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All Journal Jurnal Pendidikan Anak Usia Dini Undiksha
Edi Waluyo
Early Childhood Education, Semarang State University, Semarang, Indonesia
Arts Humanities

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Ready or Not? Early Childhood Teachers' Challenges Facing Deep Learning in the 2025 National Curriculum Meilia Mey mey; Edi Waluyo; Ali Formen
Jurnal Pendidikan Anak Usia Dini Undiksha Vol. 14 No. 1 (2026): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/paud.v14i1.102251

Abstract

The implementation of the 2025 Curriculum brings significant changes to early childhood education through a deep learning approach that emphasizes critical, creative, reflective, and adaptive thinking. However, its implementation still faces challenges, particularly in teachers’ readiness to understand and apply deep learning principles. This study aims to analyze the level of ECE teachers’ readiness in implementing deep learning, identify the major challenges encountered, and examine the relationship between teacher readiness and curriculum implementation challenges. The study employed a quantitative approach using a descriptive-correlational design. The participants consisted of 100 ECE teachers selected through purposive sampling. Data were collected using a validated and reliable Likert-scale questionnaire and analyzed through descriptive statistics, Pearson Product-Moment correlation, and multiple linear regression analysis. The findings revealed that teachers’ readiness was categorized as moderately ready, with major weaknesses in digital literacy and the availability of contextual teaching materials. The main challenges identified included limited curriculum training, heavy administrative workloads, and low parental involvement. The analysis demonstrated a significant negative relationship between teacher readiness and curriculum implementation challenges. These findings highlight that strengthening teacher competence through continuous professional training, mentoring, and institutional support is essential for supporting the successful implementation of Curriculum 2025 and improving the quality of ECE learning in accordance with 21st-century demands. This study highlights the need for continuous teacher professional development, particularly in digital literacy, deep learning-based instruction, and adaptive institutional support.
Mindful Screens: Enhancing Early Childhood Emotional Awareness through Reflective Animation Media Fairuz Annisa; Edi Waluyo; Ali Formen; Diana
Jurnal Pendidikan Anak Usia Dini Undiksha Vol. 14 No. 1 (2026): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/paud.v14i1.102254

Abstract

Emotional awareness in early childhood has not yet developed optimally due to the limited availability of structured learning media and the lack of pedagogical support in social-emotional learning. This study aims to analyze and evaluate the effectiveness of mindfulness-based reflective animation in improving children’s ability to recognize, label, and regulate emotions. This study used a mixed methods approach with a quasi-experimental design. The research subjects consisted of 30 children aged 4–6 years who were divided into an experimental group and a control group. Data were collected through structured observation using a validated emotional awareness observation sheet, teacher journals, classroom observations, and post-intervention interviews. Quantitative data were analyzed using statistical tests, while qualitative data were analyzed through thematic analysis. The results showed that children in the experimental group experienced significant improvements in emotion recognition, the use of emotional vocabulary, and self-regulation, whereas the control group showed relatively minimal changes. This study concludes that mindfulness-based reflective animation is an effective, engaging, and developmentally appropriate medium for supporting emotional development. The implications of this study emphasize the importance of integrating culturally responsive digital media and strengthening the role of teachers in social-emotional learning in early childhood education.
Early Childhood Teachers’ Perceptions of Local Wisdom in Digital Literacy: A Study in the Society 5.0 Era Indarwati; Deni Setiawan; Ali Formen; Edi Waluyo
Jurnal Pendidikan Anak Usia Dini Undiksha Vol. 14 No. 1 (2026): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/paud.v14i1.102803

Abstract

The rapid development of digital technology in the Society 5.0 era has created both challenges and opportunities in early childhood education, particularly in enhancing children’s participation through the integration of digital literacy and culturally responsive pedagogy. This study aims to analyze the influence of digital device usage and institutional quality on children’s participation in early childhood learning. The research employed a quantitative approach with a correlational design. The participants consisted of 100 early childhood education teachers selected through simple random sampling based on the Slovin formula. Data were collected using a Likert-scale questionnaire that had met validity and reliability requirements. Data analysis was conducted using Pearson correlation and multiple linear regression with the assistance of SPSS version 30. The findings revealed that digital device usage had a positive and significant correlation with children’s participation (r = 0.53; p < 0.01), while institutional quality also demonstrated a positive relationship with a lower correlation level (r = 0.32; p < 0.05). Regression analysis further indicated that digital device usage had a stronger predictive effect (β = 0.47; p < 0.01) than institutional quality (β = 0.21; p < 0.05). These findings confirm that the optimization of digital device usage plays an important role in improving children’s participation in early childhood learning. This study provides practical implications for strengthening teachers’ digital literacy and enhancing culturally based pedagogy in digital learning environments.
Co-Authors Ali Formen Deni Setiawan Diana Fairuz Annisa Indarwati Meilia Mey mey