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All Journal ThufuLA: Jurnal Inovasi Pendidikan Guru Raudhatul Athfal AL-ATHFAL : JURNAL PENDIDIKAN ANAK Jurnal Edukasi AUD Jurnal Tarbiyah : Jurnal Ilmiah Kependidikan Jurnal PTK dan Pendidikan Insight: Jurnal Ilmiah Psikologi as-sibyan : Jurnal Pendidikan Anak Usia Dini Jurnal Warna : Pendidikan dan Pembelajaran Anak Usia Dini Preschool : Jurnal Perkembangan dan Pendidikan Anak Usia Dini IJIGAEd: Indonesian Journal of Islamic Golden Age Education Mu'adalah: Jurnal Studi Gender dan Anak Pratama Widya: Jurnal Pendidikan Anak Usia Dini Proceeding International Conference on Education SASANGGA: Journal of Education and Learning
Koenarso, Dyah Ageng Pramesty
UIN Antasari Banjarmasin
Religion Arts Humanities Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

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An Assessment of Early Childhood Education School Infrastructure to Support the Wash Program in Indonesia Dyah Ageng Pramesty Koenarso; Aspiya Aziza
ThufuLA: Jurnal Inovasi Pendidikan Guru Raudhatul Athfal Vol 10, No 1 (2022): ThufuLA: Jurnal Inovasi Pendidikan Guru Raudhatul Athfal
Publisher : PIAUD IAIN Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/thufula.v10i1.13661

Abstract

The purpose of this study was to explain an assessment of early childhood education schools infrastructure to support the WASH program in Indonesia. Quantitative research data collection methods were carried out in a survey with 186 samples in Banjarmasin. All early childhood education schools in Banjarmasin City have clean water and handwashing facilities with soap with water sources from the Municipal Waterworks (PDAM). Drinking water storage is in gallons and uses a dispenser processed through filtration. There is 5% of drinking water in schools in the category of less safe for consumption. Unsafe drinking water is indicated to come from water filtration that lacks maintenance and regular checks. The toilets owned by the school are shared toilets that are not used separately. The septic tank is not in accordance with Indonesian National Standard (SNI) 2398:2017. Most early childhood education schools have provided trash cans in the toilets. Each early childhood education school has a person in charge of toilet cleanliness and has a schedule for cleaning toilets. The handwashing station is located adjacent to the toilet and has a warning (in the form of a poster or banner) for washing hands after defecating. For the waste disposal used for washing hands, some are channeled into sewers, flowed under schools, flowed into septic tanks, and flowed into rivers.
Intervensi Perkembangan Motorik pada Anak Down Syndrome Studi Kasus di Special Olympics Indonesia (SOIna) DKI Jakarta Tahun 2015 Dyah Ageng Pramesty
Tarbiyah : Jurnal Ilmiah Kependidikan Vol 6, No 2 (2017): Desember
Publisher : Universitas Islam Negeri Antasari Banjarmasin, South Kalimantan, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/tarbiyah.v6i2.1572

Abstract

Hasil temuan penelitian ini menunjukan bahwa: (1) SOIna adalah satu-satunya organisasi di Indonesia yang menyelenggarakan pelatihan dan kompetisi olahraga bagi warga Tunagrahita, (2) Subjek penelitian ini adalah seorang anak Down Syndrome dari Young Athletes yang berusia 4 tahun 8 bulan dan kecerdasan umum Ai berfungsi pada taraf hambatan intelektual ringan (IQ=62, skala Stanford Binet), (3) Kegiatan yang dilakukan terdiri dari: berjalan, berlari, melompat, meloncat, melempar, dan menangkap. Alat yang digunakan yaitu: simpai, papan titian, cones, half cones, balok plastik, tongkat plastik, penanda lantai berbentuk bintang dan angka, lompat gawang, bola, raket plastik, bilah dan matras, (4) Dukungan orang tua berupa sikap kooperatif dengan mengantar dan ikut andil ketika proses latihan, (5) Faktor pendukung dalam pelaksanaan intervensi yaitu dari masyarakat, atlet (anak), orang tua, relawan, pelatih, sarana prasarana dan pemerintah sebagai pemegang kebijakan. Faktor penghambatnya yaitu kurangnya motivasi masyarakat, meningkatkan anggaran, sulitnya mencari pelatih, kehadiran relawan, orang tua, dan kurangnya sarana prasarana untuk pemberian intervensi.
DIGITAL LITERATION AND MULTIMODAL FOR EARLY CILDHOOD EDUCATION Dyah Ageng Pramesty Koenarso; Aspiya Aziza
Jurnal Warna : Pendidikan dan Pembelajaran Anak Usia Dini Vol. 7 No. 1 (2022): Maret
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Widya Gama Mahakam Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24903/jw.v7i1.869

Abstract

The digital and multimodal literacy process of early childhood at TK Santa Maria and PAUD Sabilal Muhtadin Banjarmasin is carried out through watching educational films such as the Prophet's story, introducing themes, motor and art activities through the media of projectors, cellphones, laptops, and computers. These activities increase children's interest in the learning process, children establish verbal language with non-verbal modes such as gestures and facial expressions to express meaning in their interactions with others. Digital and multimodal literacy activities carried out so far are by using a display through a projector to introduce themes, sometimes children use television in the free room to watch such as religious films, exercise or dance activities and listen to songs to children. A multimodal approach to optimal literacy and collaboration with parents can provide games, and other communicative modes (gestures, movement, music, etc.).
STRATEGI PENDIDIK DALAM MENGEMBANGKAN KEMAMPUAN KOGNITIF ANAK PADA MASA BELAJAR DARI RUMAH Afipah Afipah; Dyah Ageng Pramesty Koenarso
Jurnal Warna : Pendidikan dan Pembelajaran Anak Usia Dini Vol. 7 No. 2 (2022): September
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Widya Gama Mahakam Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24903/jw.v7i2.926

Abstract

The purpose in the study was to find out the teacher's strategy in developing children's cognitive abilities during the learning period from home period in RA Islam Terpadu Ta'dIbul Amin Banjarmasin. This research use descriptive qualitative method. The object in this research is the teacher's strategy in developing children's cognitive abilities during the learning period from home, while the subject is 4 teachers. The data collection in this research use observation, interview and documentation. From the results of the research conducted, the strategy carried out by teachers in developing children's cognitive abilities is carried out with varied activities, and using media around the child. The use of media around children aims to make it easier for parents to follow the learning process flow, in the hope that learning objectives can be achieved effectively and efficiently. Keywords: Cognitive Ability, Early Childhood, Learning from home, Strategy
Growing Green: Menanamkan Kebiasaan Hidup Berkelanjutan Pada Anak Di Lembaga Pendidikan Anak Usia Dini Koenarso, Dyah Ageng Pramesty
IJIGAEd: Indonesian Journal of Islamic Golden Age Education Vol. 4 No. 1 (2023): IJIGAEd: Indonesian Journal of Islamic Golden Age Education
Publisher : Institut Agama Islam Negeri Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/ijigaed.v4i1.7897

Abstract

This article aims to understand how early childhood education can play a role in instilling sustainable living habits. The subject matter includes identifying effective strategies in incorporating sustainability aspects into the curriculum and daily activities in early childhood education institutions in Banjarmasin City. The research method adopted a qualitative approach with field research. The research was conducted in several early childhood education institutions that have implemented a sustainable approach. The research subjects included educators and young children. Data were collected through participatory observation, interviews and document analysis. The results show that experiential approaches and collaborative learning are effective in instilling sustainable living habits in early childhood. The conclusion emphasizes the need to integrate the concept of sustainability in the early childhood education curriculum. The implications of this research include strengthening the role of educational institutions in shaping young people who care about the environment and encouraging the adoption of educational policies that support sustainability goals.
Assessment and Evaluation of Early Childhood Education Institutions Koenarso, Dyah Ageng Pramesty
THUFULA Vol 11, No 1 (2023): ThufuLA: Jurnal Inovasi Pendidikan Guru Raudhatul Athfal
Publisher : PIAUD IAIN Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/thufula.v11i1.19377

Abstract

Assessment is a systemic and continuous process or activity to collect information about the process and learning outcomes of students in order to make decisions based on certain criteria and considerations. This study aims to determine the reality of assessment and evaluation conditions in early childhood education. This study used a qualitative approach and was conducted in five A-accredited ECE institutions in Banjarbaru City. The techniques used to collect data were by interview, observation and documentation. Data analysis used in this study followed the Miles and Hubermen model. Based on the results of the research, the five institutions use 3 types of assessments in their implementation for their students, namely diagnostic assessments, formative assessments, and summative assessments. The results of children's reports to parents in the form of report cards each semester which use checklist techniques, work results, anecdotal records, and serial photos. The activity of reporting the results of children's assessments to parents is carried out every semester. So if the school has already completed the semester, the results of the assessment will be given to the children's parents. The report form for each semester is in the form of a report card. So the report card will represent all children's assessments in their learning.
Pengaruh Metode Montessori dalam Meningkatkan Pemahaman Konsep Matematika Anak Usia Dini di Banjarmasin Aziza, Aspiya; Pratiwi, Hardiyanti; Ageng Pramesty Koernarso, Dyah
Al-Athfal: Jurnal Pendidikan Anak Vol. 6 No. 1 (2020)
Publisher : Islamic Early Childhood Education Study Program, Faculty of Tarbiyah and Education, UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (443.091 KB) | DOI: 10.14421/al-athfal.2020.61-02

Abstract

This study aims to determine the effect of the Montessori method in improving understanding of mathematical concepts for early childhood especially ages 4-6 years in the city of Banjarmasin. This study uses a quasi-experimental method. Introduction to mathematics in the experimental class uses the Montessori method, while the control class uses conventional methods. Hypothesis test results show that the implementation of the Montessori method has significant effects in improving children's learning outcomes in data and graphic material in the experimental class. The average value of N-Gain in the experimental class was 95.61. The average value of the N-Gain control class is 34.56. The Montessori method is 61.05% more effective in improving children's learning outcomes in material data and graphics than the conventional method. Similar to the results of hypothesis testing on the ABCDE-ABCDE pattern material, the implementation of the Montessori method has a significant effect on improving the learning outcomes of children in the experimental class. The average N-Gain of the experimental class is 87.50. The average value of the control class N-Gain is 31.24. The Montessori Method 56.26% is more effective in improving children's learning outcomes on material patterns than conventional methods.
Pengaruh Baby Blues pada Interaksi Ibu dan Kesejahteraan Emosional Anak Koenarso, Dyah Ageng Pramesty; Fajarwati, Ayu; Sari, Annisa Herlida
Muadalah Vol. 12 No. 2 (2024)
Publisher : Pusat Studi Gender dan Anak Universitas Islam Negeri Antasari Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/muadalah.v12i2.13974

Abstract

This article explores the impact of Baby blues on the emotional well-being of young children, focusing on how this condition affects emotional attachment and the quality of interaction between mother and child. Baby blues is a common condition experienced by mothers postpartum and can negatively influence family dynamics, particularly in child-rearing. This study occupies a significant position in the discourse of child developmental psychology by highlighting the often-overlooked emotional impact of Baby blues on children. Using a qualitative method with in-depth interviews of ten mothers who experienced Baby blues, this research employs attachment theory to analyze the collected data. The findings reveal that children of mothers with Baby blues tend to experience emotional issues such as anxiety, insecurity, and stress, which correlate with decreased interaction quality and emotional distance between mother and child. The conclusion of this study underscores the importance of early intervention and strong social support for mothers experiencing Baby blues, as well as the development of holistic strategies to minimize the negative impact on the emotional well-being of children. These findings contribute significantly to the development of policies and interventions aimed at supporting the emotional well-being of young children in families affected by Baby blues. Keywords: Baby blues; Child Emotional Well-Being; Early Intervention; Mother-Child Interaction; Social Support
KOMPETENSI GURU PAUD DI BANJARMASIN YANG TIDAK MEMILIKI LATAR BELAKANG PENDIDIKAN S1 PAUD Az-Zahra, Wafiqa; Koenarso, Dyah Ageng Pramesty; Yarliani, Ikta
Sasangga: Jurnal Pendidikan dan Pembelajaran Vol 2 No 1 (2024): January-June
Publisher : Titik Fokus Karya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70345/sasangga.v2i1.14

Abstract

Teachers have abilities that play an important role in carrying out their duties, and their level of competence often determines the success of education. In an effort to meet competency standards, teachers are expected to have the knowledge and skills appropriate to their field. However, there are still gaps in this regard, especially in aspects such as pedagogic, professional, personal and social competencies. Therefore, this study aims to evaluate the competencies of PAUD teachers who are not S1 PAUD education graduates in two institutions in Banjarmasin City, as well as identify factors that influence their competencies. This study used a descriptive qualitative approach, with data collection through observation, interviews and documentation. The results showed that some teachers still face difficulties in preparing lesson plans independently, which has an impact on the monotony of the learning process. In addition, there are teachers who have not fully fulfilled aspects of social competence.
IMPLEMENTASI KEBIJAKAN KEAMANAN LINGKUNGAN BELAJAR PADA PAUD INKLUSIF Yarliani, Ikta; Koenarso, Dyah Ageng Pramesty
PRATAMA WIDYA : Jurnal Pendidikan Anak Usia Dini Vol 10 No 1 (2025): Pratama Widya April 2025
Publisher : UHN I GUSTI BAGUS SUGRIWA DENPASAR

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25078/pw.v10i1.4287

Abstract

Inclusive early childhood education (ECED) ensures all children, including those with special needs, have access to a safe learning environment. This study examines the implementation of safety policies in inclusive ECED institutions in Banjarmasin and Banjarbaru using a phenomenological approach. Data were collected through in-depth interviews, document analysis, and observations, following stages of participant selection, interviews, transcription, coding, theme development, and interpretation. Findings indicate that while safety policies are implemented, challenges remain in infrastructure, teacher training, and community awareness. Limited resources, inadequate facilities, and low parental understanding hinder inclusivity. However, teacher training and policy adaptation have improved inclusive practices. To enhance implementation, stronger government support is needed in funding, regulations, and public awareness. Key recommendations include (1) allocating budgets for inclusive infrastructure, (2) mandating specialized teacher training, (3) integrating community engagement programs, and (4) establishing monitoring mechanisms. These measures can create a more inclusive and supportive learning environment.
Co-Authors Afipah Afipah Annisa Fauziah, Annisa Annisa Herlida Sari, Annisa Herlida Any Yulinda Aspiya Aziza Az-Zahra, Wafiqa Aziza, Aspiya Azzahra, Muzahadah Fajarwati, Ayu Hardiyanti Pratiwi Hardiyanti Pratiwi, Hardiyanti Ikta Yarliani, Ikta Rizki Noor Haida Siti Paridah Yarliani3, Ikta Yulinda, Any Yulinda, Any