Article Per Year (5 Year)
p-Index From 2021 - 2026
0.562
P-Index
This Author published in this journals
All Journal Edusoshum: Jurnal Pendidikan Islam dan Sosial Humaniora Socius: Social Sciences Research Journal
Furwanti, Erni
Unknown Affiliation
Religion Arts Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Social Sciences

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
The Role of Montessori Learning Assessment in Early Childhood Education 3-6 years old Furwanti, Erni; Krismayanti, Yanti; Apriani, Nanin; Listia, Yovita Befi; Sofiah, Yofi Siti
Socius: Jurnal Penelitian Ilmu-Ilmu Sosial Vol 3, No 9 (2026): April 2026
Publisher : Penerbit Yayasan Daarul Huda Kruengmane

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.19601567

Abstract

This study aims to analyze the role of assessment in Montessori-based learning for early childhood (aged 3–6 years), particularly within the practical life area, and its implications for the development of prosocial behavior. The study is grounded in the issue that early childhood education practices remain largely dominated by conventional, teacher-centered approaches that emphasize academic achievement while providing limited opportunities for fostering children’s independence and social skills. In addition, the assessment dimension within Montessori education has not been extensively explored, particularly in relation to authentic assessment practices aligned with children’s developmental characteristics. This research employed a qualitative approach with a descriptive design. Data were collected through documentation studies and literature review, supported by secondary data on the Gross Enrollment Rate (GER) of early childhood education in Indonesia from 2021 to 2025. Data analysis was conducted using an interactive model involving data reduction, data display, and conclusion drawing. The validity of the findings was ensured through source and theoretical triangulation. The findings reveal that the implementation of Montessori learning integrated with authentic assessment significantly enhances children’s prosocial behavior, including helping, cooperation, sharing, and honesty. There is a clear shift in developmental categories from “not yet developed” and “beginning to develop” to “developing as expected” and “very well developed” across all indicators. Authentic assessment conducted through continuous observation enables educators to capture children’s development holistically and contextually. Furthermore, concrete activities within the practical life area effectively facilitate the internalization of social values through direct experience.
Strategic Educational Management in the Age of Disruption: Integrating Innovation, Leadership, and Learning Excellence Marlina, Reni; Furwanti, Erni; Krismayanti, Yanti; Adiningsih, Neni Utami
Socius: Jurnal Penelitian Ilmu-Ilmu Sosial Vol 3, No 9 (2026): April 2026
Publisher : Penerbit Yayasan Daarul Huda Kruengmane

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.19522427

Abstract

The rapid advancement of digital technologies has significantly transformed the landscape of education, requiring institutions to adopt strategic approaches to remain adaptive and competitive. This study aims to analyze the role of strategic educational management in the age of disruption by integrating innovation, leadership, and learning excellence within a comprehensive framework. Employing a qualitative research design, this study utilizes a conceptual framework approach supported by an extensive literature review of relevant academic sources. Data were collected from peer-reviewed journal articles and analyzed using thematic analysis to identify key patterns and relationships among variables. The results indicate that digital disruption has shifted educational management from traditional administrative practices toward dynamic, data-driven, and technology-oriented strategies. Strategic educational management is found to enhance institutional adaptability, improve decision-making processes, and strengthen organizational performance. Furthermore, leadership emerges as a critical factor in facilitating innovation and managing change, while innovation in teaching and learning significantly contributes to improved student engagement and learning outcomes.
Education in Early Childhood Prosocial Behavior: Montessori Practical Life Activities at Adinda Daycare in Bandung City Furwanti, Erni; Krismayanti, Yanti; Apriani, Nanin; Adiningsih, Neni Utami
Edusoshum : Journal of Islamic Education and Social Humanities Vol. 6 No. 1 (2026)
Publisher : Ikatan Cendikiawan Ilmu Pendidikan Islam (ICIPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52366/edusoshum.v6i1.346

Abstract

The planning and implementation of learning in early childhood education still tend not to fully align with children’s developmental stages, particularly regarding the development of prosocial behavior. Limited stimulation and structured programs have resulted in children’s prosocial aspects not developing optimally, necessitating a learning approach better suited to children’s needs. Efforts to develop prosocial behavior have been undertaken at Adinda Daycare, but their effectiveness has not yet been scientifically identified. This study aims to describe the planning, implementation, evaluation, and challenges in applying the Montessori practical life area method to develop prosocial behavior in early childhood. This study employs a qualitative approach using descriptive methods and a case study design. The research subjects are the children at Adinda Daycare who were observed. Data collection techniques included observation, interviews, and documentation using a triangulation approach to ensure data validity. Data analysis was conducted through data reduction, data presentation, and systematic conclusion drawing. The results of the study indicate that the implementation of the Montessori practical life area method is effective in improving children’s prosocial behavior including helping others, cooperation, sharing, and honesty to the point where it reaches the “developing as expected” category. Behavioral changes are evident in the increased initiative children demonstrate in helping peers, their ability to cooperate during group activities, their habit of sharing, and their honesty in interactions. Nevertheless, several challenges were identified, such as differences in children’s backgrounds and teachers’ limited understanding of the Montessori method as a whole. The implications of this study suggest that the Montessori practical life method can serve as an effective learning alternative for holistically developing prosocial behavior in early childhood in alignment with their developmental stages.
Co-Authors Adiningsih, Neni Utami Apriani, Nanin Krismayanti, Yanti Listia, Yovita Befi Sofiah, Yofi Siti