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All Journal Al Hikmah: Indonesian Journal of Early Childhood Islamic Education Journal of Childhood Education (JCE)
Ardhana Reswari
Universitas Islam Negeri Madura, Indonesia
Religion Humanities Education

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Interpreting Public Perceptions of Early Childhood Education Teacher Professionalism: A Phenomenological Study in Pamekasan Regency Danang Prastyo; Selfi Lailiyatul Iftitah; Ardhana Reswari; Alfarobi ahmad sulaiman
Al Hikmah Indonesian Journal of Early Childhood Islamic Education Vol. 10 No. 1 (2026): IJECIE
Publisher : Universitas Al-Hikmah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35896/zz8m8s52

Abstract

The professionalism of early childhood education teachers is an important issue because public perception of professionalism is determined not only by formal government standards, but also by social constructs formed through local cultural values. The gap between formal standards and public perception can hinder improvements in the quality of early childhood education, especially in areas with strong local wisdom such as Pamekasan Regency. This study aims to interpret public perceptions of the professionalism of early childhood education teachers in Pamekasan Regency to reveal how the community defines professionalism based on their experiences and local values, the socio-cultural factors that shape perceptions, and their influence on teachers' professional practices.The study used a qualitative phenomenological approach with in-depth interviews with 30 informants, participatory observation in five early childhood education institutions, and focus group discussions. The data were analyzed using Colaizzi's method to identify the meaning structure of the informants' experiences. The results showed that the Pamekasan community interpreted the professionalism of PAUD teachers through three dimensions: religious and moral competence as the main foundation, caring parenting skills, and mastery of pedagogical knowledge as a complement. A pesantren background and understanding of Islam were more highly valued than formal academic qualifications. The study concluded that the community's perception of PAUD teacher professionalism is shaped by local cultural values and Islamic traditions that are not always in line with formal standards. The research recommendation is that teacher professionalism improvement programs need to consider local values and involve community leaders to create a contextual professional development model.
Proses Berpikir Divergen Anak Usia 5-6 Tahun dalam Permainan Konstruktif Bombik Tazoz Nur Mufida; Ardhana Reswari
JCE (Journal of Childhood Education) Vol 10 No 1 (2026): JCE (Journal of Childhood Education) Maret - Agustus 2026
Publisher : Universitas Islam Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30736/jce.v10i1.2742

Abstract

The low level of divergent thinking stimulation in preschool children through meaningful play activities, especially constructive play, is an important issue in the development of creativity and problem-solving skills in early childhood. This study aims to describe the divergent thinking process of 5-6-year-old children in constructive play with bombik tazoz and identify the factors that influence it at RA Nurul Huda Pamekasan. The study used a descriptive qualitative approach with 23 subjects aged 5-6 years old. Data collection techniques included observation, interviews, and documentation, while data analysis used the Miles and Huberman model, which included data reduction, data presentation, and conclusion drawing. The results showed that bombik tazoz play stimulated children's divergent thinking through four main aspects: fluency in generating various ideas, flexibility in changing construction forms, originality in creating unique works, and elaboration in developing and explaining the results of their work. The divergent thinking process is influenced by internal factors such as self-confidence, motivation, and enthusiasm, as well as external factors including a conducive play environment, social interaction with peers, and the role of teachers who provide freedom of expression without pressure. Children demonstrate the ability to explore various possible solutions and produce diverse construction products. Constructive bombik tazoz games are effective as a learning medium for developing the divergent thinking abilities of 5-6 year old children, with the support of a conducive play environment and the optimal role of the teacher as a facilitator.
Co-Authors Alfarobi ahmad sulaiman Danang Prastyo Nur Mufida Selfi Lailiyatul Iftitah