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The Teacher’s Role in Enhancing Early Childhood Independence Through a Deep Learning Approach Mentari, Alin; Kurnia Jayadinata, Asep; Nikawanti, Gia; Puspita Sari, Heni
Indonesian Journal of Early Childhood Educational Research (IJECER) Vol. 4 No. 2: December 2025
Publisher : Universitas Islam negeri Mahmud Yunus Batusangkar

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Independence in early childhood is not limited to performing daily tasks autonomously, but also encompasses broader dimensions such as initiative, self-confidence, responsibility, discipline, emotional regulation, and social interaction. This study aims to describe the teacher’s role in fostering children’s independence through a mindful and context-based deep learning approach. The research involved one classroom teacher and 12 children aged 5–6 years in Class B at Trisula Perwari Kindergarten, Purwakarta. A qualitative approach with a case study design was employed, using observation, interviews, and documentation for data collection. Data were analyzed using the Miles and Huberman model, which includes data reduction, data display, and conclusion drawing. The findings indicate that teachers play essential roles as facilitators, motivators, and guides in developing indicators of responsibility, initiative, and adaptability through intentional and contextual learning practices. Furthermore, the partnership between the school and parents is identified as a key factor in ensuring consistent development of children’s independence both at school and at home.

The Influence of Democratic Parenting Styles on Early Childhood Independence in Facing Challenges in The Era of Society 5.0 Ainurrahmah, Salsa; Kurnia Jayadinata, Asep; Nikawanti, Gia; Yasir Wirya, Deany
Indonesian Journal of Early Childhood Educational Research (IJECER) Vol. 4 No. 2: December 2025
Publisher : Universitas Islam negeri Mahmud Yunus Batusangkar

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The research was driven by concerns that many young children in Indonesia still depend on adults for routine tasks, which may limit the development of essential self-help skills needed for successful adaptation to formal schooling. This study aims to examine the influence of democratic parenting styles on early childhood independence in facing challenges in the era of Society 5.0. Using a quantitative survey approach, data were collected from parents who applied democratic parenting, using a 1–4 Likert-scale questionnaire. The Pearson correlation test showed a significance value of 0.031 < 0.05, indicating a positive and significant relationship between democratic parenting and early childhood independence. These findings suggest that democratic parenting can effectively enhance children’s confidence, responsibility, and autonomy, supporting their ability to adapt to the demands of Society 5.0.

The development of bookcreator as a learning innovation for instilling character values in early childhood education Kurnia Jayadinata, Asep; Ardiyanti, Dhea; Nikawanti, Gia Nikawanti; Justicia, Risty; Nur Adliyani, Amanda; Rizky Febriani, Alya
Al-Athfaal: Jurnal Ilmiah Pendidikan Anak Usia Dini Vol. 8 No. 2 (2025): Al-Athfaal: Jurnal Ilmiah Pendidikan Anak Usia Dini
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/al-athfaal.v82.29112

Background: Enhancing character values during early childhood is a crucial component of implementing the Merdeka Curriculum and requires the support of engaging and interactive digital learning media. In the context of rapid technological development, educators are encouraged to integrate digital innovations that can meaningfully support character education while maintaining a child-friendly learning environment. Objective: This study aims to develop Book Creator–based learning media to strengthen character values namely honesty, responsibility, empathy, and cooperation in early childhood as an effort to create a joyful and meaningful learning environment. Method: This study employed a Research and Development (R&D) approach using the ADDIE model, involving early childhood teachers and preschool children in Purwakarta Regency, Indonesia. Data were collected through observation, interviews, questionnaires, and documentation, and were analyzed using descriptive, quantitative, and qualitative techniques. Results: The findings indicate that the Book Creator media, consisting of six interactive stories, achieved a validity score of 92% from media experts and 100% from content experts, categorizing it as highly valid. Practicality testing conducted by teachers yielded a 100% score, indicating that the media is very practical, engaging, and easy to use. Furthermore, the media was proven effective in enhancing children’s understanding of character values and demonstrated uniqueness as an interactive thematic storytelling medium specifically designed for early childhood character education. Conclusion: With high levels of validity, practicality, and effectiveness, the developed Book Creator media shows strong potential for broader implementation as an adaptive digital learning innovation to support character education for young children in the technological era.

Development of E-Book Media to Foster Traffic Awareness in Early Childhood Alfira Muklis, Firda; Kurnia Jayadinata, Asep; Justicia , Risty; Ardiyanti , Dhea; Muliana Mustafa, Lily
QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Vol. 17 No. 2 (2025): Qalamuna - Jurnal Pendidikan, Sosial, dan Agama
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Program Pascasarjana IAI Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/qalamuna.v17i2.7766

Traffic awareness is an important aspect that needs to be instilled from an early age, as children are among the most vulnerable groups to road accidents. This study aims to design an e-book entitled “Let’s Get to Know Traffic Signs” as a learning medium for traffic awareness education in early childhood, intended for use by teachers. The method used is Educational Design Research (EDR), which includes three main stages: analysis and exploration, design and construction, and evaluation and reflection. Data were collected through interviews with early childhood education teachers, validated by media and content experts, and implemented through the traffic awareness e-book. The study was conducted at School X in Sukajaya District, Bogor Regency. The result of this development is an e-book that is considered suitable for early childhood. The validation process involved media and educational content experts using validation questionnaires and usability testing. The research involved 30 students in early childhood education. The findings demonstrate that the e-book, based on expert validation and its application with students, is a feasible educational medium for building traffic awareness in early childhood.

Lived Islamic Parenting and Child Resilience in Muslim Families with High Maternal Work Mobility: A Qualitative Study in Islamic Education Corona, Cisca; Kurnia Jayadinata, Asep; Ardiyanti, Dhea
Jurnal Pendidikan Islam Vol. 14 No. 2 (2025)
Publisher : Faculty of Tarbiyah and Education, Universitas Islam Negeri (UIN) Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jpi.2025.142.345-356

Purpose – This study analyzes how lived Islamic parenting is practiced by Muslim mothers with high work mobility and how these practices contribute to early childhood resilience in urban Muslim families. Transnational family literature is used as a conceptual lens to understand constraints on physical presence and the maintenance of communication, not to equate the migration context. Design/methods/approach – This interpretive qualitative study used a multiple case study design involving Muslim families in an urban area of West Java (pseudonymized). Participants consisted of 10 mothers with children aged 3 to 6 years, selected through criterion-based purposive sampling; sample adequacy was justified using the principle of information power. Data were collected through semi-structured in-depth interviews (45 to 60 minutes) and observations focused on moments of mother-child interaction (for example, after returning from work and before bedtime), as well as non-sensitive supporting materials if agreed upon. Analysis was conducted using reflexive thematic analysis and cross-case synthesis. Findings – The analysis produced four themes. First, Islamic parenting practices are sustained through micro routines at transition moments, primarily role modeling and the habituation of worship practices that are concise and flexible. Second, religious socialization occurs through the maintenance of emotional presence, including consistent long-distance communication and the use of value language (sabar, adab, doa) when responding to children’s emotions. Third, resilience appears as recovery after pressure or failure when affective support is prioritized, after which simple religious routines are used to soothe and encourage children to try again and to express feelings. Fourth, fatigue, time constraints, and digital exposure drive the negotiation of practices through minimum routines and value-based device accompaniment. Research implications – The findings support the design of value-based micro routines at transition moments, the use of Islamic moral vocabulary for emotion coaching preceded by affective support, consistent long-distance communication to maintain continuity of value socialization, and digital parenting through accompaniment, restriction, brief explanations, and content redirection in early childhood education.

Peran Guru dalam Menumbuhkan Kemandirian Anak Usia 5-6 Tahun di Sekolah Indonesia Kuala Lumpur Afifah, Dwinta Nuha; Kurnia Jayadinata, Asep; Ardiyanti, Dhea; Siswanto, Budi; Rupinis
Jurnal Pendidikan (Teori dan Praktik) Vol 11 No 1 (2026): Vol. 11 No. 1 (2026): Volume 11, Nomor 1, Januari 2026
Publisher : Fakultas Ilmu Pendidikan Universitas Negeri Surabaya

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This study aims to explain the role of teachers in fostering the independence of children aged 5-6 years in Sekolah Indonesia Kuala Lumpur. The purpose of this study is to examine teachers' roles in fostering independence among children aged 5-6 years. Children's independence is an important aspect of development closely related to problem-solving skills and the formation of a responsible, confident character. This study uses a qualitative case study approach. Data were obtained through observation, in-depth interviews, and documentation, and analyzed using Miles and Huberman's interactive model. The findings of this study show that teachers serve as facilitators, role models, encouragers, and consistent rule-makers to instill independent habits in children. The steps taken include providing real examples, providing verbal encouragement, positive appreciation, and providing opportunities for children to complete tasks independently. Simple activities such as eating, putting on shoes, buttoning clothes, and tidying up toys are practical for developing a sense of responsibility and problem-solving skills. This study emphasizes the importance of consistency in habituation, a supportive environment, and cooperation between teachers and parents to increase children's independence from an early age.

Efektivitas E-Book Interaktif untuk Meningkatkan Pemahaman Keselamatan Diri Anak Usia Dini dari Ancaman Orang Asing Chairunnisa, Fima; Kurnia Jayadinata, Asep; Nikawanti, Gia; Wahyuni Lumain, Gita
Murhum : Jurnal Pendidikan Anak Usia Dini Vol. 7 No. 1 (2026): Juli In Progress
Publisher : Perkumpulan Pengelola Jurnal (PPJ) PAUD Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37985/murhum.v7i1.1753

Penelitian ini di latarbelakangi oleh maraknya kasus penculikan dan pencabulan anak, sementara media pembelajaran konvesional dinilai kurang mendukung Pendidikan keselamatan diri dari orang asing.. Tujuan dari penelitian ini adalah untuk mengkaji efektivitas E-book Interaktif dalam meningkatkan pemahaman tersebut. Metode yang digunakan adalah kuantitatif pre-eksperimen dengan desain one group pretest-posttest . Sampel pada penelitian ini ialah 14 anak usia 5-6 tahun dari TKIT Cendekia di Kabupaten Purwakarta. Data dikumpulkan melalui observasi dan lembar kerja anak (LKA) kemudian dianalisis secara statistik. Teknik alanisis data menggunakan statistic deskriptif dan inferensial. Hasil Penelitian menunjukan peningkatan pemahaman anak dengan hasil rata-rata pretest 22,29 dan rata-rata posttest 30,57. Selanjutnya terdapat skor N-Gain sebesar 0,87 (kategori tinggi). Maka dari itu, media ini terbukti efektif dalam meningkatkan pemahaman anak tentang keselamatan diri dari amcaman orang asing karena memadukan elemen visual, audio, narasi cerita dan mini games yang saling berkaitan dan mendukung pembelajaran. Oleh karena itu, e-book interaktif ini tidak hanya berfungsi sebagai alat penyampai materi tetapi juga sebagai media pembelajaran yang mampu mengoptimalkan pembelajaran sehingga memberikan pengalaman belajar tang konstektual dan bermakna.

Peran Guru dalam Menumbuhkan Kemandirian Anak Usia 5-6 Tahun di Sekolah Indonesia Kuala Lumpur Afifah, Dwinta Nuha; Kurnia Jayadinata, Asep; Ardiyanti, Dhea; Siswanto, Budi; Rupinis
Jurnal Pendidikan (Teori dan Praktik) Vol 11 No 1 (2026): Vol. 11 No. 1 (2026): Volume 11, Nomor 1, Januari 2026
Publisher : Fakultas Ilmu Pendidikan Universitas Negeri Surabaya

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

This study aims to explain the role of teachers in fostering the independence of children aged 5-6 years in Sekolah Indonesia Kuala Lumpur. The purpose of this study is to examine teachers' roles in fostering independence among children aged 5-6 years. Children's independence is an important aspect of development closely related to problem-solving skills and the formation of a responsible, confident character. This study uses a qualitative case study approach. Data were obtained through observation, in-depth interviews, and documentation, and analyzed using Miles and Huberman's interactive model. The findings of this study show that teachers serve as facilitators, role models, encouragers, and consistent rule-makers to instill independent habits in children. The steps taken include providing real examples, providing verbal encouragement, positive appreciation, and providing opportunities for children to complete tasks independently. Simple activities such as eating, putting on shoes, buttoning clothes, and tidying up toys are practical for developing a sense of responsibility and problem-solving skills. This study emphasizes the importance of consistency in habituation, a supportive environment, and cooperation between teachers and parents to increase children's independence from an early age.

Implementation of Interactive E-Books in Fostering Personal Safety in Early Childhood Education Maulani, Aulia Syakinah; Kurnia Jayadinata, Asep; Ardiyanti, Dhea
IJORER : International Journal of Recent Educational Research Vol. 7 No. 1 (2026): January
Publisher : Faculty of Teacher Training and Education Muhammadiyah University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46245/ijorer.v7i1.1178

Objective: The purpose of this study is to determine the implementation and response to the use of interactive E-Books in early childhood self-safety learning. Personal safety education plays a crucial role in shaping children's attitudes and behaviors, enabling them to maintain their own safety and that of others. However, most PAUD institutions still do not have a structured concept of personal safety learning, so effective and interesting learning media for children are needed. Method: This study used a qualitative method with a case study approach. Data were collected through observations, interviews, and documentation involving early childhood educators and experts in learning activities using Interactive E-Books in Fostering Personal Safety in Early Childhood Education. Results: The results of the study show that this E-Book has a positive effect on increasing children's understanding of the concept of personal safety. Children show high enthusiasm, actively participate, and can understand safe actions in risky situations such as fires, earthquakes, or meeting strangers. Teachers consider that this media is interesting, communicative, and in accordance with the characteristics of children because it presents concrete, interactive, and fun learning. Novelty: This research strengthens the application of Bandura's Social Learning theory and Mayer's Multimedia Learning theory in the context of digital-based early childhood education. The integration of visual, audio, and character elements as behavioral models not only results in theoretical contributions regarding the effectiveness of interactive media but also makes practical contributions to the development of learning that is in accordance with the child's developmental needs. This innovation is in line with the Sustainable Development Goals (SDGs) points 3, 4, and 16, especially in supporting children's health and safety, providing quality education, and strengthening a safe and character-oriented learning environment.

PELATIHAN PROGRAM KESELAMATAN DIRI ANAK USIA DINI BAGI PENGELOLA DAN PENGASUH PANTI ASUHAN Justicia, Risty; Kurnia Jayadinata, Asep; Ardiyanty, Dhea; Nikawanti, Gia; Basariahna Sembiring, Tharisa
Martabe : Jurnal Pengabdian Kepada Masyarakat Vol 9, No 1 (2026): MARTABE : JURNAL PENGABDIAN KEPADA MASYARAKAT
Publisher : Universitas Muhammadiyah Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31604/jpm.v9i1.%p

Program pengabdian masyarakat ini bertujuan untuk meningkatkan kapasitas pengasuh dalam memberikan pendidikan keselamatan diri kepada anak di tiga panti asuhan di Kabupaten Purwakarta. Melalui pendekatan berbasis kebutuhan (need assessment), pelatihan, dan pendampingan lapangan, program ini dirancang untuk memperkuat pemahaman pengasuh mengenai konsep batasan tubuh, komunikasi keselamatan, identifikasi risiko, pembentukan Standar Operasional Prosedur (SOP) serta praktik bercerita mengenai perlindungan diri anak. Kegiatan diawali dengan identifikasi masalah melalui observasi dan wawancara, kemudian dilanjutkan dengan pelatihan terstruktur melalui diskusi interaktif, simulasi, penyusunan SOP serta praktik bercerita mengunakan buku cerita yang sudah di rancang. Tahap pendampingan dilakukan untuk memastikan implementasi berkelanjutan melalui observasi praktik, refleksi, dan bimbingan teknis langsung. Hasil kegiatan menunjukkan peningkatan signifikan pada aspek pengetahuan, keterampilan komunikasi, dan kepekaan pengasuh dalam merespons situasi berisiko, serta kemampuan anak dalam mengenali tanda bahaya dan mengungkapkan perasaan tidak aman. Pengabdian ini berkontribusi terhadap pengembangan ilmu pendidikan, khususnya dalam praktik perlindungan anak berbasis lembaga, dengan memberikan model intervensi terstruktur yang dapat direplikasi pada konteks pendidikan nonformal maupun layanan pengasuhan alternatif lainnya.

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