Article Per Year (5 Year)
p-Index From 2021 - 2026
0.817
P-Index
This Author published in this journals
All Journal Jurnal El Audi JOIECE: PIAUD-Ku
Wulan Tini
Institut Agama Islam Persis Bandung
Religion Humanities Education Library & Information Science Public Health Other

Published : 4 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 4 Documents
Search

 1 
Analisis Kesiapan Guru dalam Mengimplementasikan Kurikulum Merdeka pada Pendidikan Anak Usia Dini Wulan Tini
Jurnal El-Audi Vol. 5 No. 1 (2024): Vol. 5 No. 1 Maret 2024
Publisher : Institut Madani Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Curriculum changes in Indonesia demand adaptive readiness from teachers, especially at the Early Childhood Education (PAUD) level. The implementation of the Independent Curriculum at the Early Childhood Education (PAUD) level demands a transformation in teacher readiness. Teachers are the spearhead of education, where teachers are required to be ready to swiftly face the many changes in education, especially to curriculum changes that usually change when related officials change. This study aims to analyze the readiness of PAUD teachers in Katapang District, Bandung Regency, in implementing the Independent Curriculum, reviewed from three main aspects: cognitive readiness (conceptual understanding), affective readiness (attitude/motivation), and psychomotor readiness (pedagogical/practical).This study used a qualitative descriptive method. Data were collected through structured questionnaires and in-depth interviews with 15 teachers selected using a purposive sampling technique. The results showed that teachers' affective readiness was in the high category, characterized by strong motivation to change. However, cognitive and psychomotor readiness remained in the medium to low category. The main obstacles identified included difficulties in developing teaching modules, designing Authentic Assessments, and integrating the Pancasila Student Profile Strengthening Project (P5) appropriate to the characteristics of early childhood. This study recommends the need for intensive community-based mentoring through the Early Childhood Education Cluster Activity Center (PKG) at the sub-district level.
Analisis Kritis: Impelentasi Projek Penguatan Profil Pelajar Pancasila (P5) pada Pendidikan Anak Usia Dini Wulan Tini
Jurnal El-Audi Vol. 5 No. 2 (2024): Vol. 5 No. 2 September 2024
Publisher : Institut Madani Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The implementation of the Pancasila Student Profile Strengthening Project (P5) at the Early Childhood Education (PAUD) level within the Independent Curriculum was originally designed to foster children's character through a liberating approach. However, in practice, this paradigm shift has created epistemological and methodological conflicts for teachers in the field. This study aims to conduct a critical analysis of the implementation of P5 at the PAUD level, with a specific focus on pedagogical readiness, structural workload, and teachers' stuttering in translating the abstract values of Pancasila into child-friendly stimulation. Using a qualitative approach with critical case studies, data were collected from several PAUD units through in-depth interviews with teachers, participatory observation of the project process, and critical analysis of teaching module documents compiled independently by teachers. The results reveal the phenomenon of "curriculum formalism," where teachers are trapped in administrative performativity and product orientation (output) for the sake of documentation fulfillment, rather than prioritizing child agency and process-oriented reflection. The imbalance in Pedagogical Content Knowledge (PCK) tends to lead teachers to adopt a rigid (teacher-centered) instructional role, reducing the meaning of P5 to merely a seasonal craft activity. This research shows that early childhood education (PAUD) teachers experience dual pressures between structural administrative burdens and the idealistic demands of the new curriculum without adequate conceptual guidance. The implications of this research urge the need for a deconstructive reconstruction of teacher training patterns and a reorientation of P5 policies to return to the fundamental principles of early childhood play.
Mendesain Brain-Compatible Classroom: Implementasi P5 Kurikulum Merdeka Berbasis Konstruktivisme Sosial Vygotsky dalam Pendidikan Anak Usia Dini Wulan Tini
Jurnal El-Audi Vol. 6 No. 1 (2025): Vol. 6 No. 1 Maret 2025
Publisher : Institut Madani Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aims to analyze the Brain-Compatible Classroom design in the implementation of the Pancasila Student Profile Strengthening Project (P5) based on Vygotsky's Social Constructivism theory in early childhood education institutions. The Merdeka Curriculum demands child-centered learning, but in practice, the implementation of P5 is often trapped in rigid end results (teacher-centered). The research method used is descriptive qualitative with a case study approach in inclusive kindergarten group B (ages 5-6 years). Data collection was carried out through participatory observation, in-depth interviews, and documentation of modules and project portfolios. The results show that a brain-friendly classroom is built through the creation of a low-stress environment (absence of threat) using stimulation of various textures of natural materials (loose parts). Vygotsky's principles are manifested through the utilization of the Zone of Proximal Development (ZPD) when children collaborate heterogeneously to complete environmental model projects, supported by the provision of verbal-visual scaffolding by the teacher. This integration of neuroscience and social psychology has proven effective in boosting children's collaborative, creative, and critical thinking skills naturally without cognitive coercion. This research recommends the importance of restructuring early childhood education classrooms from static to adaptive learning environments for children's brain function.
Implementasi Toilet Training sebagai Praktik Pedagogis Penumbuhan Kemandirian Anak Usia 3–4 Tahun di Raudhatul Athfal: Studi Kasus Tunggal di PG-RA Alhidayah Logam Kota Bandung Zahwa Nur’Izzati Shifa; Tepi Mulyaniapi; Wulan Tini
Journal of Islamic Early Childhood Education (JOIECE): PIAUD-Ku Vol. 5 No. 1 (2026): Journal of Islamic Early Childhood Education (JOIECE): PIAUDKU
Publisher : Institut Agama Islam Persis Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54801/m47zcx83

Abstract

Toilet training is the earliest institutionalized site at which young children negotiate autonomy, yet international literature treats it predominantly as a clinical problem of continence acquisition and rarely as an educational practice embedded in an early childhood curriculum. Research examining toilet training as a pedagogical and character-forming process within faith-based early childhood settings remains scarce, particularly through in-depth single-case designs. This study describes and interprets the implementation of toilet training for one child aged 3–4 years at PG-RA Alhidayah Logam, Bandung, and its relation to emerging indicators of autonomy. A qualitative single-case design was employed. The subject was a boy aged three years and eight months; the mother and the classroom teacher served as supporting informants. Data were gathered through participant observation, semi-structured interviews, and documentation over eight weeks, and analyzed using the interactive model of Miles, Huberman, and Saldaña. Trustworthiness was established through source and technique triangulation, member checking, and an audit trail. Three findings emerged. Obstacles clustered around the child’s physical and psychological readiness and inconsistent parental follow-through. Observable behaviors included bodily signaling, verbal request, self-dressing, and the habituation of supplication. Implementation proceeded through preparation and introduction, scheduled toileting, and hygiene instruction, a sequence that hybridizes child-oriented readiness rhetoric with structured-behavioral scheduling. The account repositions toilet training from a behavioral intervention to a curricular practice in which autonomy and religiously framed hygiene are cultivated together, while its single-case scope precludes any claim of general effectiveness
Co-Authors Tepi Mulyaniapi Zahwa Nur’Izzati Shifa