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All Journal Journal of Humanities, Social Sciences, and Education JURNAL EDUKASI DAN PEMBELAJARAN ANAK USIA DINI Jurnal Abdi Masyarakat dan Pemberdayaan Inovatif JOURNAL SULTRA ELEMENTARY SCHOOL
Hasbi Hasbi
Universitas Sulawesi Tenggara
Agriculture, Biological Sciences & Forestry Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

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Profesionalisme Pendidik Paud Dalam Membangun Fondasi Pendidikan Karakter Anak Usia Dini Hasbi Hasbi
Jurnal E-MAS (Edukasi dan Pembelajaran Anak Usia Dini) Vol. 1 No. 2 (2025)
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/e-mas.v1i2.229

Abstract

Early childhood education (PAUD) has a strategic role in forming the foundation of children's character from an early age. In this context, the professionalism of PAUD educators is the main factor that determines the quality of character learning. Professionalism includes pedagogical, personality, social, and professional competencies that synergistically support the process of internalizing character values ​​in children. This literature study aims to examine various research results and current theories that discuss the relationship between the professionalism of PAUD educators and the development of early childhood character. This study was conducted through literature analysis from relevant national and international journals over the past five years. The results of the study show that professional PAUD educators are able to create a conducive learning environment, apply a holistic learning approach, and be role models in behavior. In addition, educators' understanding of the psychological development of early childhood is very important in instilling values ​​such as honesty, responsibility, empathy, and discipline. This study recommends strengthening ongoing training for PAUD educators so that they are able to develop contextual and value-based character learning strategies. In conclusion, the professionalism of PAUD educators contributes significantly to building the foundation of early childhood character education optimally.
Profesionalisme Guru Paud Dalam Menciptakan Lingkungan Belajar Yang Berbasis Bermain Dan Kreativitas Anak Hasbi Hasbi
Jurnal E-MAS (Edukasi dan Pembelajaran Anak Usia Dini) Vol. 1 No. 3 (2025)
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/e-mas.v1i3.435

Abstract

The professionalism of PAUD teachers is a fundamental aspect in creating a fun, creative learning environment that aligns with the developmental characteristics of early childhood. This literature review aims to examine the role and professional competencies of PAUD teachers in developing a play-based learning environment that encourages children's creativity. The research was conducted by analyzing various scientific articles published between 2019 and 2024 that discussed teacher professionalism, play approaches, and the development of children's creativity. The results of the study indicate that PAUD teacher professionalism encompasses four main aspects: pedagogical, personality, social, and professional competencies. Professional teachers are able to design learning activities that stimulate children's exploration, imagination, and curiosity through educational games and warm interactions. In addition, professionalism is also reflected in teachers' ability to innovate in the use of contextual learning media, such as interactive digital games, educational game tools (APE), and project-based activities. This study concludes that strengthening PAUD teacher professionalism through ongoing training and reflection on teaching practices is key to building a meaningful and creative learning environment for early childhood.
Penguatan Profesionalisme Guru PAUD melalui Pelatihan Penilaian Perkembangan Anak Usia Dini Hasbi Hasbi; Sri Jumiaty Permatasari
Jurnal Abdi Masyarakat dan Pemberdayaan Inovatif Vol 1 No 2 (2025)
Publisher : Prodi PGSD Unsultra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/jampi.v1i2.228

Abstract

The professionalism of Early Childhood Education (PAUD) teachers is one of the important factors in ensuring the quality of early childhood education. One indicator of this professionalism is the teacher's ability to conduct comprehensive and continuous assessments of child development. However, many PAUD teachers still have difficulty understanding the techniques, instruments, and implementation of child development assessments in accordance with the applicable curriculum. This community service aims to improve the competence of teachers in Anduonohu ​​sub-district in conducting early childhood development assessments through structured training activities. The implementation method for this activity includes the preparation stage, training implementation, and evaluation. The training activities were carried out for two days with a participatory approach that combined interactive lectures, group discussions, case studies, and simulations of the use of assessment formats. The results of the activity showed that the teachers experienced a significant increase in understanding in compiling and using child development assessment instruments, such as anecdotal notes, development checklists, and portfolios. In addition, teachers were able to identify aspects of child development more precisely, and to make systematic records. It can be concluded that this training contributed significantly to strengthening the professionalism of PAUD teachers. In the future, similar training can be expanded to other PAUD institutions with ongoing assistance.
Implementasi Profesionalisme Guru dalam Menciptakan Lingkungan Belajar yang Responsif pada Pendidikan Anak Usia Dini Hasbi Hasbi
Journal of Humanities, Social Sciences, and Education Vol. 2 No. 5 (2026): Edisi Juli 2026
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/jhuse.v2i5.889

Abstract

Early Childhood Education (ECE) plays an essential role in providing comprehensive developmental stimulation for children through a high-quality learning environment. One of the main factors determining the success of ECE services is teacher professionalism as educators who directly interact with children. This study aims to analyze the implementation of teacher professionalism in creating responsive learning environments in early childhood education through a literature review. This research employed a library research method with a descriptive qualitative approach. The data were obtained through an analysis of various literature sources, including scientific journal articles and relevant reference books related to ECE teacher professionalism, educator competencies, and responsive learning environments. Data analysis was conducted using content analysis techniques through the stages of data reduction, data presentation, and conclusion drawing. The findings indicate that ECE teacher professionalism contributes significantly to the creation of responsive learning environments through five main aspects: strengthening pedagogical competence, developing social-emotional interactions, creating safe and inclusive learning environments, implementing innovative learning strategies, and engaging in continuous professional development. Professional teachers are able to understand children’s characteristics and individual needs, enabling them to design meaningful learning experiences that are appropriate to children’s developmental stages. Therefore, improving teacher professionalism in early childhood education is an important strategy for achieving child-centered, meaningful, and developmentally appropriate learning practices that support children’s optimal growth and development.
Integrasi Permainan Tradisional Dalam Pembelajaran Anak Usia Dini Sebagai Upaya Penguatan Karakter Hasbi Hasbi
Jurnal Sultra Elementary School Vol 7 No 3 (2026): Edisi Agustus 2026
Publisher : Prodi PGSD Unsultra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/jses.v7i3.929

Abstract

This study aims to examine the role of traditional games in early childhood education as an effort to strengthen children's character. The study employed a literature review method by identifying, selecting, reading, and analyzing relevant scientific sources concerning early childhood education, traditional games, play activities, and character education. Data sources were obtained from Google Scholar, Garuda, scientific journals, and relevant books, with priority given to publications from the last five years. The data were analyzed descriptively by identifying types of traditional games, character values, aspects of child development, and their implementation in early childhood learning. The findings indicate that traditional games contribute to the development of cooperation, discipline, responsibility, independence, social awareness, and sportsmanship. Traditional games can also serve as enjoyable learning media because they provide children with opportunities to move, communicate, interact, explore, and learn through direct experiences. Furthermore, traditional games support the integrated development of children's cognitive, language, motor, and social-emotional abilities. The integration of traditional games requires teachers to select and develop activities according to children's characteristics, developmental needs, safety, and learning objectives. Therefore, traditional games can serve as an educational, enjoyable, culturally based learning alternative that supports children's holistic development and character formation from an early age.
Sosialisasi Dan Pendampingan Pemanfaatan Media Pop-Up Book Digital Berbasis Kearifan Lokal Dalam Pembelajaran Bahasa Indonesia Bagi Guru Sekolah Dasar Erwin Eka Saputra; Nur Haizah Aopmonaim; Sri Jumiaty Permatasari; Hasbi Hasbi; Ridwan Ardi; Ahmad Ahmad; Itsnain Alfajri Husain
Jurnal Abdi Masyarakat dan Pemberdayaan Inovatif Vol 2 No 2 (2026)
Publisher : Prodi PGSD Unsultra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/jampi.v2i2.931

Abstract

This Community Service Program aimed to improve teachers’ understanding and skills in utilizing digital Pop-Up Book media based on local wisdom in Indonesian language learning at the elementary school level. The program was conducted at SDN 4 Ranomeeto, Ranomeeto District, South Konawe Regency, Southeast Sulawesi, with elementary school teachers as the target participants. A participatory approach was employed through four stages: preparation, socialization and demonstration, practice and mentoring, and evaluation. The program began with an identification of teachers’ needs, followed by the delivery of materials on the characteristics of digital Pop-Up Books, the benefits of digital learning media, the integration of local wisdom, and its application in Indonesian language instruction. Teachers were then given opportunities to practice using the media through hands-on activities and discussions. Evaluation was conducted through participant observation and response questionnaires to assess teachers’ understanding, skills, and responses to the program. The results indicated improved teachers’ understanding of digital Pop-Up Book concepts and utilization, as well as enhanced ability to integrate local wisdom into Indonesian language learning materials. Teachers demonstrated enthusiasm and positive responses throughout the activities. Digital Pop-Up Books were considered a potential medium for supporting more engaging, interactive, contextual, and learner-oriented instruction. The program is expected to be continued through sustained mentoring and development of digital learning content.
Co-Authors Ahmad Erwin Eka Saputra Itsnain Alfajri Husain Nur Haizah Aopmonaim Ridwan Ardi Sri Jumiaty Permatasari