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All Journal Jurnal Pendidikan Terapan Jurnal Pendidikan dan Kebudayaan
Indri Vitriani
Universitas Muria Kudus
Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Dunia Boneka, Ribuan Kata: Mengungkap Peran Permainan Boneka Dalam Pengembangan Kosakata Dan Kemampuan Berbicara Anak Arif Rifa’i; Dwi Andayani; Indri Vitriani; Saifuddin Helmi; Indah Lestari; Mochamad Widjanarko
Jurnal Pendidikan dan Kebudayaan (JURDIKBUD) Vol. 5 No. 2 (2025): Juli: Jurnal Pendidikan dan Kebudayaan (JURDIKBUD)
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jurdikbud.v5i2.7155

Abstract

This study aims to reveal the role of puppet play in the development of vocabulary and speaking skills of early childhood. Using a qualitative approach with a case study method at Pertiwi Kindergarten, Dadirejo Village, the study involved five children aged 5–6 years and two class teachers. Data were collected through participant observation, in-depth interviews, and documentation, then analyzed thematically. The results showed that puppet play created a fun, safe learning atmosphere, and stimulated children to speak more actively and variedly. Children not only increased their vocabulary, but also improved their ability to construct complex sentences, use adjectives, conjunctions, and more complete narrative structures. In addition, puppet play facilitated social interactions that strengthened children's pragmatic and emotional expression skills. These findings support the theory of language development based on social interaction and show that puppet play is an effective, inexpensive, and easy-to-implement pedagogical strategy. Thus, puppet play can be used as a strategic alternative in the development of early childhood language, both in school and home environments
The Effect of CERDAS Teacher Competencies (Collaborative, Empathic, Responsive, Digital, Adaptive, and Spiritual) on Teacher Professional Performance and Work Discipline in Elementary Schools Indri Vitriani; Sri Utaminingsih; Fina Fakhriyah
Jurnal Pendidikan Terapan Vol 4, No 4 September (2026)
Publisher : Sakura Digital Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61255/jupiter.v4i4.1828

Abstract

This study aims to examine the influence of CERDAS Teacher competencies, comprising Collaborative, Empathic, Responsive, Digital, Adaptive, and Spiritual dimensions, on teacher professional performance and work discipline in the era of educational transformation in elementary schools. This study employed a mixed-methods approach using a Sequential Explanatory Design, combining quantitative and qualitative data. Quantitative data were collected from 136 elementary school teachers using a Likert-scale questionnaire, followed by qualitative data collection through open-ended questions and in-depth interviews with 15 selected teachers to explain and deepen the quantitative findings. Quantitative data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) with SmartPLS version 3.2 through outer and inner model evaluation, while qualitative data were analyzed thematically. The measurement model demonstrated satisfactory validity and reliability, with Average Variance Extracted (AVE) values ranging from 0.721 to 0.743 and Composite Reliability values ranging from 0.812 to 0.871. The structural model results revealed that SMART Teacher competencies had a positive and significant effect on teacher professional performance (β = 0.513; t = 5.967; p = 0.001) and work discipline (β = 0.717; t = 12.782; p = 0.001). Work discipline also had a positive and significant effect on teacher professional performance (β = 0.356; t = 3.814; p = 0.001). Qualitative findings further revealed that the Digital and Adaptive dimensions facilitated the transformation of teaching practices, while the Spiritual and Empathic dimensions strengthened teachers' internal commitment to discipline and professional responsibility. Collaboration through professional learning communities also supported pedagogical innovation and improved lesson planning. In conclusion, the integration of CERDAS Teacher competencies significantly strengthens both teacher work discipline and professional performance, with work discipline functioning as an important pathway linking teacher competencies to professional performance. These findings suggest that educational authorities and school administrators should develop integrated professional development programs that strengthen the six SMART dimensions to support sustainable educational transformation in elementary schools.
Co-Authors Arif Rifa’i Dwi Andayani Fina Fakhriyah Indah Lestari, Indah Mochamad Widjanarko Saifuddin Helmi Sri Utaminingsih