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All Journal JURNAL KEPEMIMPINAN DAN PENGURUSAN SEKOLAH Educia Journal
Maya LaelaSari
Universitas Sultan Ageng Tirtayasa, Indonesia
Education Languange, Linguistic, Communication & Media Mathematics Other

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Ethnopedagogical Learning Management Based on Banten Culture: An Innovation for Strengthening Early Childhood Character through the Integration of Digital Portfolios Maya LaelaSari; Asep Muhyidin; Aan Asphianto; Ujang Jamaludin
Educia Journal Vol. 4 No. 1 (2026): Educia Journal
Publisher : Educia Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71435/736339

Abstract

The limited integration of local cultural values into early childhood education management has raised concerns regarding the effectiveness of character development programs in increasingly globalized societies. This study aimed to examine the effectiveness of an ethnopedagogical learning management model based on Banten local culture integrated with digital portfolios in strengthening early childhood character. A quantitative approach employing a quasi-experimental design with a non-equivalent control group was utilized. The study involved 130 children aged 4–6 years from several kindergartens in Banten Province, Indonesia, who were assigned to experimental and control groups. The intervention was implemented through a structured learning management model that incorporated local cultural values into planning, implementation, assessment, and stakeholder collaboration processes, while digital portfolios were used to document and monitor children's developmental progress. Data were collected using validated observation instruments measuring three dimensions of character development: discipline, empathy, and independence. The data were analyzed using descriptive statistics, normality and homogeneity tests, independent sample t-tests, and N-Gain analysis. The findings revealed a statistically significant difference between the experimental and control groups (p < 0.05). The experimental group achieved a high effectiveness category with an average N-Gain score of 0.75, compared to 0.32 in the control group. The results indicate that the integration of ethnopedagogical principles and digital portfolio systems contributes not only to improved character development but also to more culturally responsive and sustainable educational management practices. The study highlights the potential of culture-based learning management as a strategic approach for strengthening children's character while preserving local cultural identity in the digital era.
MODEL KEPEMIMPINAN TRANSFORMASIONAL BERBASIS APRESIASI GURU DALAM MENINGKATKAN MOTIVASI INTRINSIK DAN INOVASI PEMBELAJARAN PADA PENDIDIKAN ANAK Maya Laelasari; Syadeli Hanafi
Jurnal Kepemimpinan dan Pengurusan Sekolah Vol. 11 No. 3 (2026): Regular Issue (In Progress)
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jkps.v11i3.2283

Abstract

This study aims to examine the implementation of appreciation-based transformational leadership in strengthening teachers’ intrinsic motivation and promoting learning innovation in Early Childhood Education (ECE) institutions. The study focuses on the role of school principals in creating a supportive work environment, recognizing teachers’ contributions, and providing opportunities for professional creativity and participation. This study employed a qualitative approach with a case study design. Data were collected through participatory observation, in-depth interviews, and documentation. The research informants consisted of the school principal and teachers who were purposively selected based on their direct involvement in leadership practices and classroom learning activities. The data were analyzed through data reduction, data display, and conclusion drawing. Data validity was ensured through source triangulation, technique triangulation, and member checking. The findings indicate that low teacher motivation and limited learning innovation are associated with a lack of appreciation, the dominance of administrative-oriented leadership, and limited teacher involvement in school development. The implementation of appreciation-based transformational leadership enhanced teachers’ self-confidence, work engagement, professional collaboration, and willingness to develop more creative learning practices.
Co-Authors Aan Asphianto Asep Muhyidin Syadeli Hanafi Ujang Jamaludin