Garuda - Garba Rujukan Digital

Curriculum Development Based on Workplace-Oriented Learning to Improve The Competence of Prospective Early Childhood Education Teachers Halimah, Leli; Mirawati, Mirawati; Silawati, Endah; Hopiani, Ayu
Vidya Karya Vol 39, No 1 (2024)
Publisher : FKIP ULM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jvk.v39i1.19190

This study aims to develop a curriculum design based on Workplace-Oriented Learning (WOL) to improve the professional competence of prospective Early Childhood Education (ECE) teachers. The Educational Design Research (EDR) approach was used in the development of this design, through problem identification, curriculum planning, prototype development, and design evaluation. Through needs analysis and careful planning, this curriculum integrates theory with practice in the field. The results showed that the WOL curriculum was designed according to the current needs in the field. Based on the existing needs, the curriculum design is divided into several stages, including career awareness, career exploration, career preparation, and career training, which allow students to understand the tasks and skills needed in the world of work. With collaboration between educational institutions and industry, this curriculum bridges the gap between theory and practice, preparing students to become PAUD teachers who are ready to face the dynamic demands of early childhood education. Thus, the development of WOL-based curriculum design is expected to make a significant contribution to improving the quality of education and learning in early childhood.

Character Building of Young Children in Digital Era through Media Literacy Education Silawati, Endah; Rahman, Mohd Nazri Bin Abdul
Procedia of Social Sciences and Humanities Vol. 6 (2024): International Conference Psychology and Education Transformation For Bright Future
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/pssh.v6i.578

In this digital era, children can access many diverse values and cultures through various media, which may have a negative impact. the information that is accessed by children will affect their perceptions, beliefs, and attitudes, which could be positive or negative [1]. As a result, having media literacy today is essential since it can immunize children through cognitive defences to guard against the damaging effects of media messages [2. For young children, media literacy education can help them to build positive character values in the digital age. Young children can have a greater awareness of many viewpoints and cultures, which promotes empathy and respect, by being taught how to critically analyse and evaluate media content [3]. Therefore, this study elaborates on how media literacy education is used as a strategy to promote positive character values of young children by kindergarten teachers. A qualitative approach was employed in this study by involving 37 kindergarten teachers around West Java Province, Indonesia. Data collection was done through questionnaires and interview methods to portray teachers’ perspective and teaching strategies in Media Literacy Education. Moreover, the validity of the data was carried out by means of triangulation. The data analysis technique was done through data reduction, data presentation, and conclusions or verification. The results showed that all of the teachers agreed that media literacy education is important for the character building of young children and to be integrated into curriculum. Furthermore, some teachers have implemented media literacy education in teaching activities in their own ways. However, there are still needs some improvement regarding teachers’ skills, learning media and digital facilities, support from policy makers and parents. Nevertheless, this study can be an initial overview for later research to investigate the further aspects of building young children's positive values in the digital world.

Cultivating the Spirit of Entrepreneurship in Students Through Project Market Day: An Approach to Strengthening Character Values Kuswanto, Kuswanto; Hakam, Kama Abdul; Nurihsan, Juntika; Rakhmat, Cece; Silawati, Endah; Salamah, Ilma Siti
EduBasic Journal: Jurnal Pendidikan Dasar Vol 7, No 1 (2025): EduBasic Journal: Jurnal Pendidikan Dasar
Publisher : Universitas Pendidikan Indonesia Kampus Serang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ebj.v7i1.81701

Entrepreneurship education is a field of study that provides space for students to develop their creativity. Through market day activities, students can learn directly about the market situation and recognize the business world. However, there is a gap in the literature regarding how entrepreneurship activities should be implemented in primary schools. This study aims to examine and analyze the entrepreneurial spirit of students from the results of market day activities, how it impacts students, and how character values are internalized. The approach in this research is descriptive qualitative. The subjects recruited in this study were principals, teachers, and students. Collection techniques and tools were through observation, interviews, and documentation. The results revealed that students displayed positive character values starting from planning and preparing and continuing until market day activities. In conclusion, market day activities have proven to be an effective program for cultivating the entrepreneurial spirit of students. It can be seen that the purpose of the market day is not only to improve entrepreneurial skills but also to become a means of learning character values that are important for students' lives in the future. This research can be a reference for educators in creating innovative learning and being able to internalize character values through market day projects.

Bilingual Education in Improving Early Childhood Communication Skills: A Systematic Literature Review Khoiriah, Laeni Sipatu; Mirawati, Mirawati; AM, Muh. Asriadi; Halimah, Leli; Silawati, Endah
Jurnal Pendidikan Progresif Vol 15, No 1 (2025): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v15i1.pp85-100

Abstract: Bilingual Education in Improving Early Childhood Communication Skills: Systematic Literature Review. Objectives: This study aims to comprehensively analyze bilingual education on early childhood communication skills. Methods: This research uses qualitative methods with a systematic literature review. Data was collected through electronic database literature searches namely, dimensions, eric, taylor and francis, sciencedirect and google scholar. Findings: Thirty seven articles were found that were relevant to the research topic. The results of this research show that bilingual education has great benefits for children's communication skills, especially in developing vocabulary and practicing pronunciation. Conclusion: Bilingual education is a method for improving children's communication skills, coupled with fun media and learning methods that can optimize learning and minimize the occurrence of obstacles. Keywords: children’s bilingual, communication ability, and systematic literature review.

The Effect of Using Busy Box Creative Little Scientists on Critical Thinking Skills of 5-6 Year Old Children Alipiyani, Siti; Mirawati, Mirawati; AM, Muh Asriadi; Silawati, Endah
Jurnal Pendidikan Progresif Vol 14, No 3 (2024): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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

The Effect of Using Busy Box Creative Little Scientists on Critical Thinking Skills of 5-6 Year Old Children. Objectives: This study aims to determine the effect of using the Busy Box Creative Little Scientists learning media in the learning process on the critical thinking skills of children aged 5-6 years. Methods: This quasi-experimental study involved 21 students aged 5-6 years, divided into two classes: a control class and an experimental class. Students were selected by purposive sampling. The experimental class used the Busy Box Creative Little Scientists learning media, while the control class did not. Critical thinking skills were measured before and after the intervention, and the N Gain was calculated to compare the improvement. Findings: The results showed a significant difference in the critical thinking skills of children between the experimental and control classes. The experimental class showed an N Gain of 64%, while the control class had an N Gain of 44%. Conclusion: The study highlights the effectiveness of Busy Box Creative Little Scientists in improving the critical thinking skills of children aged 5-6 years. These findings support further exploration into the use of interactive learning media for enhancing critical thinking in early childhood education. Keywords: learning media, critical thinking skills, early childhood.DOI: http://dx.doi.org/10.23960/jpp.v14.i3.2024110

Character Building of Young Children in Digital Era through Media Literacy Education Silawati, Endah; Rahman, Mohd Nazri Bin Abdul
Procedia of Social Sciences and Humanities Vol. 6 (2024): International Conference Psychology and Education Transformation For Bright Future
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/pssh.v6i.578

In this digital era, children can access many diverse values and cultures through various media, which may have a negative impact. the information that is accessed by children will affect their perceptions, beliefs, and attitudes, which could be positive or negative [1]. As a result, having media literacy today is essential since it can immunize children through cognitive defences to guard against the damaging effects of media messages [2. For young children, media literacy education can help them to build positive character values in the digital age. Young children can have a greater awareness of many viewpoints and cultures, which promotes empathy and respect, by being taught how to critically analyse and evaluate media content [3]. Therefore, this study elaborates on how media literacy education is used as a strategy to promote positive character values of young children by kindergarten teachers. A qualitative approach was employed in this study by involving 37 kindergarten teachers around West Java Province, Indonesia. Data collection was done through questionnaires and interview methods to portray teachers’ perspective and teaching strategies in Media Literacy Education. Moreover, the validity of the data was carried out by means of triangulation. The data analysis technique was done through data reduction, data presentation, and conclusions or verification. The results showed that all of the teachers agreed that media literacy education is important for the character building of young children and to be integrated into curriculum. Furthermore, some teachers have implemented media literacy education in teaching activities in their own ways. However, there are still needs some improvement regarding teachers’ skills, learning media and digital facilities, support from policy makers and parents. Nevertheless, this study can be an initial overview for later research to investigate the further aspects of building young children's positive values in the digital world.

Explaining Student Well-Being in the Digital Era: Cognitive Load as a Psychological Mechanism Linking Technostress and Digital Literacy Azzahra, Nabilla Feylisha; Na'imah, Tri; Abdul Rahman, Mohd Nazri; Anbari, Mahdi; Silawati, Endah
International Journal of Islamic Educational Psychology Vol. 7 No. 1 (2026): June
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ijiep.v7i1.29935

The increasing use of learning technology has given rise to various psychological problems among students, particularly technostress and limited digital literacy, stemming from the demands of digital assignments and the complexity of learning platforms. These factors can increase cognitive load and disrupt student well-being. This study used a quantitative explanatory design involving 220 students (N = 220) with a mean age of 16 years (SD = 0.73) and was analyzed using the Partial Least Squares–Structural Equation Modeling approach. The results showed that cognitive load partially mediated the influence of technostress and digital literacy on student well-being. Technostress was shown to increase cognitive load and negatively impact student well-being, whereas digital literacy reduced cognitive load and improved student well-being. In addition, cognitive load also negatively affected student well-being. The novelty of this study lies in revealing the psychological mechanism through the mediating role of cognitive load, explaining how technostress and digital literacy simultaneously affect student well-being, and in providing empirical evidence on Muslim high school students, who are still rarely studied in digital literacy research. These findings emphasize the importance of managing technostress and strengthening digital literacy as key strategies in supporting student well-being in Islamic educational settings.

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