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All Journal JMKSP (Jurnal Manajemen, Kepemimpinan, dan Supervisi Pendidikan) PAUDIA: JURNAL PENELITIAN DALAM BIDANG PENDIDIKAN ANAK USIA DINI
Stephanie Riady
Universitas Pelita Harapan
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Penggunaan Permainan Peran oleh Guru PAUD untuk Meningkatkan Pembelajaran Sosial-Emosional: Sebuah Studi Kualitatif Ruth Cinthya Suwandi; Stephanie Riady
PAUDIA: Jurnal Penelitian dalam Bidang Pendidikan Anak Usia Dini Vol 15 No 2 Periode Maret-Mei 2026
Publisher : Pendidikan Guru PAUD Universitas Persatuan Guru Republik Indonesia Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/paudia.v15i2.3540

Abstract

This qualitative study explores early childhood teachers’ lived experiences in intentionally integrating role-play to support Social–Emotional Learning (SEL) among EY1 children aged three to four years at Kindergarten XYZ Jakarta. The study was conducted within a multicultural and Christian-based early childhood setting involving three EY1 teachers, one school psychologist, and one parent participant. Using a descriptive phenomenological approach, data were collected through classroom observations, semi-structured interviews, and documentation review, then analysed using thematic analysis based on Giorgi’s phenomenological framework. The findings reveal that teachers perceived structured role-play as a meaningful pedagogical strategy that supports children’s emotional expression, empathy, communication, cooperation, and self-regulation through intentional scaffolding and contextualised play experiences. The study further highlights the significance of teachers’ pedagogical sensitivity, flexible facilitation roles, and culturally responsive practices in supporting SEL. The novelty of this study lies in its phenomenological exploration of role-play implementation within an Indonesian faith-informed early childhood context, contributing practical and conceptual insights into sustainable and culturally responsive SEL practices.
The Effect of Distributed Leadership and Perceived Organizational Support on Work Engagement: The Mediating Role of Psychological Capital in a Private SPK School in Tangerang Selatan Yulian Candra; Stephanie Riady
JMKSP (Jurnal Manajemen, Kepemimpinan, dan Supervisi Pendidikan) Vol. 11 No. 1 (2026): JMKSP (Jurnal Manajemen, Kepemimpinan, dan Supervisi Pendidikan)
Publisher : Graduate Program Magister Manajemen Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/jmksp.v11i1.21886

Abstract

Research on teacher work engagement identifies leadership and organizational support as job resources, but prior findings remain unclear about whether these resources act directly or by strengthening personal resources. This study integrates the Job Demands-Resources model and Conservation of Resources theory to examine psychological capital as a mechanism linking distributed leadership and perceived organizational support to teacher work engagement. A cross-sectional survey involved 129 teachers from kindergarten to senior high school in a private SPK school in Tangerang Selatan, Indonesia. Data were collected through a five-point Likert questionnaire and analyzed using PLS-SEM in SmartPLS 4. The measurement model showed acceptable reliability, convergent validity, and discriminant validity. Psychological capital was the strongest predictor of work engagement. Distributed leadership affected work engagement only through full mediation by psychological capital, whereas perceived organizational support had both direct and indirect effects. Schools should combine fair organizational support, coordinated distributed leadership, and psychological capital development.
Co-Authors Ruth Cinthya Suwandi Yulian Candra