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All Journal Jurnal Indo-Islamika TARBIYA : Journal Education in Muslim Society Jurnal Pendidikan Agama Islam Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini AL-ATHFAL : JURNAL PENDIDIKAN ANAK Kindergarten: Journal of Islamic Early Childhood Education PEDAGOGI Jurnal Ilmiah POTENSIA Aulad : Journal on Early Childhood as-sibyan : Jurnal Pendidikan Anak Usia Dini ETNOREFLIKA: Jurnal Sosial dan Budaya MUKADIMAH: Jurnal Pendidikan, Sejarah, dan Ilmu-ilmu Sosial Journal of Early Childhood Education (JECE) MURHUM : JURNAL PENDIDIKAN ANAK USIA DINI Didaktika: Jurnal Kependidikan Incrementapedia: Jurnal Pendidikan Anak Usia Dini Jurnal Riset dan Inovasi Pembelajaran Jurnal Ilmu Sosial dan Ilmu Politik Malikussaleh (JSPM) Sosio-Didaktika: Social Science Education Journal Online Learning in Educational Research Atthiflah: Journal of Early Childhood Islamic Education Madania: Jurnal Kajian Keislaman Jurnal Penelitian Kebijakan Pendidikan
Rahiem, Maila Dinia Husni
Fakultas Ilmu Tarbiyah Dan Keguruan UIN Syarif Hidayatullah Jakarta
Religion Arts Humanities Chemistry Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Nursing Public Health Social Sciences Other

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Academic Resilience During Emergency Online Learning: Student Narratives of Persistence and Wellbeing Maila D. H. Rahiem; Husni Rahim; Marhamah Lidinia; Evi Muliyah; Ratna Faeruz; Dewi Salistina
Online Learning In Educational Research (OLER) Vol. 6 No. 2 (2026): Online Learning in Educational Research
Publisher : CV FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/oler.v6i2.1173

Abstract

Although the acute emergency phase of COVID-19 has ended, the pandemic remains a valuable reference point for understanding how universities can sustain humane learning during disruption. This qualitative open-ended survey study aimed to examine how Indonesian university students narrated academic resilience during emergency online learning, identify the sources of coping, motivation, and support that sustained them, and explain why those narratives remain relevant for post-pandemic online and blended learning. Data were generated from three open-ended questions answered by 266 university students from several Indonesian cities during the major COVID-19 outbreak wave in Indonesia in early 2022. The responses were analyzed using reflexive thematic analysis. Four interrelated themes were developed: emotional burden did not cancel persistence; resilience was relational before it was individual; meaning, gratitude, and purpose organized endurance; and everyday care together with humane lecturer support sustained day-to-day persistence. The findings show that academic resilience is better understood not as a fixed individual trait, but as a dynamic process shaped by emotional regulation, supportive relationships, meaning-making, embodied routines, and pedagogical responsiveness in times of crisis. The study contributes a narrative-ecological account that shifts resilience support from a narrow focus on individual toughness toward relational, meaningful, and pedagogically responsive learning environments for future disruptions.
Affirmative Financing and Preschool Access Equity in Indonesia: A Policy-Problem Fit Analysis of Program Indonesia Pintar D.H. Rahiem, Maila
Al-Athfal: Jurnal Pendidikan Anak Vol. 12 No. 1 (2026)
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 | DOI: 10.14421/al-athfal.2026.121-14

Abstract

Purpose – This article examines whether the extension of Program Indonesia Pintar (PIP), Indonesia's national student cash assistance program, to kindergarten is aligned with the structure of access inequality in early childhood education (ECE), locally known as Pendidikan Anak Usia Dini (PAUD). It analyses PIP for kindergarten through an equity-oriented policy design lens, focusing on targeting adequacy, institutional compatibility, implementation feasibility, and equity responsiveness within Indonesia's mixed preschool provider system.Design/methods/approach – The study uses descriptive-analytic policy analysis based on secondary statistics and policy documents. Data were drawn from Statistics Indonesia (BPS), the Ministry of Primary and Secondary Education of the Republic of Indonesia (Kemendikdasmen), the Ministry of Religious Affairs of the Republic of Indonesia (Kemenag), PIP information portals, and recent ECE scholarship. Policy-problem fit was assessed by comparing participation inequalities, provider governance, financing logic, and implementation risks across the four analytical dimensions.Findings – The analysis indicates design-level policy-problem alignment, while avoiding claims of policy effectiveness. PAUD participation remains uneven across provinces and household expenditure groups, whereas national gender differences are comparatively small. In 2024/2025, Kemendikdasmen recorded 198,482 PAUD units and 6,825,425 pupils; 96.45% of units and 94.85% of pupils were private. At kindergarten level, 93.05% of units and 90.92% of pupils were private, and BPS recorded 31,232 Raudhatul Athfal (RA) under Kemenag. These patterns matter analytically because child-based assistance can follow eligible children into the providers families actually use, but it also depends on cross-system data integration, accountability, and local administrative capacity.Research implications/limitations – The article assesses policy alignment, not causal impact, because PIP for kindergarten is new and complete post-implementation data are not yet available. Public statistics also do not fully disaggregate private providers by religious, organizational, or community affiliation, and Kemendikdasmen and Kemenag datasets are not always directly comparable.Practical implications – Child-based assistance is designed to reduce family-side cost barriers, but its contribution depends on accurate targeting, registration, NIK-NISN matching, provider data updating, and cross-institutional coordination across public, private, community-based, and faith-linked providers. The policy also requires safeguards against administrative exclusion and uneven local implementation capacity.Originality/value – The article offers a bounded contribution to ECE financing and governance scholarship by showing how a national affordability policy is designed to operate in a plural, largely non-state preschool ecology in a Muslim-majority setting. Rather than presenting PIP for kindergarten as a completed success, it frames the policy as an equity-oriented design response whose effects require careful empirical monitoring.Paper type Research paper  
Evaluating Learning Management System Usability for In-Service STEM Teacher Training Maila Dinia Husni Rahiem; Dzikri Rahmat Romadhon; Evi Muliyah; Tarma Tarma; Upi Fitriani; Putra Asga Elevri; Rita Pranawati
Jurnal Penelitian Kebijakan Pendidikan Vol 19 No 1 (2026)
Publisher : Pusat Standar dan Kebijakan Pendidikan, BSKAP, Kemendikbudristek

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24832/jpkp.v19i1.1390

Abstract

This study aims to evaluate teachers’ perceived usability of a Learning Management System (LMS) implemented in a national STEM pedagogy pilot and to identify priority areas for refinement before large-scale implementation. A quantitative survey was conducted involving 152 senior high school (Sekolah Menengah Atas/SMA) and vocational high school (Sekolah Menengah Kejuruan/SMK) teachers from 38 Indonesian provinces. Data were collected using a 35-item questionnaire measuring seven dimensions of LMS usability. The findings indicate a high level of perceived usability (M = 3.814 out of 4), with the highest ratings observed for compatibility and application performance. Nevertheless, item-level analysis identified several areas requiring improvement, particularly navigation, notification clarity, and helpdesk functionality. This study contributes to the literature by evaluating LMS usability within a government-led, nationwide teacher professional development program involving both STEM and non-STEM teachers, thereby extending previous research that has predominantly focused on institution-based or student-centered settings. The study concludes that the LMS is suitable for broader implementation, provided that identified usability issues are addressed. It recommends that the Ministry of Primary and Secondary Education prioritize improvements to navigation design, notification systems, and user support services to enhance platform usability and sustain teacher engagement in STEM professional development.
Permainan Peran Emosional untuk Mendukung Empati Anak: Persepsi dan Praktik Guru Fayza Adilla; Maila D.H. Rahiem
Murhum : Jurnal Pendidikan Anak Usia Dini Vol. 7 No. 2 (2026): Desember In Progress
Publisher : Perkumpulan Pengelola Jurnal (PPJ) PAUD Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37985/murhum.v7i2.2681

Abstract

Penelitian ini mengeksplorasi pemaknaan dan praktik yang dilaporkan guru dalam permainan peran emosional, perubahan yang mereka persepsikan pada anak, serta kondisi pendukung dan penghambatnya. Studi kasus kualitatif eksploratif dilakukan di satu Raudhatul Athfal dengan dua guru kelompok B dan satu kepala sekolah yang dipilih secara purposif. Tiga wawancara semiterstruktur dianalisis menggunakan analisis tematik refleksif melalui pembacaan berulang, pengodean, pengembangan dan peninjauan tema, serta perbandingan antarpartisipan. Analisis atas 57 kutipan terkode menghasilkan lima tema: permainan peran emosional dipahami sebagai pengalaman langsung mengenali emosi dan perspektif; praktik yang dilaporkan mencakup skenario kontekstual, pembagian peran adaptif, pendampingan, dan refleksi; guru melaporkan pengamatan tentang keberanian, komunikasi, kerja sama, serta tindakan membantu dan menghibur; partisipasi dilaporkan belum merata dan dikaitkan dengan kesiapan anak, bahasa, media, jumlah anak, dan waktu; serta partisipan menilai bahwa optimalisasi memerlukan pembiasaan, dukungan sekolah, keteladanan guru, dan kolaborasi keluarga. Temuan mengindikasikan bahwa nilai pedagogis kegiatan terutama terletak pada kualitas mediasi guru, bukan pada bermain peran semata. Karena penelitian hanya menggunakan tiga wawancara dalam satu konteks, temuan ini tidak dapat digunakan untuk menyimpulkan hubungan kausal atau efektivitas kegiatan.
Pengembangan Kompetensi Guru Sepanjang Karier: Analisis Komparatif Mekanisme Dukungan di Enam Negara dan Relevansinya bagi Indonesia Maila D.H. Rahiem
Didaktika: Jurnal Kependidikan Vol. 15 No. 3 Agustus (2026): Didaktika Jurnal Kependidikan
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/27454312.5090

Abstract

Kompetensi guru kerap direduksi menjadi kualifikasi, sertifikasi, skor asesmen, atau keikutsertaan dalam pelatihan, padahal kompetensi terwujud dalam keputusan dan tindakan pembelajaran. Kajian integratif dan analisis kebijakan komparatif ini menelaah makna kompetensi guru, mekanisme dukungan profesional lintas sistem, serta relevansi dan batas penerapannya bagi Indonesia. Korpus terdiri atas 58 sumber: 44 artikel jurnal—42 terbit pada 2016–2025 dan dua karya fondasional—serta 14 sumber resmi berupa regulasi, laporan, dan laman kelembagaan. Singapura, Portugal, Finlandia, Jepang, Estonia, dan Korea Selatan dipilih secara purposif untuk merepresentasikan variasi mekanisme dan konteks kelembagaan. Sintesis konseptual mengorganisasi kompetensi ke dalam enam dimensi analitis yang saling beririsan; perbandingan mekanisme dukungan menggunakan matriks delapan dimensi. Hasil menunjukkan bahwa kompetensi guru merupakan kapasitas profesional untuk memobilisasi pengetahuan, keterampilan, pertimbangan, nilai, dan disposisi etis dalam tindakan yang responsif terhadap murid dan konteks. Perbandingan lintas kasus memperlihatkan pentingnya hubungan antara pembelajaran profesional, praktik, umpan balik, kolaborasi, bukti kerja, waktu, dan dukungan kelembagaan. Mekanisme tersebut dirangkum ke dalam lima fungsi dukungan yang tidak hierarkis, dapat beririsan, dan dapat kembali dibutuhkan sesuai tugas dan konteks guru. Bagi Indonesia, temuan ini menegaskan pentingnya menghubungkan program yang telah tersedia berdasarkan kebutuhan guru, dengan perubahan praktik, kesejahteraan, dan pemerataan sebagai pertimbangan utama.
PISA Indonesia 2001–2025: Perluasan Akses, Pembiayaan, dan Dinamika Capaian Belajar Maila D.H. Rahiem
Jurnal Riset dan Inovasi Pembelajaran Vol. 6 No. 3 (2026): September-December 2026
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/jrip.v6i3.5905

Abstract

Perluasan akses dan pembiayaan pendidikan perlu ditelaah bersama perkembangan kompetensi serta perubahan populasi yang dinilai. Penelitian ini mengkaji keterkaitan tersebut dalam perjalanan Programme for International Student Assessment (PISA) Indonesia pada 2001–2025. Analisis dokumen komparatif longitudinal dipadukan dengan kajian literatur integratif atas laporan asesmen, dokumen anggaran, dan penelitian pembelajaran. Seri membaca digunakan sejak pelaksanaan awal, matematika sejak 2003, dan sains sejak 2006 sesuai titik acuan keterbandingannya. Hasil memperlihatkan perbaikan pada beberapa periode, penurunan pada periode berikutnya, dan perubahan yang tidak signifikan pada 2022–2025. Cakupan populasi meningkat dari sekitar 46% pada 2003 menjadi 90% pada 2025. Perubahan keterwakilan dan moda asesmen menjadi konteks penafsiran tren, sedangkan pandemi mengganggu kesinambungan belajar. Pembiayaan mencakup berbagai jenjang, tujuan, penerima, dan rentang waktu hasil. Komposisi alokasi nasional memberikan konteks penyediaan layanan, tetapi tidak mengestimasi dampak pembiayaan terhadap skor pada tahun yang sama. Sintesis mengidentifikasi keterhubungan sumber daya, layanan pendidikan, penguasaan prasyarat, dan kegiatan belajar sebagai jalur yang perlu diperiksa. Keingintahuan murid dan dukungan guru menyediakan dasar bagi pengembangan pembelajaran. Kajian menyimpulkan bahwa akses, pembiayaan, dan capaian perlu dibaca melalui indikator yang sesuai dengan tujuan serta jangkauan masing-masing, disertai pengujian lebih lanjut atas mekanisme pembelajaran.
Lived Religion and Daily Routines: Reading Indonesia’s “Seven Habits of Great Children” in Muslim Family Life Maila D.H Rahiem; Nur Surayyah Madhubala Abdullah; Rita Pranawati; Azaki Khoirudin; Elyusra Mualimin
JURNAL INDO-ISLAMIKA Vol. 15 No. 2 (2025): Jurnal Indo-Islamika (December)
Publisher : Graduate School of UIN Syarif Hidayatullah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/jii.v15i2.48883

Abstract

This conceptual article examines how the state-led initiative Gerakan Tujuh Kebiasaan Anak Indonesia Hebat (7-KAIH; “Seven Habits of Great Children”) can be translated into the lived religious practices of Indonesian Muslim families. It locates 7-KAIH within Indonesia’s nation-building agenda and the four centers of education (school, family, community, media). Drawing on an interdisciplinary synthesis of policy documents, Islamic educational thought (adab, akhlāq, tarbiyah), and scholarship on lived religion, habitus, and educational ecologies, the article develops a routine-based model of character formation that links worship, health, learning, and community participation. The model specifies mechanisms through which policy prompts are domesticated family routine design, ritualization, and reflective monitoring and delineates boundary conditions including resource constraints, caregiving schedules, and media saturation. The study advances contextual Islamic studies by formulating falsifiable propositions for future empirical testing and by clarifying the implications of 7-KAIH for civil Islam and state-society partnerships in Indonesia and, cautiously, other Muslim-majority societies. While 7-KAIH is designed as a legally religion-neutral national initiative, this article's argument is intentionally confined to Indonesian Muslim families whose daily lives are governed by ritual and religious obligations.   The analysis does not empirically evaluate the programmer’s appropriateness for households without ritualistic beliefs or for non-Muslim communities, and future research in character education is needed to examine how its assumptions and mechanisms operate in those contexts.  
Upaya Orang Tua dalam Mengembangkan Perilaku Prososial Anak Usia Dini Maila D.H. Rahiem
Aulad: Journal on Early Childhood Vol. 6 No. 1 (2023): January - April 2023
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/aulad.v6i1.440

Abstract

Perilaku prososial merupakan aspek penting dari perkembangan sosial dan psikologis anak. Penelitian ini mengeksplorasi bagaimana upaya orang tua dalam mengembangkan perilaku prososial anak usia dini (AUD). Metode penelitian kualitatif eksploratif digunakan sebagai metode penelitian. Data dikumpulkan lewat wawancara dan pengumpulan dokumen. Dua puluh dua orang tua terlibat dalam penelitian ini. Data menunjukkan bahwa upaya mengembangkan perilaku prososial yang dilakukan orang tua adalah: 1) mencontohkan kepada anak perilaku prososial, 2) membiasakan anak berperilaku prososial, 3) mengajak anak berdikusi tentang perilaku prososial, 4) memberitahu dan menasehati anak untuk berperilaku prososial. Orang tua memegang peranan penting dalam pengembangan perilaku prososial anak. Untuk mendidik anak kasih sayang, sopan santun dan membantu orang lain secara optimal, maka kajian terkait isu ini penting dan dibutuhkan.
Orang Tua dan Regulasi Emosi Anak Usia Dini Maila D.H. Rahiem
Aulad: Journal on Early Childhood Vol. 6 No. 1 (2023): January - April 2023
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/aulad.v6i1.441

Abstract

Regulasi emosi sangat penting bagi kehidupan sehari-hari anak-anak karena mempengaruhi pemahaman anak tentang situasi sosial, bagaimana mereka merespons, berperilaku, dan berbahagia. Selain itu, kemampuan regulasi emosi menjadi bekal keterampilan yang dibutuhkan anak di masa dewasa. Penelitian ini mengeksplorasi bagaimana orang tua membantu anak usia dini (AUD) meregulasi emosi mereka. Metode penelitian yang digunakan adalah kualitatif eksploratif. Data dikumpulkan dengan cara peneliti mewawancarai 24 orang tua yang memiliki anak berusia 4-6 tahun dan berdomisili di Jabodetabek. Data dianalisis secara tematik dengan tahapan kodifikasi, klasifikasi, perbaiki dan penemuan tema. Data menunjukkan bahwa orang tua membantu anak meregulasi emosi dengan cara: 1) menenangkan dengan memberi perhatian kepada anak, 2) mendiskusikan dan mendengarkan penjelasan penyebab emosi, 3) menasehati dan memberi penjelasan, 4) mengalihkan emosi anak dengan kesenangan anak, dan 5) membujuk dan memberikan anak keinginannya atau hadiah. Praktik yang dilakukan oleh orang tua dalam meregulasi emosi AUD belum semuanya tepat dan bahkan ada yang berdampak kontra-produktif. Orang tua perlu terus menambah pengetahuan tentang pengasuhan agar dapat mendidik anak sebaik-baiknya.
Kesiapan Masuk SD dalam Kebijakan SPMB: Sintesis Ekologis tentang Transisi PAUD-SD Dien Nurmarina Malik Fadjar; Maila Dinia Husni Rahiem
Aulad: Journal on Early Childhood Vol. 9 No. 3 (2026): September - December 2026
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/aulad.v9i3.1682

Abstract

Transisi PAUD-SD penting dibahas karena keputusan masuk sekolah memengaruhi hak anak, kesejahteraan psikologis, dan mutu pembelajaran kelas awal. Artikel ini bertujuan mensintesis konsep kesiapan masuk SD dalam kebijakan SPMB serta merumuskan implikasi transisi berbasis ekosistem perkembangan. Metode yang digunakan adalah tinjauan literatur naratif-integratif; subjek kajian berupa 48 sumber yang mencakup artikel jurnal, buku teori perkembangan, dokumen kebijakan, dan pedoman lembaga internasional. Data dikumpulkan melalui penelusuran terarah pada Scopus, Google Scholar, DOAJ, laman regulasi, dan situs lembaga internasional menggunakan matriks ekstraksi literatur dengan indikator dimensi anak, keluarga, sekolah, asesmen, dan kebijakan. Analisis dilakukan dengan pengkodean tematik dan sintesis komparatif. Hasil menunjukkan bahwa kesiapan sekolah mencakup regulasi diri, sosial-emosional, bahasa, motorik, kognitif, dukungan keluarga, dan kesiapan sekolah menerima keragaman anak. Implikasinya, SPMB perlu menegaskan asesmen multidimensi, masa transisi ramah anak, serta larangan calistung sebagai syarat penerimaan SD.
Co-Authors Abdulbosit R. Rafikjon Ugli Abuddin Nata, Abuddin Amelia Novi Amelia Novi Ana Dienka Madania Anisa Fitri Azaki Khoirudin Cut Dhien Nourwahida Cut Dhien Nourwahida Dede Rosyada Dewi Salistina Diana, Raden Rachmy Dien Nurmarina Malik Fadjar Dzikri Rahmat Romadhon Elyusra Mualimin Evi Muliyah Faeruz, Ratna Fayza Adilla Fika Sidqia Annidia Fira Widiastuti Husni Rahim Husni Rahim Husni Rahim Idrus, N Defa Alwiyyah Khotimatul Husna Khotimatul Husna Lidinia Marhamah Marhamah Lidinia Nisa Fadhliyah Rahmani Nur Surayyah Madhubala Abdullah Nur Surayyah Madhubala Abdullah Putra Asga Elevri Putri Aulia Rahim, Husni Rahmat Romadhon, Dzikri Rahmatullah Rahmatullah Reksiana Reksiana Rita Pranawati Rita Pranawati Roro Nasroh Latifah Sari Dewi, Ratna Surayyah Madhubala Abdullah, Nur Tarma Tarma Upi Fitriani Veda Ria Perdana Wahdi Sayuti