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All Journal Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Abdimas Indonesian Journal At- Ta'lim : Jurnal Pendidikan
Coryza Nursyahbani
Universitas PGRI Semarang
Religion Economics, Econometrics & Finance Education Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Model Strategi Komunikasi Berbasis Kompetensi Sosial Guru Pendidikan Anak Usia Dini dalam Memperkuat Kemitraan Stakeholder Ratna Wahyu Pusari; Coryza Nursyahbani; Yusuf Setya Wardana
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 12 No. 2 (2026): June (IN PRESS)
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v12i2.20383

Abstract

This study aims to analyze the dynamics of early childhood education teachers’ social competencies in communication practices, identify the communication strategies employed, examine communication barriers, and formulate a social competence-based communication strategy model to strengthen stakeholder partnerships. The study employed a qualitative approach with a case study design. The research subjects were selected through purposive sampling and consisted of 12 teachers, 3 school principals, and 6 parents or school committee members in Grobogan Regency, Central Java, Indonesia. Data were collected through in-depth interviews, participatory observation, and documentation, and were analyzed thematically using an interactive model. The results indicate that teachers’ social competencies are dynamic, particularly in terms of interpersonal adaptability, empathy development, and the use of digital communication in interactions with stakeholders; however, these competencies have not yet been systematically integrated into structured communication strategies. Communication practices tend to develop adaptively but remain dominated by one-way, informative communication patterns. Communication barriers are multidimensional, encompassing individual, social, and structural factors. This study produced a social competence-based communication strategy model that emphasizes dialogic, empathetic, and collaborative communication in building stakeholder partnerships. The originality of this study lies in the integration of social competence and communication strategies into a single empirically grounded conceptual model. Theoretically, this study contributes to stakeholder-based educational communication research, while practically providing guidance for early childhood education teachers in developing more effective and collaborative communication practices.
Assessing Integrated Quality Management Implementation in Early Childhood Education Institutions: A Quantitative Survey from Indonesia Dwi Prasetiyawati Diyah Hariyanti; Muniroh Munawar; Asep Ardiyanto; Coryza Nursyahbani
At- Ta'lim : Jurnal Pendidikan Vol. 12 No. 2 (2026): June
Publisher : LP3M Universitas Islam Zainul Hasan Genggong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55210/attalim.v12i2.2494

Abstract

This study aims to assess the level of implementation of Integrated Quality Management (IQM) in Early Childhood Education (ECE) institutions and to identify strengths and variations across different institutional dimensions. The study employed a descriptive quantitative survey design. Data were collected from 100 accredited ECE institutions in Semarang City, Indonesia, using a structured questionnaire consisting of 20 items covering seven IQM dimensions. Data analysis was conducted using descriptive statistics to examine mean scores, variation, performance categories, and rankings for each dimension. The results indicate that the overall level of IQM implementation falls within the “good” category (M = 3.15; SD = 0.29). The learning process dimension shows the highest level of implementation, while quality culture has the lowest mean score and the highest variation. Most institutions are categorized as “Good” and “Very Good,” indicating relatively homogeneous quality management practices among accredited institutions, although variations remain in organizational culture and support systems. These findings suggest that while pedagogical quality has been well managed, strengthening quality culture remains a key challenge. Enhancing leadership capacity, internal quality assurance systems, and continuous improvement mechanisms are essential to improving IQM implementation in ECE. This study provides comprehensive empirical evidence on IQM implementation in ECE within a developing country context and contributes to the global discourse on quality assurance and educational management.
Peningkatan Literasi Digital Guru PAUD melalui Pelatihan Video Edukatif Berbasis Digital Learning Ratna Wahyu Pusari; Coryza Nursyahbani; M. Aniq Khairul Basyar; Arif Budiman
Abdimas Indonesian Journal Vol. 6 No. 1 (2026)
Publisher : Civiliza Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59525/aij.1639

Abstract

The rapid development of digital technology requires early childhood education teachers to possess adequate digital literacy competencies to support innovative and meaningful learning. However, the needs assessment conducted in Kedungjati Village, Grobogan Regency, revealed that most preschool teachers had limited skills in utilizing digital technology and producing educational video media independently. This community service program aimed to improve teachers’ digital literacy through training and mentoring in developing educational videos based on digital learning principles. The program employed a participatory approach combined with a learning-by-doing method, including needs assessment, training, mentoring, classroom implementation, and evaluation stages. Participants consisted of 50 preschool teachers affiliated with IGTKI and Himpaudi organizations. Evaluation was conducted using pre-tests, post-tests, observations, questionnaires, and documentation. The results indicated a significant improvement in teachers’ digital literacy competencies, with average scores increasing from 58 to 86, representing a 48.27% improvement. Participants successfully produced four locally contextualized educational videos that were ready for classroom use. The implementation of these videos in learning activities increased children's learning engagement by 21%. Furthermore, questionnaire results showed that 90% of participants perceived the training as highly beneficial, 88% reported increased confidence in using digital technology, and 85% expressed willingness to independently develop educational videos in the future. These findings demonstrate that the program effectively enhanced teachers’ digital competencies and contributed to improving the quality of technology-based early childhood education..
Co-Authors Arif Budiman Asep Ardiyanto Dwi Prasetiyawati Diyah Hariyanti M. Aniq Khairul Basyar Muniroh Munawar Ratna Wahyu Pusari . . Yusuf Setya Wardana