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All Journal Edu Happiness : Jurnal Ilmiah Perkembangan Anak Usia Dini
Euis Trismayanti
STITNU Al-Farabi Pangandaran
Education Mathematics Social Sciences Other

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Transformasi Pendidikan di lembaga Raudlatul Athfal Strategi Menghadapi Tantangan Zaman Kekinian Euis Trismayanti
Edu Happiness: Jurnal Ilmiah Perkembangan Anak Usia Dini Vol. 4 No. 2 (2025): July
Publisher : Lembaga Penelitian Dan Pengabdian Masyarakat (LPPM) STITNU Al-Farabi Pangandaran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62515/eduhappiness.v4i2.1064

Abstract

This qualitative case study investigates learning strategies as part of educational transformation in Raudlatul Athfal (RA) in response to the challenges of the contemporary era, characterized by rapid technological advancement, social dynamics, and 21st-century competency demands. Grounded in the constructivist theories of Piaget and Vygotsky, this research explores the implementation of child-centered learning through in-depth interviews, participant observations, and document analysis in two RA institutions located in Parigi District, Pangandaran Regency, representing both urban and semi-rural contexts. The findings reveal a significant shift from traditional approaches toward more active and contextual learning strategies, such as project-based learning, independent exploration, and collaborative activities. These approaches enhance children’s engagement, creativity, and readiness to navigate the complexities of modern challenges. A stimulating learning environment and the teacher's role as a facilitator are essential components in supporting children's active knowledge construction. Although implementation varies across institutions, these learning strategies are generally perceived as effective, despite ongoing challenges such as limited teaching media, technological access, and teacher competencies. This transformation reflects a necessary adaptation by RA institutions to remain relevant and to equip children with critical thinking, social, and creative skills needed in today’s world. This study offers practical contributions to the development of early childhood learning models based on constructivism that are responsive to contemporary challenges and relevant to early childhood education policy in Indonesia.
Penerapan Teori Sosial Kognitif Bandura dalam Pembelajaran Anak Usia Dini Melalui Observasi dan Peniruan Perilaku Positif Euis Trismayanti; Ai Rismayanti; Eli Rahmawati
Edu Happiness: Jurnal Ilmiah Perkembangan Anak Usia Dini Vol. 5 No. 1 (2026): January
Publisher : Lembaga Penelitian Dan Pengabdian Masyarakat (LPPM) STITNU Al-Farabi Pangandaran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62515/eduhappiness.v5i1.1262

Abstract

This study aims to analyze the application of Albert Bandura’s Social Cognitive Theory in early childhood education through the processes of observation and imitation of positive behavior. Bandura’s theory emphasizes that learning results from the dynamic interaction among personal, environmental, and behavioral factors. In the context of early childhood education, observational learning and modeling serve as effective strategies for character formation and the development of children’s social competence. This research employs a literature review approach and limited classroom observation in early childhood institutions. The findings indicate that the implementation of this theory can be carried out through teachers’ positive behavioral modeling, role-playing activities, and reinforcement of prosocial behavior. These strategies have been shown to enhance children’s social awareness, empathy, and self-regulation. Therefore, the application of Bandura’s Social Cognitive Theory significantly contributes to the development of character and adaptive behavior in early childhood, providing a strong conceptual foundation for character education curriculum design in early childhood learning environments.
Co-Authors Ai Rismayanti Eli Rahmawati