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All Journal TAZKIYA JOURNAL OF PSYCHOLOGY Edukasi Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini Jurnal Ilmiah POTENSIA JURNAL Al-AZHAR INDONESIA SERI HUMANIORA Raudhatul Athfal: Jurnal Pendidikan Islam Anak Usia Dini Psikologi Prima Jurnal Pemberdayaan Masyarakat Universitas Al Azhar Indonesia Jurnal Anak Usia Dini Holistik Integratif (AUDHI) Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Muslim Education Review Prosiding Seminar Nasional Pemberdayaan Masyarakat (SENDAMAS) Banun : Jurnal Pendidikan Islam Anak Usia Dini Al Qodiri: Jurnal Pendidikan, Sosial dan Keagamaan
Amelia, Zahrina
Pendidikan Guru Pendidikan Anak Usia Dini, Universitas Al Azhar Indonesia
Religion Humanities Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Neuroscience Public Health Social Sciences Other

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Enhancing Kindergarten Teachers' Pedagogical Competence through the Academic Qualification Fulfillment Program (PKA): Integrating Institutional Support, Digital Literacy, and Andragogical Learning Nila Fitria; Fidesrinur; Zahrina Amelia
Al Qodiri : Jurnal Pendidikan, Sosial dan Keagamaan Vol. 24 No. 2 (2026): Al Qodiri: Jurnal Pendidikan, Sosial dan Keagamaan
Publisher : Universitas Islam KH. Achmad Muzakki Syah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53515/alqodiri.v24i2.230

Abstract

The Academic Qualification Fulfillment Program (PKA) is a strategic initiative designed to upgrade the academic qualifications of kindergarten teachers while strengthening their professional competence. However, empirical evidence explaining how institutional support, digital literacy, and andragogical learning collectively contribute to pedagogical competence remains limited. This study examined how the PKA enhances kindergarten teachers' pedagogical competence by integrating these three dimensions within a unified analytical framework. A sequential explanatory mixed-methods design was employed. Quantitative data were collected from 140 kindergarten teachers through structured questionnaires and analyzed using descriptive statistics and multiple regression analysis. The quantitative findings were subsequently elaborated through semi-structured interviews with 20 teachers and focus group discussions involving LPTK lecturers and program administrators, with qualitative data analyzed using thematic analysis. The findings demonstrate that the PKA substantially improves teachers' pedagogical competence through the complementary interaction of institutional support, digital literacy, and andragogical learning. Academic mentoring provided by LPTK strengthened instructional capability, while digital literacy facilitated continuous professional learning and the application of innovative teaching practices. Learning activities grounded in andragogical principles further promoted reflective, self-directed, and experience-based professional development. The study contributes to teacher professional development literature by integrating institutional, technological, and adult-learning perspectives into a comprehensive model of pedagogical competence enhancement. These findings provide practical guidance for policymakers and teacher education institutions seeking to improve the effectiveness and sustainability of teacher qualification programs.
Anak Gifted dengan Keterbatasan Sosial Emosional dan Motorik Halus pada Anak Usia Dini Nadia Julyanti; Zahrina Amelia
Banun: Jurnal Pendidikan Islam Anak Usia Dini Vol 4 No 1 (2026): Vol 4 No 1 (2026) BANUN: JURNAL PENDIDIKAN ISLAM ANAK USIA DINI
Publisher : Prodi PIAUD STAI Al Badar Cipulus Purwakarta

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Abstract

Penelitian ini membahas dinamika perkembangan anak usia dini yang tergolong gifted namun mengalami keterbatasan dalam aspek sosial emosional dan motorik halus. Menggunakan pendekatan kualitatif studi kasus terhadap seorang anak berusia 3 tahun di PAUD Tunas Bangsa, penelitian ini menganalisis ketimpangan antara kemampuan akademik tinggi dengan rendahnya interaksi sosial dan kemandirian motorik. Data dikumpulkan melalui wawancara, observasi, dan dokumentasi perkembangan anak. Hasil penelitian menunjukkan bahwa intervensi berbasis kolaborasi antara guru dan orang tua, serta pendekatan emosional yang konsisten, mampu meningkatkan keterampilan sosial, empati, dan kemandirian anak. Penelitian ini memberikan kontribusi terhadap pendidikan anak usia dini melalui pengembangan model psikopedagogis yang menyeluruh dan adaptif terhadap kebutuhan individual anak gifted. Kesimpulan menekankan pentingnya pengasuhan yang seimbang, serta desain pembelajaran inklusif yang mempertimbangkan dimensi sosial dan fisik, tidak hanya aspek kognitif semata.
Co-Authors Amira Fakhrun Nisa Anisa Rahmadani Anisa Rahmadani Astri Lestari Bagus Riyono Fidesrinur Fitria, Nila Liana Mailani Maya Pratiwi Muhammad Yudi Ali Akbar Nadia Julyanti Nadia Tri Damayanti Nila Fitria Novi Nurlela Nurfadilah Pansuri, Fitria Farhani Radhiya Bustan Rahma Nurfuati Riska Sulistyawati Rizqi Maulida Amalia Shah, Abdullah Hakam Suwardi Suwardi Vira Muthia Humairo Widya Astuti Zirmansyah, Zirmansyah