitative findings identified three reinforcing mechanisms: a shared play language that scaffolded metacognition; consistent cognitive challenges across home and school contexts; and reciprocal feedback loops that enabled weekly refinement of play activities. Reported barriers included limited parental time and teachers’ initial uncertainty in co-designing home-based activities. Although the modest sample size and urban focus limit generalisability, the findings offer an evidence-based, low-cost implementation model for early childhood programmes through brief co-planning workshops, a shared play glossary, and simple progress-sharing tools. This study contributes to broader debates on home–school partnership and play-based learning in early childhood education by providing experimental evidence that structured parent–teacher collaborati…
subject: Articles
  topic: section
subject: Cognitive development
  topic: keywords
subject: Home–school partnership
  topic: keywords
subject: Play-based learning
  topic: keywords
subject: Preschool
  topic: keywords
subject: Scaffolding
  topic: keywords
creator: Rita Nofianti
creator: Mahamadaree Waeno
creator: Rahayu Dwi Utami
rights: Copyright (c) 2025 Rita Nofianti, Mahamadaree Waeno, Rahayu Dwi Utami https://creativecommons.org/licenses/by-nc/4.0
date: 2025-12-31
publication date: 2025-12-31
starting page: 731
ending page: 748
doi: 10.14421/jga.2025.104-07

Babalu Dance and Holistic Development of Early Childhood: A Case Study on the Integration of Traditional Arts in Early Childhood Education
type: item
description: Traditional dance not only represents cultural heritage but also embodies pedagogical values that can be integrated into early childhood education. One such traditional dance that remains vibrant and practiced in the northern coastal region of Java is the Babalu Folk Dance, characterized by rhythmic, simple yet expressive movements. Although children’s dance practices have flourished in informal educational settings, the utilization of traditional dance as a child development–oriented learning medium remains severely limited. This study originates from this gap, noting the lack of systematic exploration of the contribution of traditional dance movement variations to the holistic development of early childhood. This research aims to analyze the movement structure of Babalu Dance and evaluate its potential in supporting five key developmental domains of early childhood: gross motor, fine motor, cognitive, socio-emotional, and artistic appreciation. Employing a qualitative case study approach, this study was conducted at Sanggar Putra Budaya Batang, involving six children aged 4–6 years, six dance instructors, and six parents. Data collection techniques included participatory observation, semi-structured interviews, and visual documentation, followed by thematic analysis. The findings reveal that each movement category—head, hand, foot, and body—specifically contributes to various dimensions of child development. Body and foot movements support balance and coordination; hand movements strengthen fine motor skills; and the choreographic structure fosters cognitive, social, and expressive aspects. This study underscores the potential of Babalu Folk Dance as a culturally grounded contextual learning medium and recommends its integration into character- and traditional arts–based early childhood education curricula.
subject: Articles
  topic: section
subject: Babalu dance
  topic: keywords
subject: Early childhood education
  topic: keywords
subject: Holistic development
  topic: keywords
subject: Traditional arts
  topic: keywords
creator: Galuh Fatma Hadianti
creator: Ikha Sulis Setyaningrum
rights: Copyright (c) 2025 Galuh Fatma Hadianti, Ikha Sulis Setyaningrum https://creativecommons.org/licenses/by-nc/4.0
date: 2025-06-30
publication date: 2025-06-30
starting page: 412
ending page: 430
doi: 10.14421/jga.2025.2025.102-15

Prosocial Behavior Among Preschool Children in Coastal and Highland Regions of East Java: A Descriptive Comparative Study
type: item
description: Prosocial behavior in early childhood plays an important role in fostering the ability to sharing, helping, cooperating, and well-being. However, there is limited understanding of how geographical and socio-cultural contexts influence the development of prosocial behavior. This study aims to examine and compare the prosocial development of preschool children living in coastal and highland regions, highlighting how geographical, cultural, and environmental differences may influence early social behavior. The research is driven by the need to better understand contextual factors that shape children's prosocial tendencies or behaviors such as sharing, helping, and cooperating, that are critical for healthy interpersonal relationships and emotional growth. A quantitative comparative approach was employed, using a descriptive method with a Mann–Whitney U statistical test to compare prosocial behavior among preschool children in coastal and highland regions. The findings indicate that children in both regions exhibit a range of prosocial behaviors; however, the frequency and nature of these behaviors differ. Coastal children were more likely to demonstrate spontaneous helping and group-oriented cooperation, possibly due to communal lifestyle practices, while highland children showed more empathy-based behaviors, shaped by strong familial interactions and close-knit community values. The study concludes that environmental context significantly contributes to the development of prosociality in early childhood, with each setting offering unique strengths. These findings underscore the importance of culturally responsive early childhood education that nurtures prosocial behavior in line with local values and social norms. This research contributes to the growing body of literature on sociocultural influences on child development and suggests future studies to explore prosocial behavior through a broader range of ecological and cultural lenses.
subject: Articles
  topic: section
subject: Prosocial behavior
  topic: keywords
subject: Early Childhood
  topic: keywords
subject: Coastal region
  topic: keywords
subject: Highland region
  topic: keywords
subject: Social-emotional development
  topic: keywords
creator: Ratna Nila Puspitasari
creator: Safiruddin Al Baqi
creator: Ima Frafika Sari
rights: Copyright (c) 2025 Ratna Nila Puspitasari, Safiruddin Al Baqi, Ima Frafika Sari https://creativecommons.org/licenses/by-nc/4.0
date: 2025-08-28
publication date: 2025-08-28
starting page: 459
ending page: 469
doi: 10.14421/jga.2025.103-03

Differentiated Learning Strategies for Enhancing Early Childhood Independence: A Case Study
type: item
description: This study examines how differentiated learning strategies contribute to the development of independence among children aged five to six at TK Al-Islam Bangkalan, a rural kindergarten in East Java, Indonesia. Using a single instrumental case study design, data were collected over four months through non-participatory observation, semi-structured interviews, and document analysis, and analyzed using the Miles and Huberman model. Findings indicate that variations in content and process, supported by predictable routines and consistent teacher scaffolding, enabled most children to select learning materials and choose appropriate task difficulty. At the same time, a minority continued to require validation. Product differentiation and systematic assessment remained limited, reflecting constraints in teacher assessment literacy, time allocation, and class size. The study demonstrates the pedagogical potential of differentiated learning to foster initiative, responsibility, and self-confidence in low-resource early childhood settings. It highlights the necessity of practical, context-sensitive implementation strategies. The research provides evidence that differentiation principles can be adapted to rural and collectivist educational contexts and can inform discussions on culturally responsive pedagogy and equitable early childhood practice. Limitations include single-site sampling, reliance on teacher reports, and incomplete assessment artifacts, all of which limit generalizability. The study is significant for policy and practice because it links Merdeka Belajar (Freedom to Learn) objectives to observable developmental outcomes and identifies concrete barriers to scaling differentiated approaches. Recommended actions include targeted professional development on formative assessment and product differentiation, design-based collaborations to co-create feasible rubrics with teachers, and multi-site longitudinal studies to evaluate transferability and sustained impact on i…
subject: Articles
  topic: section
subject: Differentiated Learning
  topic: keywords
subject: Early Childhood Independence
  topic: keywords
subject: Early Childhood Education
  topic: keywords
subject: Merdeka Belajar
  topic: keywords
creator: Danang Prastyo
creator: Suryanti
creator: Heryanto Susilo
creator: Desika Putri Mardiani
creator: Ardhana Reswari
rights: Copyright (c) 2025 Danang Prastyo, Suryanti, Heryanto Susilo, Desika Putri Mardiani, Ardhana Reswari https://creativecommons.org/licenses/by-nc/4.0
date: 2025-12-06
publication date: 2025-12-06
starting page: 639
ending page: 652
doi: 10.14421/jga.2025.104-01

The JENAKA Game: Stimulating Gross and Fine Motor Development in Early Childhood
type: item
description: Problems of motor development delays in early childhood remain prevalent, often linked to decreasing levels of physical activity and the rising use of digital gadgets. This study aimed to investigate the effect of the interactive game JENAKA (Jelajah Fauna Kalimantan/Exploring Kalimantan’s Fauna) in stimulating motor development in children aged 5–6 years. A quantitative approach was employed using a pre-experimental design with a One Group Pretest–Posttest structure. The participants consisted of 18 children selected through saturated sampling, and the intervention was conducted over ten sessions between July and October 2024. Data were collected through structured observation using a motor skills instrument adapted from established measures, comprising 17 items across two domains: gross motor skills and fine motor skills. Expert validation confirmed content appropriateness, and the instrument demonstrated acceptable reliability. Data analysis involved tests of normality and homogeneity, followed by paired samples t-test using SPSS. Results revealed a significant improvement in motor skills after the intervention, with a significance value of .001, well below the .05 threshold. These findings indicate that JENAKA effectively enhanced both gross and fine motor skills, demonstrating its potential as an innovative learning medium in early childhood education. The novelty of this study lies in integrating local cultural and ecological elements, particularly Kalimantan’s fauna, into interactive play, thereby fostering not only physical development but also environmental awareness. The research highlights the importance of culturally grounded, play-based interventions and provides practical implications for curriculum design, suggesting that interactive cultural games can serve as engaging and holistic tools for stimulating early childhood development.
subject: Articles
  topic: section
subject: Early childhood education
  topic: keywords
subject: Motor development
  topic: keywords
subject: Interactive games
  topic: keywords
subject: Cultural-based learning
  topic: keywords
subject: JENAKA
  topic: keywords
creator: Wilda Isna Kartika
creator: Febry Maghfirah
creator: Vira Azzahra
creator: Reyzia Anggriani Hasnur
creator: Adharina Dian Pertiwi
rights: Copyright (c) 2025 wilda isna kartika, Febry Maghfirah, Vira Azzahra, Reyzia Anggriani Hasnur, Adharina Dian Pertiwi https://creativecommons.org/licenses/by-nc/4.0
date: 2025-08-29
publication date: 2025-08-29
starting page: 505
ending page: 518
doi: 10.14421/jga.2025.103-07

A Content Analysis of the Komik Seri Pengenalan Anti Gratifikasi Media as Anti-Corruption Character Education for Early Childhood
type: item
description: This study analyzes the content of the Komik Seri Pengenalan Anti Gratifikasi, an anti-corruption comic series for early childhood education published by the Ministry of Education and Culture of Indonesia. It addresses the lack of educational media that introduce anti-corruption values to young children. The aim is to identify the character values presented in the comics and evaluate their relevance as tools for character education. The comics are intended to instill core anti-corruption values such as honesty, responsibility, hard work, and caring. Using a descriptive qualitative approach and content analysis, the study examines how these values are conveyed through storylines, characters, dialogue, and illustrations. Data collection was conducted through close reading and detailed note-taking of each comic in the series. Findings indicate that the comics effectively present ethical principles, especially honesty, which is consistently portrayed as a key value in preventing corruption. Through engaging stories and relatable characters, the comics promote positive behaviors like speaking the truth, returning lost items, and admitting mistakes. Responsibility and hard work are also illustrated in scenarios where characters take ownership of their actions and strive to reach their goals. The study highlights the comics’ ability to connect with children through real-life situations, encouraging moral development in an age-appropriate and visual format. This makes abstract values more concrete and easier for early learners to understand. As a result, the comics are deemed adequate for early childhood character education. However, the research also notes the potential to expand the values represented, such as courage and independence, to strengthen the moral message further. Overall, the study supports the use of educational comics as a valuable medium for fostering anti-corruption awareness and building a strong ethical foundation from an early age.
subject: Articles
  topic: section
subject: Anti-corruption education
  topic: keywords
subject: Character values
  topic: keywords
subject: Early childhood
  topic: keywords
subject: Media
  topic: keywords
subject: Educational comics
  topic: keywords
creator: Khusniyati Masykuroh
creator: Zahrotun Nisa
rights: Copyright (c) 2025 Khusniyati Masykuroh, Zahrotun Nisa https://creativecommons.org/licenses/by-nc/4.0
date: 2025-12-07
publication date: 2025-12-07
starting page: 665
ending page: 683
doi: 10.14421/jga.2025.104-03

Parental Nutritional Knowledge and Its Association with Child Growth and Development: Evidence from Bengkalis District, Indonesia
type: item
description: Nutrition plays a crucial role in supporting children’s overall growth, development, and bodily functions. A balanced nutritional intake provides the energy and essential nutrients necessary to sustain life and promote children’s physical, social, emotional, and cognitive advancement. This study aims to explore the relationship between parents’ nutritional knowledge and child growth and development in Bengkalis Regency, Indonesia. Employing an associative quantitative approach, data were collected through questionnaires and documentation. The sample consisted of 100 parents of children aged 5–6 years, selected using simple random sampling. Data analysis included descriptive statistics (univariate and bivariate analyses), with variable relationships tested using the Chi-Square method. The findings revealed that most parents had moderate nutritional knowledge (54%), while 23% had low knowledge and 23% had high knowledge. Regarding children’s nutritional status, 53% were categorized as usual, 25% as undernourished, and 22% as severely malnourished. Further analysis indicated that children of parents with low nutritional knowledge had a higher risk of poor nutrition and developmental delays. Conversely, children of parents with moderate nutritional knowledge tended to have better nutritional status, with 77.7% classified as having usual nutritional status. These findings reinforce that parental nutrition literacy significantly influences children’s nutritional outcomes and developmental progress. However, the study has limitations, including a small sample size, reliance on self reported data, and a cross sectional design that restricts causal interpretation. Future research should adopt longitudinal or mixed methods approaches to capture changes more accurately. The study recommends strengthening community based nutrition education, integrating routine growth and development screening, and enhancing cross sector collaboration to improve access to nutritious foods for f…
subject: Articles
  topic: section
subject: Parental nutritional knowledge
  topic: keywords
subject: Child growth and development
  topic: keywords
subject: Nutritional status
  topic: keywords
subject: Early childhood nutrition
  topic: keywords
creator: Vanny Aulia
creator: Nelis Nazziatus Sadiah Qosyasih
creator: Meyke Garzia
rights: Copyright (c) 2025 Vanny Aulia, Nelis Nazziatus Sadiah Qosyasih, Meyke Garzia https://creativecommons.org/licenses/by-nc/4.0
date: 2025-12-07
publication date: 2025-12-07
starting page: 653
ending page: 662
doi: 10.14421/jga.2025.104-02

Effect of Citronella Aromatherapy on Appetite and Sleep Quality in Stunted Toddlers: A Community-Based Intervention Study
type: item
description: Stunting is a major global health issue linked to chronic malnutrition, digestive dysfunction, and inadequate sleep, all of which impair growth and nutrient absorption. Toddlers with poor sleep quality are twice as likely to experience stunting, highlighting the importance of behavioral and sensory interventions. Citronella Oil aromatherapy, containing active compounds such as citronellal and geraniol, has potential appetite-enhancing and relaxing effects through olfactory stimulation of ghrelin and the limbic system. This study aimed to evaluate the effect of Citronella Oil aromatherapy on appetite and sleep quality among stunted toddlers aged 2–3 years in the working area of UPTD Tepian Buah Health Center, Berau Regency. A pre-experimental one-group pretest–posttest design was applied, involving 55 participants selected through stratified random sampling. Appetite and sleep quality were measured using validated questionnaires, and data were analyzed using the Wilcoxon signed-rank test. Results showed a significant increase in mean appetite scores (from 37.40 to 44.76) and sleep quality scores (from 7.24 to 12.82) after seven days of Citronella Oil aromatherapy (p<0.05). These findings indicate that Citronella Oil effectively improves both appetite and sleep quality in stunted toddlers through neuroendocrine and behavioral mechanisms. The intervention offers a safe, low-cost, and culturally appropriate complementary therapy that may strengthen early childhood growth and development programs. However, limitations include a small sample size, the absence of a control group, and a short intervention duration, which constrain generalizability. Future studies using randomized controlled and longitudinal designs are recommended to confirm these findings. Beyond its local implications, this research contributes to global efforts to identify sustainable, non-pharmacological strategies to reduce stunting and advance holistic child health in low- and middle-income countries.
subject: Articles
  topic: section
subject: Citronella Aromatherapy
  topic: keywords
subject: Stunted Toddlers
  topic: keywords
subject: Appetite Regulation
  topic: keywords
subject: Sleep Quality
  topic: keywords
subject: Child Growth
  topic: keywords
creator: Yuli Irdasari
creator: Risnawati
creator: Dwi Hartati
creator: Hj Sumiati
rights: Copyright (c) 2025 Yuli Irdasari, Risnawati, Dwi Hartati, Hj Sumiati https://creativecommons.org/licenses/by-nc/4.0
date: 2025-09-29
publication date: 2025-09-29
starting page: 611
ending page: 620
doi: 10.14421/jga.2025.103-14

Empathy as a Predictor of Behavioral Problems in Early Childhood: A Gender-Based Analysis
type: item
description: Unaddressed behavioral problems in early childhood often persist into later life stages. This study aimed to analyze how empathy levels influence behavioral problems among young children and whether this relationship remains significant after controlling for gender. Using an explanatory quantitative design, data were obtained from 141 kindergarten and RA B teachers in Semarang City through a structured questionnaire. The results of frequency analysis showed that children’s empathy levels were entirely within the high category (100%), while behavioral problems were mostly in the low category (70.9%) and moderate category (29%). Multiple regression testing confirmed that empathy significantly reduced problem behaviors (p < 0.05). Emotional contagion, concern for others, and prosocial behavior were the most influential dimensions. When gender was controlled, empathy remained a significant predictor, whereas gender had no direct effect. This study contributes to the growing body of global scholarship on early childhood socio-emotional development by highlighting empathy as a key psychological mechanism for behavioral regulation. It strengthens the theoretical integration between empathy development and behavioral adjustment, offering empirical evidence that supports cross-cultural understanding of emotional and behavioral competencies in early childhood education. The findings suggest that interventions emphasizing emotional contagion, caring, and prosocial responsiveness can effectively reduce behavioral issues regardless of gender. Further studies are recommended to explore cross-contextual factors such as emotional regulation, family interactions, and teacher–child relationships to enrich the explanatory model of empathy’s influence on children’s behavioral outcomes.
subject: Articles
  topic: section
subject: Empathy Development
  topic: keywords
subject: Preschool Behavioral Problems
  topic: keywords
subject: Gender Differences
  topic: keywords
subject: Emotional Contagion
  topic: keywords
subject: Early Childhood Education
  topic: keywords
creator: Ainur Rosyidah Kusuma
creator: Liftiah
creator: Diana
rights: Copyright (c) 2025 Ainur Rosyidah Kusuma, Liftiah, Diana https://creativecommons.org/licenses/by-nc/4.0
date: 2025-09-29
publication date: 2025-09-29
starting page: 549
ending page: 561
doi: 10.14421/jga.2025.103-10

Enhancing Early Childhood Recognition of Traditional Dance through Training Strategies and Video-Based Instruction
type: item
description: To introduce traditional dance to early childhood, interesting training methods and media in accordance with the child's development are needed, so as to arouse children's interest and love for traditional Indonesian dance. This study aimed to obtain an empirical data on the effect of training methods and video tutorials on the ability to recognize traditional Indonesian dance in children. Children’s ability to dance traditional dances referred to the motor skills of children aged 5-6 years. The training method was using a sports approach, consists of introduction regional knowledge of dance, a warm-up, traditional dance as the main exercise, and a cool-down. The warm-up and cool-down used play movements, which made children enjoyable and developmentally appropriate. Used experimental research methods 2x2 factorial design, which consists of groups that get treatment and control groups. The sampling technique was carried out by cluster random sampling, 43 children in 2 classes at 2 kindergartens (four classes), in South Tangerang, Indonesia. Data normality test with Lilliefors test found that all data were normal. Homogeneity test with Bartlett's test found that all data were homogeneous. For hypothesis testing, two-way analysis of variance / ANOVA was carried out, then to test the interaction was carried out with the Tukey test. Based on the results of the analysis of variance at a significant level α = 0.05, it was found that the score of the ability to recognize traditional Indonesian dances early childhood: the training method with a sports approach was better than the conventional training method; there was an interaction between training methods; Using video tutorial media was not better than audio media; with a sports approach and video tutorials. This study showed that using a sports-based training approach with play movements is a fun and developmentally appropriate method to introduce traditional dance to children. Further research is needed on a larger and…
subject: Articles
  topic: section
subject: Children
  topic: keywords
subject: Dance Training
  topic: keywords
subject: Sports Approach
  topic: keywords
subject: Play Movement
  topic: keywords
subject: Traditional Dance
  topic: keywords
creator: Diah Andika Sari
creator: Laode Anhusadar
creator: Della Raymena Jovanka
creator: Mutiara Magta
rights: Copyright (c) 2025 Diah Andika Sari, Laode Anhusadar, Della Raymena Jovanka, Mutiara Magta https://creativecommons.org/licenses/by-nc/4.0
date: 2025-07-29
publication date: 2025-07-29
starting page: 431
ending page: 447
doi: 10.14421/jga.2025.103-01

Integrating Local Culture into Parental Nutrition Education: Evidence from an Ethnoparenting Based Intervention in West Java
type: item
description: The consumption of unhealthy snacks among young children is increasing, while parents’ knowledge of children’s nutritional needs remains limited. This study aimed to evaluate the impact of ethnoparenting-based training on improving parents’ knowledge of early childhood nutrition in Karangsari Village, West Java. The focus of the training was to develop an innovative nutritious snack, Manca, made from local ingredients, namely Manyung fish bone meal and Leunca vegetables, both rich in calcium and phosphorus. This research employed a pre-experimental design with pre-test and post-test procedures. The sample consisted of 30 parents of children aged 2 to 6 years, selected through purposive sampling. Data were analyzed using the Shapiro-Wilk test, Levene test, and paired t-test. The results indicated a significant improvement in parents’ knowledge, with the mean post-test score increasing by 37 points from 48 to 85. The findings align with Bandura’s Social Learning Theory and Bronfenbrenner’s Ecological Systems Theory, emphasizing the role of parental modeling and cultural context in shaping nutritional practices. The ethnoparenting-based training proved effective in enhancing parents’ awareness of balanced nutrition for young children. This study highlights the importance of culturally grounded approaches in health and education programs for parents. The findings imply the need to integrate ethnoparenting-based training into early childhood care and education (ECCE) policies globally, particularly in multicultural contexts where parental knowledge of nutrition varies widely. By promoting culturally sensitive nutrition behaviors among parents, this study contributes to the global discourse on improving child health outcomes amid rising cases of undernutrition and overnutrition. Furthermore, incorporating local practices into educational interventions may serve as a model for sustainable and culturally responsive public health initiatives worldwide.
subject: Articles
  topic: section
subject: Early Childhood Education
  topic: keywords
subject: Ethnoparenting
  topic: keywords
subject: Childhood Nutrition
  topic: keywords
subject: parenting training
  topic: keywords
subject: Healthy behavior
  topic: keywords
creator: Dian Ramadhani Padwika
creator: Rudiyanto
creator: Yeni Rachmawati
creator: Mubiar Agustin
creator: Sadick Akida Mwariko
rights: Copyright (c) 2025 Dian Ramadhani Padwika, Rudiyanto, Yeni Rachmawati, Mubiar Agustin; Sadick Akida Mwariko https://creativecommons.org/licenses/by-nc/4.0
date: 2025-09-29
publication date: 2025-09-29
starting page: 583
ending page: 597
doi: 10.14421/jga.2025.103-12

Exploring Curriculum Implementation Needs Based on Self-Determination Theory: A Case Study in Indonesia Primary School Teachers
type: item
description: Student disengagement and low intrinsic motivation remain persistent issues in educational contexts, often due to rigid curriculum structures that overlook learners' psychological needs. This study aims to analyze the operational curriculum needs of primary school teachers in fostering student autonomy, motivation, and engagement, using Self-Determination Theory (SDT) as the theoretical foundation. Employing a qualitative phenomenological approach, the study involved 12 private primary school teachers in Makassar, Indonesia. Data were collected through semi-structured, in-depth interviews and analyzed thematically to explore strategies and perceptions related to SDT-based curriculum implementation. The results revealed three key themes: recognizing individual student characteristics, offering meaningful choices in learning activities to support autonomy, and maintaining strong communication with parents to create a collaborative and emotionally supportive learning environment. These strategies were reported to significantly enhance student participation, classroom inclusivity, and a sense of belonging. The study concludes that integrating SDT principles into operational curriculum planning not only increases student engagement but also contributes to the development of a more holistic and humanistic learning atmosphere. This research contributes to the field of motivation-oriented curriculum design and offers practical implications for educators and school leaders in developing student-centered instructional practices. Further studies using quantitative or mixed methods are recommended to validate and expand these findings across broader educational contexts and grade levels.
subject: Articles
  topic: section
subject: Self-Determination
  topic: keywords
subject: Curriculum
  topic: keywords
subject: School Operations
  topic: keywords
subject: Education
  topic: keywords
subject: Early Childhood
  topic: keywords
creator: Herlina
creator: Surya
creator: Rusmayadi
creator: Muhammad Yusri Bachtiar
creator: Salma Samputri
creator: Rahayu
rights: Copyright (c) 2025 Herlina, Surya, Rusmayadi, Muhammad Yusri Bachtiar, Salma Samputri, Rahayu https://creativecommons.org/licenses/by-nc/4.0
date: 2025-09-18
publication date: 2025-09-18
starting page: 519
ending page: 531
doi: 10.14421/jga.2025.103-08

Parenting Patterns for Dreadlocked Children: A Local Culture-Based Study among Muslim Farmers in Dieng, Wonosobo
type: item
description: Local traditions play a pivotal role in shaping parenting practices and early childhood development in rural Indonesian communities. This study explores the beliefs, values, and daily parenting practices surrounding dreadlocked children at an early age within Muslim farming families in Dieng, Wonosobo. Employing an ethnographic qualitative design, the research investigates how Islamic teachings and local traditions intersect to shape caregiving patterns for children aged 2–7 whose dreadlocks are perceived as sacred signs of spiritual and ancestral connection. Data were collected through participatory observation, in-depth interviews, focus group discussions, document analysis, and life history narratives with 25 key informants including parents, kyai, and community elders. Findings reveal that dreadlocked children are regarded as culturally blessed, with parenting approaches characterized by emotional attentiveness, permissiveness, and ritualized social inclusion. The practice of ruwatan—a ceremonial haircut accompanied by prayers and offerings—emerges as a key event in cultural learning and early character development. These parenting patterns reflect a model of culturally responsive education that emphasizes identity formation, moral values, and communal integration. The implications underscore the necessity of redefining special needs education to accommodate culturally distinct child-rearing practices. However, as the study is context-specific and based on qualitative methods, its findings require further exploration through comparative and longitudinal research. The research contributes to a growing discourse on inclusive and localized approaches to early childhood education in multicultural societies
subject: Articles
  topic: section
subject: Local Culture-Based Parenting
  topic: keywords
subject: Dreadlocked Children
  topic: keywords
subject: Muslim Farmers
  topic: keywords
subject: Early Childhood Education
  topic: keywords
creator: Hidayatu Munawaroh
creator: Mahmud Arif
creator: Moh Soehadha
rights: Copyright (c) 2025 Hidayatu Munawaroh, Mahmud Arif, Moh Soehadha https://creativecommons.org/licenses/by-nc/4.0
date: 2025-05-05
publication date: 2025-05-05
starting page: 201
ending page: 214
doi: 10.14421/jga.2025.102-01

An Analysis of Children’s Visual Artworks Through Free Drawing in Children Aged 5–7 Years
type: item
description: Children aged 5–7 years are in the preoperational stage of cognitive development. The problem that occurs in children of this age is that their ability to express their imagination through drawings is still limited. Previous research has not examined how visual expression emerges in early childhood drawings, particularly regarding drawing stages, object shapes, drawing duration, and sources of inspiration. This study aims to analyze the visual expression of drawings by children aged 5–7 years, focusing on drawing stages, object shapes, drawing duration, and sources of inspiration. This study used a descriptive qualitative method. The subjects were 70 kindergarten children in the Special Region of Yogyakarta. Data was collected through interviews, observation, and documentation, then analyzed using reduction, presentation, and conclusion-drawing techniques. The results showed that children's drawing process involves imagination, creativity, and storytelling. The most frequently drawn object was a butterfly, with the longest drawing duration being between 10–15 minutes. Most of the drawings were inspired by children's visual experiences. This study found that 61 children drew based on objects they imagined, while 9 children experienced difficulty expressing ideas visually. This research contributes to early childhood education by stimulating visual expression as a foundation for creativity in kindergarten learning. However, this study was limited to one region and a limited number of subjects, so it does not fully represent the cultural diversity of children. Future research can be conducted on a broader and more diverse range of subjects and children's drawings. Further research may also help children who have difficulty with visual expression.
subject: Articles
  topic: section
subject: Visual-type drawing
  topic: keywords
subject: early childhood
  topic: keywords
subject: Children's drawing work
  topic: keywords
creator: Prayitno Prayitno
creator: Harun Harun
creator: Amir Syamsudin
creator: Siti Zubaedah
rights: Copyright (c) 2025 Prayitno Prayitno, Harun, Amir Syamsudin, Siti Zubaedah https://creativecommons.org/licenses/by-nc/4.0
date: 2025-09-29
publication date: 2025-09-29
starting page: 533
ending page: 547
doi: 10.14421/jga.2025.103-09

Parents’ Perspectives on School Transitions: Challenges and Strategies on Transition from Preschool to Primary School for Equitable Education
type: item
description: The transition from preschool to primary school is a critical period in a child's development, involving significant changes in environment, routines, and academic demands. Parental involvement plays a key role in ensuring a smooth transition; however, many parents experience anxiety due to misconceptions about literacy expectations and limited communication from schools. This study explores parents' perspectives on school transition, identifies challenges they face, and examines their involvement in supporting their children's adjustment. Using a qualitative phenomenological approach, this study conducted in-depth interviews with four parents of first-grade students from different public and private elementary schools in Cimahi City. Observations at one public elementary school complemented the interview data. Thematic analysis was applied, and findings were interpreted using Bronfenbrenner’s ecological theory to understand how various social and environmental systems influence school transitions. Findings reveal that parental concerns about school readiness often stem from misunderstandings about academic expectations and inadequate school communication. Fathers' involvement in the transition process was notably limited, with mothers playing the primary role in preparation and support. Strengthening collaboration between parents and schools is essential for an effective transition. According to Bronfenbrenner’s model, successful transitions depend on interactions across subsystems, including the microsystem, mesosystem, exosystem, and macrosystem. This study enhances understanding of parental roles in school transitions and provides recommendations for educators and policymakers to design inclusive transition programs. Future research could expand sample sizes and further investigate fathers' participation to develop targeted interventions. Encouraging stronger school communication policies and fostering collaboration between early childhood and primary educators …
subject: Articles
  topic: section
subject: School Transition
  topic: keywords
subject: Parents' Anxiety
  topic: keywords
subject: Parents' Perspective
  topic: keywords
subject: Bronfenbrenner's Ecological Perspective
  topic: keywords
creator: Maryam Nibrosurrahman
creator: Euis Kurniati
rights: Copyright (c) 2025 Maryam Nibrosurrahman, Euis Kurniati https://creativecommons.org/licenses/by-nc/4.0
date: 2025-06-28
publication date: 2025-06-28
starting page: 229
ending page: 242
doi: 10.14421/jga.2025.102-03

Assessing the Quality of Islamic Early Childhood Education: Evidence from Raudhatul Athfal’s Compliance with National Standards in Bandung
type: item
description: The quality assurance of early childhood education in Islamic institutions such as Raudhatul Athfal (RA) has received limited empirical attention, particularly regarding the extent to which they fulfill the National Standards for Early Childhood Education. This study seeks to fill this gap by evaluating the learning quality of RA institutions in Baleendah District. Using a descriptive quantitative approach, data were collected from 50 RA educators through a validated and reliable Likert-scale questionnaire measuring eight dimensions of the national standards. Descriptive statistical analysis was employed to calculate the percentage of achievement for each dimension. The findings indicate that overall learning quality in RA has met national standards, with notable strengths in exploration-based learning, collaborative pedagogy, and parental involvement. However, challenges remain in cognitive stimulation, the pedagogical competence of educators, and the adequacy of exploratory and extracurricular facilities. Limited funding emerged as a key barrier, constraining infrastructure development and teacher professional growth. Beyond its national relevance, this study contributes to the broader global scholarship on early childhood education by demonstrating how faith-based institutions operationalize educational quality within diverse cultural and moral frameworks. The findings enrich international understanding of how holistic and value-oriented learning can coexist with standardized educational benchmarks. This study introduces a perspective of contextualized quality, emphasizing that true educational excellence is achieved when pedagogical competence, moral education, and local wisdom are integrated into a coherent framework. Practically, it provides policy insights for strengthening teacher capacity, improving learning environments, and promoting collaborative engagement among stakeholders. Future studies are encouraged to adopt mixed-method and comparative approaches…
subject: Articles
  topic: section
subject: Raudhatul Athfal
  topic: keywords
subject: Islamic Early Childhood Education
  topic: keywords
subject: National Education Standards
  topic: keywords
subject: Learning Quality Assessment
  topic: keywords
creator: Masnipal
creator: Tri Yugo
rights: Copyright (c) 2025 Tri Yugo Yugo https://creativecommons.org/licenses/by-nc/4.0
date: 2025-09-29
publication date: 2025-09-29
starting page: 563
ending page: 581
doi: 10.14421/jga.2025.103-11

Planning, Implementation, and Evaluation of Project-Based Learning for Early Childhood in Indonesia: A Descriptive Qualitative Study
type: item
description: This study aims to describe and critically analyze the planning, implementation, and evaluation of the Project-Based Learning (PjBL) model in Early Childhood Education (ECE), while also exploring the supporting and inhibiting factors and gathering strategic recommendations from teachers as frontline practitioners. Using a descriptive qualitative approach, data were collected through classroom observations, semi-structured interviews, and document analysis involving teachers from selected kindergartens implementing PjBL. The findings reveal that teachers generally understand PjBL as a project activity but struggle to differentiate it from conventional crafts or display projects. Their understanding of the pedagogical structure of PjBL remains limited, particularly regarding essential elements such as driving questions, inquiry-based exploration, and authentic assessment. Lesson plans are often based on available topics rather than emerging from children’s interests, and assessment strategies are rarely integrated from the beginning of the planning stage. Implementation tends to be teacher-directed, limiting children’s autonomy, problem-solving, and collaborative learning opportunities. However, children show increased enthusiasm and curiosity when given opportunities to explore, especially through outdoor and environmental projects. Supporting factors include institutional encouragement, parental involvement, and the use of culturally relevant contexts. Conversely, challenges such as time constraints, inadequate training, and limited resources hinder effective implementation. Teachers recommend continuous, practice-based training, collaborative and flexible lesson planning, integration of community resources, and development of assessment tools that evaluate creativity, communication, and collaboration. This study contributes to a better understanding of how PjBL can be meaningfully adapted in early childhood settings and provides practical insights for improving tea…
subject: Articles
  topic: section
subject: Project-based Learning
  topic: keywords
subject: Early Childhood
  topic: keywords
subject: Planning
  topic: keywords
subject: Implementation
  topic: keywords
subject: Evaluation
  topic: keywords
creator: Sadaruddin
creator: Syamsuardi
creator: Hasmawaty
creator: Usman
rights: Copyright (c) 2025 Sadaruddin, Syamsuardi, Hasmawaty, Usman https://creativecommons.org/licenses/by-nc/4.0
date: 2025-06-28
publication date: 2025-06-28
starting page: 263
ending page: 278
doi: 10.14421/jga.2025.102-05

Enhancing Early Childhood Literacy through Collaborative Learning: A Case Study in Non-Formal Education at biMBA AIUEO Jember
type: item
description: Indonesia faces critical early literacy challenges, with 55% of children unable to read simple text by age 10, highlighting the need for innovative pedagogical interventions, particularly in non-formal education sectors. This qualitative case study explores the implementation and effectiveness of an integrated collaborative learning framework that combines fun learning, small-step systems, and individualized approaches to enhance early childhood literacy at biMBA AIUEO Jember, a non-formal education center. Data were collected from 15 participants (a unit head, two motivators, three parents, and nine children aged 3–6) through semi-structured interviews, systematic classroom observation over three months, and document analysis. Data were analyzed using Miles and Huberman’s (1994) interactive model with thematic coding and member checking for validity. Findings reveal four major themes: structured progression through individualized learning levels enhanced literacy acquisition; play-based engagement sustained motivation across developmental variations; adaptive facilitation addressed diverse learning needs within resource constraints; and measurable literacy growth was evident in writing complexity and reading fluency despite individual differences. The integrated framework proved effective in supporting literacy development under limited-resource conditions, though implementation challenges emerged, including uneven learner progress, limited facilitator capacity, and material scarcity. These findings underscore the global relevance of adapting collaborative learning frameworks to strengthen early literacy in resource-constrained, non-formal settings. The study extends collaborative learning theory through the concept of constrained collaboration, demonstrating that meaningful literacy growth can occur when pedagogical models are contextually grounded rather than imported from affluent systems. However, as a single-site and short-term case study, the findings have li…
subject: Articles
  topic: section
subject: Collaborative learning
  topic: keywords
subject: Early childhood literacy
  topic: keywords
subject: Non-formal education
  topic: keywords
creator: Fuad Hasan
creator: Mohammad Arif Aditya
creator: Irliana Faiqotul Himmah
rights: Copyright (c) 2025 Mohammad Arif Aditya, Fuad Hasan, Irliana Faiqotul Himmah https://creativecommons.org/licenses/by-nc/4.0
date: 2025-09-29
publication date: 2025-09-29
starting page: 599
ending page: 609
doi: 10.14421/jga.2025.103-13

Managing Tantrums through Storytelling: A Media Feasibility Study of a Picture Book-Based Intervention for Parents of Children Aged 3–4 Years
type: item
description: This study addresses the challenge faced by many parents of children aged 3–4 years who struggle to manage tantrum behaviors due to limited understanding of tantrums and appropriate handling strategies. The primary objective of this research is to develop a picture storybook that is both feasible and easy to read, aimed at supporting parents in addressing tantrum behaviors in early childhood. The study adopts a Research and Development (R&D) methodology using the ADDIE model—Analysis, Design, Development, Implementation, and Evaluation—restricted to the development phase. This phase ensures the validity of the product through expert reviews and user testing. The picture storybook is designed with realistic themes that reflect tantrum-related scenarios and incorporate core values such as empathy, responsibility, and discipline. Key narrative components include characters, settings, linear plots, implicit moral messages, third-person point of view, and the use of simple language suited for early childhood contexts. Validation results show that the picture storybook was rated as highly appropriate by content experts (score: 89.5) and media experts (score: 59.5). Furthermore, parental assessment indicated the book was very easy to read, with scores of 83.8 in a small-scale test and 85.12 in a large-scale test. The results of this study imply that a well-structured picture storybook can function as an effective educational tool for improving parental understanding and strategies in managing tantrum behavior. However, a limitation of this study is the absence of data on long-term behavioral outcomes due to the restriction of the research to the development stage. Future research is recommended to employ a pretest-posttest experimental design to evaluate the book’s effectiveness in enhancing parental knowledge and attitudes. Expanding the sample size and duration of book use is also advised to assess its broader applicability.
subject: Articles
  topic: section
subject: Tantrum behavior
  topic: keywords
subject: Early childhood
  topic: keywords
subject: Picture storybook
  topic: keywords
subject: Parental education
  topic: keywords
creator: Menur Mustikasari
creator: Muthmainah
rights: Copyright (c) 2025 Menur Mustikasari, Muthmainah https://creativecommons.org/licenses/by-nc/4.0
date: 2025-06-28
publication date: 2025-06-28
starting page: 313
ending page: 329
doi: 10.14421/jga.2025.102-08

Early Reading Difficulties among Young Twins: A Survey Study on Phonological Challenges and Cryptophasia in East Kalimantan
type: item
description: One of the receptive language abilities that must be developed in early childhood before progressing to more advanced stages is the capacity for early reading. Language development in twins tends to be slower compared to that of children in general. Difficulties commonly observed include challenges in word pronunciation and verbal reading. Cryptophasia is a unique phenomenon in the language development of twins; crypto'' means secret, and phasia'' refers to a speech disorder. The purpose of this research is to collect data from a representative sample to draw broader conclusions about early reading abilities in twins. This survey-based study employs a quantitative methodology, focusing on 66 twins in Samarinda. Data were collected using a research instrument checklist comprising nine basic items. Each item is scored on a scale from zero to five. Survey results, with a maximum score of one, reveal the following average abilities: recognizing vowel letters (3.64); recognizing consonant letters (2.71); spelling consonant-vowel patterns (1.68); spelling open syllables V-C-V (1.70); spelling identical open syllables C-V-C-V (1.68); spelling varied open syllables C-V-C-V (1.67); spelling closed syllables C-V-C-V-C (1.59); spelling syllables with diphthongs (1.59); and spelling syllables with double consonants (1.47). The overall average early reading ability score among young twins is 1.85. The findings indicate that the reading ability of twins is lower than that of children in general. Strong vowel recognition and moderate consonant recognition serve as the foundation for reading development. However, the low ability to spell syllables highlights the need for targeted intervention, particularly due to the influence of cryptophasia. Although this study was conducted in Kalimantan Timur, it offers valuable insights into early reading abilities in twins. Future research is recommended to further explore twin language development in diverse contexts.
subject: Articles
  topic: section
subject: Early reading skills
  topic: keywords
subject: Twin language development
  topic: keywords
subject: Cryptophasia
  topic: keywords
subject: Phonological awareness
  topic: keywords
creator: Adharina Dian Pertiwi
creator: Wilda Isna Kartika
creator: Febry Maghfirah
creator: Karina Cahya Kamila
creator: Safira Bunga Cinta Fortuna
creator: Hesti Putri Setianingsih
creator: Tiara Ferdiyanti
rights: Copyright (c) 2025 Adharina Dian Pertiwi, Wilda Isna Kartika, Febry Maghfirah, Karina Cahya Kamila, Safira Bunga Cinta Fortuna, Hesti Putri Setianingsih, Tiara Ferdiyanti https://creativecommons.org/licenses/by-nc/4.0
date: 2025-06-28
publication date: 2025-06-28
starting page: 331
ending page: 342
doi: 10.14421/jga.2025.102-09

Enhancing Early Childhood Mathematical Skills through Contextual Digital Game-Based Learning: Evidence from the BEKANTAN Intervention in Indonesia
type: item
description: Early mathematical skills are crucial predictors of children's future success, yet they are often insufficiently stimulated during early childhood. This study investigates the effect of the digital game ``BEKANTAN''—an acronym for Bermain Matematika di Hutan Kalimantan (Playing Math in the Kalimantan Forest)—on the early math abilities of children aged 5–6 years in early childhood education. The study focuses on number knowledge, operations, geometry, algebra, measurement, and data analysis. This quantitative study used a pre-experimental One Group Pretest–Posttest Design. A total of 17 children were purposively selected from a population of 65, based on underdeveloped mathematical skills. Data were collected using a validated observation instrument and analyzed with SPSS 22, employing t-tests after normality and homogeneity tests. The results showed a significant increase in children's early math skills after using the ``BEKANTAN'' game, with a p-value of 0.001. This indicates the effectiveness of digital games in supporting foundational mathematical development in early learners. The study highlights the potential of integrating context-based digital learning tools into early childhood education to make abstract mathematical concepts more concrete and engaging. The findings are significant for educators and curriculum developers seeking innovative approaches to early childhood instruction. However, the study's limitations include its small sample size and lack of a control group, which may affect the generalizability of results. Future research should involve larger, randomized samples and explore the game's impact on other developmental domains. Additionally, expanding the content of digital games to include environmental and cultural elements—such as Kalimantan’s biodiversity—may enrich children's learning experiences while promoting local knowledge.
subject: Articles
  topic: section
subject: Mathematical skills
  topic: keywords
subject: Digital games
  topic: keywords
subject: Early Childhood education
  topic: keywords
subject: BEKANTAN game
  topic: keywords
subject: Learning intervention
  topic: keywords
creator: Febry Maghfirah
creator: Wilda Isna Kartika
creator: Reyzia Anggriani Hasnur
creator: Vira Azzahra
creator: Adharina Pertiwi
rights: Copyright (c) 2025 Febry Maghfirah, Wilda Isna Kartika, Reyzia Anggriani Hasnur, Vira Azzahra, Adharina Pertiwi https://creativecommons.org/licenses/by-nc/4.0
date: 2025-06-28
publication date: 2025-06-28
starting page: 295
ending page: 311
doi: 10.14421/jga.2025.102-07

Improving Toddlers’ Appetite through Tuina Massage and Feeding Rules: A Preventive Approach to Stunting
type: item
description: Stunting remains a major public health concern in Indonesia due to its long-term implications for child development and national productivity. Among the contributing factors are inappropriate dietary patterns and poor parental responses to appetite loss among toddlers. This study examined the effects of tuina massage using virgin coconut oil (VCO) combined with structured feeding rules on the appetite of stunted toddlers. A quasi-experimental design with a pretest–posttest control group was conducted in Laha Village, involving 40 stunted toddlers aged 12–36 months. Participants were assigned to either an intervention or control group through total sampling. The intervention consisted of six consecutive days of tuina massage using VCO and the implementation of scheduled feeding rules. Appetite levels were assessed using a validated questionnaire administered before and after the intervention. Data were analyzed using Shapiro–Wilk for normality, followed by Wilcoxon, paired t-tests, and Mann–Whitney U tests. Results showed a statistically significant improvement in appetite among children in the intervention group (p < 0.001), whereas no changes were observed in the control group. These findings indicate that the integrated intervention effectively enhances appetite in stunted toddlers and offers a promising, low-cost, and non-pharmacological strategy for addressing stunting in low-resource settings. The combination of physiological stimulation through massage and behavioral regulation through structured feeding rules provides a holistic approach to improving early childhood nutrition. Further studies with longer duration and broader geographic scope are recommended to evaluate long-term impacts and scalability within public health programs.
subject: Articles
  topic: section
subject: Tuina massage
  topic: keywords
subject: Feeding rules
  topic: keywords
subject: Appetite
  topic: keywords
subject: Toddler
  topic: keywords
subject: Stunting
  topic: keywords
creator: Indah Benita Tiwery
creator: Vanny Leutualy
creator: Vriyana Palapessy
creator: Wuilel Marok Akely
rights: Copyright (c) 2025 Indah Benita Tiwery, Vanny Leutualy, Vriyana Palapessy, Wuilel Marok Akely https://creativecommons.org/licenses/by-nc/4.0
date: 2025-08-28
publication date: 2025-08-28
starting page: 449
ending page: 458
doi: 10.14421/jga.2025.103-02

Embedding Religious Values through the “Dodosidodo” Lullaby Tradition: A Culturally Rooted Approach to Early Childhood Education in Aceh Tamiang
type: item
description: This study investigates the transmission of religious values through the Ngayon Anak “Dodosidodo” tradition as practiced in early childhood parenting among the Tamiang ethnic community in Aceh Tamiang, Indonesia. The tradition, which involves mothers singing poetic lullabies while gently swinging their children, serves as a medium for embedding Islamic teachings and moral values such as monotheism, obedience, honesty, patience, and affection. Utilizing a qualitative ethnographic approach with a multi-site case study design, this research employed observation, in-depth interviews, and document analysis to explore the symbolic structure, functions, and educational significance of Dodosidodo. The tradition manifests in three symbolic forms: Berunjo (sitting posture with extended legs), Ipere’ (child in a swing), and Bele (gentle caress), each of which reinforces familial bonds and facilitates the internalization of ethical values during early developmental stages. The findings indicate that Dodosidodo not only supports emotional security and spiritual awareness in children but also acts as a form of informal religious instruction deeply rooted in cultural identity. However, the continuity of this oral tradition is threatened by modern childcare practices, digital media, and the declining use of local languages. This study highlights the urgency of preserving such traditions as culturally responsive pedagogical models that contribute to holistic early childhood education. The integration of indigenous practices like Dodosidodo into contemporary educational frameworks offers valuable insights for strengthening character education grounded in local wisdom and Islamic ethics.
subject: Articles
  topic: section
subject: Religious values
  topic: keywords
subject: Early Childhood
  topic: keywords
subject: Cultural identity
  topic: keywords
subject: Islamic ethics
  topic: keywords
subject: Character education
  topic: keywords
creator: Rizka Amalia
creator: Sangkot Sirait
rights: Copyright (c) 2025 Rizka Amalia, Sangkot Sirait https://creativecommons.org/licenses/by-nc/4.0
date: 2025-08-28
publication date: 2025-08-28
starting page: 483
ending page: 494
doi: 10.14421/jga.2025.103-05

Enhancing Children’s Critical Thinking through an Augmented Reality Application: A Digital Solution for Early Childhood Education
type: item
description: Early childhood education in Indonesia continues to encounter significant challenges in fostering critical thinking skills, particularly in under-resourced environments with limited access to adaptive learning technologies. This study investigates the effectiveness of a digital learning model that integrates Augmented Reality (AR) and Artificial Intelligence (AI) to enhance critical thinking among young children. The model, called SMARP (Storytelling, Modifying, Accessible, Real-time, and Promoting), was developed using a Research and Development (R&D) approach based on the 4D model: Define, Design, Develop, and Deploy. The study involved 32 kindergarten students from TK Nada Ashobah in Surabaya, divided into two groups: Class B2 (experimental) and Class B1 (control). The experimental group used an AR–AI-based application, while the control group followed conventional instruction. Data collection included classroom observations, teacher interviews, and critical thinking pre- and post-tests. Statistical analysis using paired sample t-tests and normalized gain (N-gain) scores showed a significant improvement in the experimental group (N-gain = 0.845, categorized as high), while the control group recorded minimal gains (N-gain = 0.0015). The AR–AI model enabled immersive learning through 3D simulations, narrative interaction, and real-time feedback, which promoted observation, analysis, and decision-making. Furthermore, AI features supported personalized learning pathways, increasing student autonomy and engagement. These findings affirm the potential of AR and AI to improve foundational cognitive abilities in early childhood education. The study highlights the need for context-responsive digital pedagogy and recommends comprehensive teacher training and infrastructure support to ensure sustainability. Future research should explore the model’s scalability, long-term impact, and adaptability across diverse educational settings.
subject: Articles
  topic: section
subject: Augmented reality
  topic: keywords
subject: Artificial intelligence
  topic: keywords
subject: Critical thinking
  topic: keywords
subject: Early childhood education
  topic: keywords
subject: Digital learning integration
  topic: keywords
creator: Kartika Rinakit Adhe
creator: Dhian Gowinda Luh Safitri
creator: Yes Matheos Lasarus Malaikosa
creator: Nurhenti Dorlina Simatupang
creator: Mohammad Fauziddin
rights: Copyright (c) 2025 Kartika Rinakit Adhe, Dhian Gowinda Luh Safitri, Yes Matheos Lasarus Malaikosa, Nurhenti Dorlina Simatupang, Mohammad Fauziddin https://creativecommons.org/licenses/by-nc/4.0
date: 2025-06-30
publication date: 2025-06-30
starting page: 389
ending page: 411
doi: 10.14421/jga.2025.2025.102-14

Home-School Communication in Digital Era: A Bibliometric Analysis of Publications on Technology Supporting Parental Involvement in Early Childhood Education
type: item
description: Despite the increasing integration of digital technologies in early childhood education, there remains a significant gap in comprehensive, trend-based understanding of how these technologies support parental involvement. Existing studies often lack a systematic exploration of publication patterns, thematic focuses, and emerging innovations in this field. This study addresses that gap by analysing the scope and trajectory of research on technology that supports parental involvement in early childhood education using bibliometric review and data mapping techniques. This study examined relevant publications from 2014 to 2023 through computational mapping using VOSviewer software. Bibliometric data from 101 scholarly articles were retrieved via Harzing’s Publish or Perish software and analyzed to generate visualization maps that categorize research themes and trends. Findings indicate fluctuating but overall increasing trends in research output, with notable peaks after 2020, suggesting renewed interest in this domain, particularly following the COVID-19 pandemic. The visualization maps revealed core research themes centered around digital communication tools, parental engagement, and home-school collaboration. These findings have significant implications for future educational practices and policy development. They provide a foundation for enhancing digital strategies that foster equitable and meaningful parent-educator partnerships in early childhood education. Furthermore, they highlight the importance of addressing digital literacy gaps and promoting inclusive approaches in the design and implementation of technology-mediated parental involvement programs.
subject: Articles
  topic: section
subject: Parental Involvement
  topic: keywords
subject: Early childhood education
  topic: keywords
subject: Digital technology
  topic: keywords
subject: Home-school communication
  topic: keywords
subject: Bibliometric analysis
  topic: keywords
creator: Esya Anesty Mashudi
creator: Deri Hendriawan
creator: Nenden Sundari
creator: Pepi Nuroniah
creator: Roby Naufal Arzaqi
rights: Copyright (c) 2025 Esya Anesty Mashudi, Deri Hendriawan, Nenden Sundari, Pepi Nuroniah, Roby Naufal Arzaqi https://creativecommons.org/licenses/by-nc/4.0
date: 2025-06-28
publication date: 2025-06-28
starting page: 243
ending page: 261
doi: 10.14421/jga.2025.102-04