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The Role of Parents in Building Resilience in Early Childhood Pradini, Susanthi; Nopiana, Nopiana; Fatmawati, Nia
Journal of Early Childhood Education (JECE) Vol 6, No 2 (2024)
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/jece.v6i2.43798

This research is motivated by the readiness of individuals to adjust to various conditions and challenges faced. For example, during the pandemic conditions we have experienced, This pandemic condition forces individuals to adapt to conditions, including Indonesian families. This condition is also experienced by a person when dealing with unexpected disaster conditions. Many parents find it difficult to deal with their anxiety with all the pressure and keep their children safe. But as time goes by, individuals generally strive to rise from adversity and try to readjust. This ability to rise from depressed situation is called resilience. Resilience grows and develops throughout human life and begins to develop from early childhood. Everyone has different resilience abilities depending on the individual's experience and personality. In children, one of the factors that can play a role in the formation of resilience is the condition of the child's nearest and smallest environment, namely the family and parents. How much effort parents make to create a sense of security and comfort for the family, and the ability of parents to face obstacles is one of the factors that play a role in the formation of children's resilience. This study aims to find out how big the role of parental resilience plays in the formation of resilience in early childhood. The method in this study is a quantitative approach with a correlation technique. The sample was selected using a simple random sampling technique under the criteria of parents who have children aged 2 to 6 years. The result of this study is that parental resilience has a significant role in efforts to build resilience in early childhood (r = 0.487). However, there are still other factors or variables that can play a role in the formation of early childhood resilience need further studies.

HUBUNGAN KELEKATAN AMAN ANAK PADA ORANG TUA DENGAN KEMANDIRIAN ANAK USIA 4-5 TAHUN Anggraeni, Yaniar Yumna; Kurniawati, Asih Budi; Pradini, Susanthi
Tunas Siliwangi Vol 9 No 2 (2023): VOL 9 NO 2, OKTOBER 2023
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/ts.v9i2.3490

Penelitian ini bertujuan untuk mengetahui hubungan antara kelekatan aman anak pada orang tua dengan kemandirian anak usia 4-5 tahun. Populasi dalam penelitian ini adalah seluruh anak kelompok A dan B di TK Islam Al-Azhar 40 Cilegon dengan jumlah 75 anak. Sampel penelitian diambil menggunakan purposive sampling dengan jumlah 30 anak usia 4-5 tahun. Teknik pengumpulan data yang digunakan adalah observasi dan angket. Analisis data yang digunakan yaitu analisis korelasi spearman rank. Hasil penelitian menunjukkan bahwa ada hubungan yang signifikan positif antara kelekatan aman anak pada orang tua dengan kemandirian anak usia 4-5 tahun. Hal ini terbukti dari ð‘Ÿâ„Žð‘–ð‘¡ð‘¢ð‘›ð‘” 0, 818 > ð‘Ÿð‘¡ð‘Žð‘ð‘’ð‘™ 0,361 dengan signifikansi 0,05 Ha diterima yang berarti terdapat hubungan yang signifikan positif antara kelekatan aman anak pada orang tua dengan kemandirian anak.

STRATEGI KOGNITIF DAN MOTIVASI MEMBACA LITERATUR BERBAHASA INGGRIS PADA MAHASISWA Harkina, Prida; Sandayanti, Vira; Pradini, Susanthi
Psyche: Jurnal Psikologi Vol 5, No 2 (2023)
Publisher : Universitas Muhammadiyah Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36269/psyche.v5i2.1825

Penelitian ini bertujuan untuk mengetahui gambaran Reading Engagement pada aktivitas membaca literature berbahasa Inggris. Reading Engagement akan dilihat dari dua aspek utamanya, yaitu motivasi membaca (reading motivation) dan pemakaian strategi kognitif saat membaca literatur berbahasa Inggris pada mahasiswa Fakultas Kedokteran Umum di Universitas Malahayati. Metode penelitian ini adalah penelitian kuantitatif dengan menggunakan pendekatan deskriptif. Subjek penelitian adalah mahasiswa angkatan 2018 dan angkatan 2019 Fakultas Kedokteran di Universitas Malahayati. Teknik pengumpulan data menggunakan teknik Simple Random Sampling yaitu pengambilan sampel secara acak. Hasil penelitian menyebutkan gambaran tingkat reading engagement yang dilihat dari dua aspek, yaitu motivasi membaca dan pemakaian strategi kognitif pada subjek penelitian dengan disajikan dalam bentuk pengkategorisasian. (1) 100 subjek penelitian memiliki tingkat reading engagement yang termasuk dalam kategori tinggi dengan 67 orang memiliki motivasi membaca dan penggunaan strategi kognitif yang termasuk dalam kategori tinggi. (2) 11 orang memiliki motivasi membaca yang termasuk kategori sangat tinggi, namun penggunaan strategi kognitif-nya termasuk dalam kategori tinggi. (3) 22 orang lainnya memiliki motivasi membaca yang masuk dalam kategori tinggi, meskipun penggunaan strategi kognitif-nya termasuk dalam kategori sangat tinggi.

The Role of Parents in Building Resilience in Early Childhood Pradini, Susanthi; Nopiana, Nopiana; Fatmawati, Nia
Journal of Early Childhood Education (JECE) Vol. 6 No. 2 (2024)
Publisher : Journal of Early Childhood Education (JECE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/jece.v6i2.43798

This research is motivated by the readiness of individuals to adjust to various conditions and challenges faced. For example, during the pandemic conditions we have experienced, This pandemic condition forces individuals to adapt to conditions, including Indonesian families. This condition is also experienced by a person when dealing with unexpected disaster conditions. Many parents find it difficult to deal with their anxiety with all the pressure and keep their children safe. But as time goes by, individuals generally strive to rise from adversity and try to readjust. This ability to rise from depressed situation is called resilience. Resilience grows and develops throughout human life and begins to develop from early childhood. Everyone has different resilience abilities depending on the individual's experience and personality. In children, one of the factors that can play a role in the formation of resilience is the condition of the child's nearest and smallest environment, namely the family and parents. How much effort parents make to create a sense of security and comfort for the family, and the ability of parents to face obstacles is one of the factors that play a role in the formation of children's resilience. This study aims to find out how big the role of parental resilience plays in the formation of resilience in early childhood. The method in this study is a quantitative approach with a correlation technique. The sample was selected using a simple random sampling technique under the criteria of parents who have children aged 2 to 6 years. The result of this study is that parental resilience has a significant role in efforts to build resilience in early childhood (r = 0.487). However, there are still other factors or variables that can play a role in the formation of early childhood resilience need further studies.

Peer-tutoring Worksheet to Improve Student’s Self-efficacies at Department of Educational Sciences, Faculty of Education and Teacher Training, Universitas Lampung Herpratiwi, Herpratiwi; Firdaus, Rangga; Pradini, Susanthi
Jurnal Pendidikan Progresif Vol 13, No 3 (2023): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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

Peer-tutoring Worksheet to Improve Student’s Self-efficacies at Departement of Educational Sciences, Faculty of Education and Teacher Training, Universitas Lampung. Objectives: This quantitative approach research investigated the influence of peer tutoring worksheet to improve student’s self-efficacy in learning. Methods: This study involved 56 students at primary teacher education, department of science education, Universitas Lampung. This study used N-Gain analysis and paired sample t-test to find the differences and improvement between pre-test and post-test in self-efficacy after given peer-tutoring worksheet treatment. Finding: Paired sample t-test indicated that there are the significant differences between pre-test and post-test after given peer tutoring worksheet treatment. N-gain analysis also revealed that there is improvement in student’s self-efficacy in learning after using peer-tutoring worksheet method in learning. With peer-tutoring worksheets, students are able to encourage and support each other so it increased student’s self-efficacy. Conclusion: Peer-tutoring worksheet are effective to improve student’s self-efficacy in learning. Keywords: worksheet, peer-tutoring, self-efficacy, studentsDOI: http://dx.doi.org/10.23960/jpp.v13.i3.202323

Pengaruh penggunaan smartphone terhadap kemampuan bahasa ekspresif anak usia 5-6 tahun Kurniawati, Asih Budi; Agustina, Afifah Qonita; Syafrudin, Ulwan; Pradini, Susanthi
Jurnal PG-PAUD Vol 10, No 2 (2024)
Publisher : FKIP UNILA

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This study aims to determine the effect of smartphone use on the expressive language skills of children aged 5-6 years. This study uses a quantitative research with ex post facto methods. The sample in this study was 100 children aged 5-6 years and their parents using a cluster random sampling technique. Data collection in this study was carried out by distributing questionnaires to parents and observing children. Then, the data analysis used is a simple linear regression test. The results of the study show that there is an effect of smartphone use on children's expressive language skills. This can be seen from the calculations resaults by using simple linear regression which shows a significance level of 0.036<0.05. Based on the magnitude calculations of the influence of smartphone use, shows that it has 19.2% positive effect to the children’s expressive language skills and the other 80,8% are influenced by other factors. Support and supervision from parents along with variety of contents can make it easier for children to access various content from learning to entertainment. The most frequently visited content is watching videos through the YouTube application which can indirectly hone children's language skills.

Pelatihan Merancang Pembelajaran Berbasis Deep learning pada Guru PAUD Asih Budi Kurniawati; Een Y. Haenilah; Devi Nawangsasi; Ulwan Syafrudin; Susanthi Pradini
BERBAKTI: Jurnal Pengabdian Kepada Masyarakat Vol. 2 No. 01 (2025): ISSUE OKTOBER
Publisher : PT. Mifandi Mandiri Digital

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Transformasi pendidikan anak usia dini menuntut pendekatan pembelajaran yang bermakna dan mendalam. Namun, guru PAUD masih menghadapi tantangan dalam menyusun rencana pembelajaran yang mengacu pada prinsip deep learning. Tiga prinsip utama deep learning adalah mindful (berkesadaran), meaningful (bermakna), dan joyful (menggembirakan). Pendekatan ini berfokus pada pemahaman konsep secara komprehensif serta pengembangan keterampilan berpikir kritis sejak dini. Hal ini sejalan dengan Tujuan Pembangunan Berkelanjutan (SDGs) nomor 4 yang menekankan pentingnya pendidikan berkualitas, inklusif, dan merata bagi semua. Selain itu, konsep meaningful learning juga berperan penting, karena terjadi ketika anak mampu mengaitkan informasi baru dengan pengetahuan yang telah dimiliki, sehingga meningkatkan pemahaman, motivasi, dan hasil belajar. Kurikulum yang mendukung meaningful learning menciptakan pengalaman belajar yang relevan dan menarik bagi anak. Kegiatan pengabdian kepada masyarakat ini bertujuan memberikan pelatihan kepada guru PAUD dalam merancang pembelajaran berbasis deep learning. Fokusnya meliputi penyusunan indikator capaian perkembangan, perancangan kegiatan eksploratif dan reflektif, serta evaluasi autentik. Melalui pendekatan partisipatif dan pendampingan berkelanjutan, diharapkan guru mampu menyusun perangkat pembelajaran yang menstimulasi seluruh aspek perkembangan anak secara holistik dan kontekstual.

The Influence of Macro Role Playing Methods on Children's self help Skills of Group B Prasetya, Bernadeta Chika; Kurniawati, Asih Budi; Pradini, Susanthi
THUFULA Vol 10, No 2 (2022): ThufuLA: Jurnal Inovasi Pendidikan Guru Raudhatul Athfal
Publisher : PIAUD Universitas Islam Negeri Sunan Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/thufula.v10i2.17049

The problem in this study was not yet skilled in helping themselves such as not bringing their own things at school, and there are still some children who cannot wear their own clothes and are accustomed to being accompanied, assisted, and also served. The purpose of this study was to determine the effect of the macro role-playing method on the self-help skills of group B children in Amarta Tani Kindergarten, HKTI. The type of this research approach is quantitative with the type of experimental research. The research design used in this study is a Quasi Experimental design using non-random re-experimentation (non-randomized pre-test posttest control group design). The data collection technique used is observation. The data analysis technique used in this study is a statistical analysis of the T-Test with the Independent-Sample T-Test. The results showed that there was a difference in values between the post-test experimental class and the pre-test control class, namely 49.39 and 40.30 with a significance value of 0.000 which means <0.05, then Ho is rejected and Ha is accepted.

Kontribusi Persepsi Guru Terhadap Storytelling dan Kemampuan Berpikir Kritis Anak Usia Dini Gian Fitria Anggraini; Susanthi Pradini
Jambura Early Childhood Education Journal Vol 8 No 2 (2026): Jambura Early Childhood Education Journal
Publisher : JURUSAN PENDIDIKAN GURU PENDIDIKAN ANAK USIA DINI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37411/jecej.v8i2.4919

Critical thinking skills are among the most crucial 21st-century skills to develop from an early age. This study uses a correlational quantitative approach to analyze the relationship and contribution of teachers' perceptions of storytelling methods to early childhood critical thinking skills. The total sample in this study comprised 108 early childhood teachers selected through random sampling. Data collection was carried out using questionnaires. The results of the analysis showed a significant positive relationship between teacher perception and children's critical thinking skills, although the relationship was weak (r = 0.263, p = 0.006). In addition, teachers' perceptions account for only 6.9% of critical thinking skills, while the remaining 93.1% is influenced by other factors. Based on the results of the cross-table analysis, a gap between theory and practice in storytelling activities was revealed: teachers' understanding was dominated by the medium category (42.59%), even though almost all teachers strongly agreed on the urgency of storytelling. This can cause children's critical thinking skills to fail to develop optimally, as reflected in the moderate category (72.2%). This research confirms the need to reconstruct storytelling training, especially for teachers, to place greater emphasis on design techniques that highlight critical questions in storytelling activities. Kemampuan berpikir kritis merupakan salah satu keterampilan abad ke-21 yang krusial untuk dibangun sejak dini. Penelitian ini menggunakan pendekatan kuantitatif korelasional yang bertujuan untuk menganalisis hubungan serta kontribusi persepsi guru terhadap metode storytelling terhadap kemampuan berpikir kritis anak usia dini. Adapun total sampel dalam penelitian ini berjumlah 108 guru PAUD yang dipilih secara acak (random sampling). Hasil analisis menunjukkan adanya hubungan positif yang signifikan antara persepsi guru dan kemampuan berpikir kritis anak, meskipun berada pada kategori hubungan yang lemah (r = 0.263, p = 0.006). Selain itu, persepsi guru hanya memberikan kontribusi sebesar 6,9% terhadap kemampuan berpikir kritis, sedangkan sisanya 93,1% dipengaruhi oleh faktor lain. Berdasarkan hasil analisis tabel silang, terungkap adanya gap atau kesenjangan antara teori dan praktik dalam kegiatan storytelling, di mana pemahaman guru didominasi oleh kategori sedang (42,59%), meskipun hampir semua guru menyatakan sangat setuju terhadap urgensi storytelling. Hal ini dapat menyebabkan kemampuan berpikir kritis anak tidak berkembang secara optimal, yang tercermin pada kategori sedang (72,2%). Penelitian ini menegaskan adanya rekonstruksi pelatihan storytelling, khususnya bagi guru, agar lebih berfokus pada teknik perancangan yang menonjolkan pertanyaan-pertanyaan kritis selama kegiatan bercerita.

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