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All Journal Jurnal Pendidikan Sosiologi dan Humaniora JCES (Journal of Character Education Society) VISI : Jurnal Ilmiah Pendidik dan Tenaga Kependidikan Pendidikan Non Formal Jurnal Edukasi AUD PEDAGOGIKA JURNAL PENDIDIKAN, SAINS DAN TEKNOLOGI Journal of Education Research IJIGAEd: Indonesian Journal of Islamic Golden Age Education International Journal of Educational Research Excellence (IJERE) Ar-Raihanah: Jurnal Pendidikan Islam Anak Usia Dini Mu'adalah: Jurnal Studi Gender dan Anak EDUJAVARE: International Journal of Educational Research Jurnal Pendidikan dan Penelitian Serumpun Mendidik Jurnal Pendidikan dan Penelitian Semesta Mendidik International Journal on Educational Issues (IJEI) Research Psychologie, Orientation et Conseil Jurnal Pendidikan dan Penelitian Serumpun Mengajar EDUTECH
Fajarwati, Ayu
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Religion Arts Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Integration of STEAM Approach and Local Wisdom in Early Childhood Education Eka Setiawati; Yusdiana Yusdiana; Ayu Fajarwati; Yuyun Yuningsih; Yeti Nurdiati
EDUJAVARE: International Journal of Educational Research Vol. 4 No. 01 (2026): EDUJAVARE: International Journal of Educational Research
Publisher : CV. Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/edujavare.v4i01.1370

Abstract

The study is based on the growing need for educational practices that not only develop twenty-first-century competencies but also preserve cultural values and local identities. This study aims to examine the integration of the Science, Technology, Engineering, Arts, and Mathematics (STEAM) approach and local wisdom in early childhood education through a library research method. This study employed a library research method with a qualitative descriptive approach. Data were collected from various scholarly sources, including journal articles, books, conference proceedings, and policy documents related to STEAM education, local wisdom, and early childhood learning. The collected literature was analyzed using content analysis to identify key concepts, implementation strategies, benefits, and challenges associated with the integration of STEAM and local wisdom. The findings of this study indicate that STEAM learning fosters critical thinking, creativity, collaboration, communication, and problem-solving skills through interdisciplinary activities and experiences. Meanwhile, local wisdom provides meaningful cultural contexts that strengthen children’s cultural identity, environmental awareness, and appreciation of community values. The integration of STEAM and local wisdom creates culturally responsive learning experiences that support holistic child development while fostering both global competencies and local cultural preservation. Therefore, this integrated approach can serve as an innovative and sustainable educational model for enhancing the quality of early childhood education in diverse cultural settings.
Analisis Pengelolaan Daycare yang Efektif Berdasarkan Kebutuhan dan Minat Anak di Daycare Bina Bangsa Cucu Atikah; Siti Khosiah; Ayu Fajarwati
IJIGAEd: Indonesian Journal of Islamic Golden Age Education Vol. 7 No. 1 (2026): IJIGAEd: Indonesian Journal of Islamic Golden Age Education
Publisher : Universitas Islam Negeri Jurai Siwo Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/cgks6n02

Abstract

The need for daycare services that can accommodate holistic child development is increasing along with the increasing number of working parents in the modern era. This study aims to analyze the management of Bina Bangsa Daycare, which applies a needs- and interests-based approach, and to assess the effectiveness of this management as a continuation of learning at Bina Bangsa Kindergarten/Kindergarten. The study used a qualitative approach using observation, in-depth interviews, and documentation techniques. The research subjects consisted of three early childhood education (PAUD) teachers directly involved in daycare management. Data analysis was conducted using the Miles and Huberman model, which includes data collection, data reduction, verification, and conclusion drawing. The results show that Bina Bangsa Daycare implements one structured activity each day, followed by free play activities that allow children to express their individual interests. This management is responsive to children's conditions after participating in centered learning at school, so that children receive a balance between cognitive, social, and emotional stimulation, as well as relaxation time. Teachers act as facilitators, adapting activities to children's needs and utilizing free play moments as a means of informal assessment. In addition, the continuity between centered learning at school and daycare activities creates a consistent and relevant learning experience for children. This study concludes that daycare management based on children's needs and interests has proven effective in supporting the holistic development of early childhood. However, challenges such as limited staffing and facilities require continuous improvement to ensure quality management.
COGNITIVE STYLES AND THEIR INFLUENCE ON LEARNING PREFERENCES IN EARLY CHILDHOOD EDUCATION Ayu Fajarwati; Clara Mendes; Rafaela Lima
Research Psychologie, Orientation et Conseil Vol. 3 No. 1 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/rpoc.v3i1.3448

Abstract

Early childhood education is increasingly shaped by learner-centered paradigms; however, limited empirical evidence explains how cognitive styles influence learning preferences at this developmental stage. Variability in children’s cognitive processing patterns may contribute to differentiated engagement behaviors, yet research in early childhood contexts remains underdeveloped. This study aims to examine the relationship between cognitive styles and learning preferences among children aged 4–6 years in formal early education settings. A mixed-methods explanatory sequential design was employed involving 162 participants from six institutions. Cognitive styles were measured using developmentally adapted assessment scales, while learning preferences were documented through structured classroom observations. Quantitative data were analyzed using correlation and multiple regression techniques, complemented by qualitative thematic analysis. Results revealed significant associations between visual–spatial orientation and visual–kinesthetic engagement (r = 0.61, p < 0.001), as well as between field-dependence and collaborative learning preference (r = 0.52, p < 0.001). Cognitive styles collectively explained 47% of variance in learning preferences. Findings indicate that cognitive processing tendencies meaningfully shape observable learning behaviors in early childhood classrooms. Recognition of cognitive diversity supports differentiated instructional design and developmentally responsive pedagogical strategies.  
PERBEDAAN POLA ASUH ORANG TUA TERHADAP PERKEMBANGAN PROSOSIAL ANAK USIA 5-6 TAHUN DI RA AL-IRSYADIYAH Iin Awaliah; Ayu Fajarwati; Suci Aprilyati Ruiyat
Jurnal Pendidikan dan Penelitian Serumpun Mendidik Vol. 3 No. 2, Juli (2026): Jurnal Pendidikan dan Penelitian Serumpun Mendidik
Publisher : Jurnal Pendidikan dan Penelitian Serumpun Mendidik

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

Abstract

Penelitian ini bertujuan untuk menganalisis perbedaan pola asuh orang tua terhadap perkembangan prososial anak usia 5-6 tahun di RA Al-Irsyadiyah. Berdasarkan hasil observasi di lapangan bahwa perbedaan pola asuh orang tua di RA Al-Irsyadiyah ini masi ada orang tua yang menggunakan metode pola asuh yang kaku, sehingga anak-anak disana masi ada yang kurang berkembang prososialnya. Metode yang digunakan adalah deskriptif kualitatif, dengan pengumpulan data yang dilakukan yaitu teknik observasi, wawancara dan dokumentsi. Data yang telah terkumpul kemudian dianalisis dengan reduksi data, penyajian data dan penarikan kesimpulan atau verifikasi. Sumber data penelitian ini adalah kepala sekolah, guru dan orang tua di RA Al-Irsyadiyah. Dari hasil penelitian menunjukkan bahwa orang tua yang menggunakan pola asuh demokratis cenderung memiliki anak yang prososial karena anak tidak dengan tekanan serta tuntutan, namun dengan pola asuh demokratis anak lebih memiliki sikapyang positif.
Mitigasi Bencana Alam Melalui Permainan Tradisional Pada Anak Usia Dini Ayu Fajarwati; Eka Setiawati; Yusdiana Yusdiana
JEA (Jurnal Edukasi AUD) Vol. 9 No. 1 (2023): June
Publisher : Fakultas Tarbiyah dan Keguruan UIN Antasari Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/jea.v9i1.7334

Abstract

Indonesia is one of the countries prone to natural disasters. Because of this, educators must stimulate children by introducing practices related to dealing with emergencies (natural disasters). This study aims to describe natural disaster mitigation through traditional games at an early age in the Rangkasbitung sub-district, Banten. This study used the descriptive qualitative method. Descriptive research was chosen because this research is a form of research that describes existing phenomena, both natural and human-engineered. The phenomenon is then explained clearly without use based on the results of existing research. Based on the results of the study, it was found that children were able to be ready during simulations related to natural disaster mitigation, apart from being told by the teacher through listening, also direct practice in dealing with disaster situations which were carried out by raising traditional games such as "ucing" chopsticks and "ucing-ucingan". This traditional game introduction activity is one way to introduce children to natural disaster mitigation, which of course educators must also the first master related to natural disaster mitigation.
Praktik Integrasi Pembelajaran, Bermain, dan Pengasuhan Responsif dalam Layanan Daycare Terintegrasi Kota Serang Ayu Fajarwati; Siti Khosiah
JEA (Jurnal Edukasi AUD) Vol. 12 No. 1 (2026): June
Publisher : Fakultas Tarbiyah dan Keguruan UIN Antasari Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/jea.v12i1.20064

Abstract

Daycare is no longer understood merely as a child-minding facility but also as an early childhood education and care environment that supports children’s learning, play, rest, and emotional well-being. This study aims to describe the integration of learning, play, and responsive care in integrated daycare services in Serang City, Banten Province. This research employs a descriptive qualitative approach. Data were collected through non-participant observation, semi-structured interviews, and documentation involving five key informants: one daycare centre manager, two teachers, and two caregivers. Observations were conducted on the daily activities of 12 children aged 3-6 years. Data were analysed using thematic coding through the stages of data reduction, data display, and conclusion drawing. Data validity was ensured through source triangulation and methodological triangulation. The research findings indicate that learning takes place in the morning through a centre-based learning model, whilst activities during daycare hours are conducted at a lighter intensity through structured play, free play, rest, and care routines. Responsive care is evident in the carers’ sensitivity to the children’s physical and emotional states. These findings confirm that the quality of integrated daycare is determined by a balance between learning play, rest, and responsive care practices.
Pengaruh Permainan Tradisional Bola Bekel Terhadap Perkembangan Motorik Halus Anak Annisa Herlida Sari; Dyah Ageng Pramesty Koenarso; Ayu Fajarwati
Ar-Raihanah: Jurnal Pendidikan Islam Anak Usia Dini Vol. 6 No. 1 (2026): Ar-Raihanah: Jurnal Pendidikan Islam Anak Usia Dini
Publisher : Sekolah Tinggi Agama Islam Al-Kifayah Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53398/arraihanah.v6i1.959

Abstract

Fine motor skills refer to movements involving small muscle groups that require coordination between the eyes and hands. These skills develop through practice, learning experiences, and the maturation of motor functions. This study aimed to determine the effect of the traditional bekel ball game on the fine motor development of children aged 5–6 years. The study employed a quasi-experimental design involving 40 children in Group B at TK Ma'arif Lampung Timur, consisting of an experimental group and a control group. Data were collected using a fine motor development observation sheet and analyzed through paired sample t-tests and independent sample t-tests using SPSS version 16. The results revealed a significant effect of the traditional bekel ball game on children's fine motor development, with a significance value of 0.000 < 0.05. The average score of fine motor development in the experimental group increased from 65.50 to 80.50, representing an improvement of 22.90%. These findings indicate that the traditional bekel ball game is effective in stimulating fine motor development among early childhood learners. Therefore, traditional games can serve as an alternative learning medium to support children's fine motor development while preserving local cultural heritage
Differentiated Instruction in Inclusive Classrooms: Teacher Preparedness and Student Learning Outcomes in Primary Education Annisa Nur Wahyuningsih; Desi Nurillah; Monica Roito Ambarita; Virzha Aulianna Dhaksietsatsura; Ayu Fajarwati
International Journal of Educational Research Excellence (IJERE) Vol. 5 No. 2 (2026): July-December
Publisher : PT Inovasi Pratama Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55299/ijere.v5i2.1962

Abstract

This study investigates primary school teachers’ preparedness to implement differentiated instruction (DI) in inclusive classrooms and its relationship with student learning outcomes in the Indonesian context. A quantitative cross‑sectional survey was conducted with 287 classroom teachers from 34 public and private inclusive primary schools in Yogyakarta and Central Java. Teacher preparedness was measured using a four‑dimensional scale (knowledge, skills, attitudes, self‑efficacy), while student outcomes were operationalized as class‑aggregate academic achievement and engagement. Data were analysed through descriptive statistics, Pearson correlations, multiple regression, and ANOVA. Overall teacher preparedness was moderate (M=3.72, SD=0.68), with the lowest dimension being knowledge of DI (M=3.24). A significant positive correlation was found between teacher preparedness and student academic outcomes (r=0.47, p<.001) and engagement (r=0.53, p<.001). Multiple regression revealed that self‑efficacy (β=0.34) and pedagogical skills (β=0.28) were the strongest predictors of academic achievement, while attitudes (β=0.29) and self‑efficacy (β=0.25) predicted engagement. Teachers who had participated in formal DI training demonstrated significantly higher preparedness (t=6.89, p<.001), and years of experience positively moderated the relationship. Teacher preparedness for DI is a critical determinant of student success in inclusive primary classrooms. Strengthening pre‑service and in‑service training that targets self‑efficacy and concrete DI skills is urgently recommended to enhance inclusive education quality in Indonesia
Co-Authors Ambarita, Monica Roito Angie Chaerunisa Annisa Herlida Sari Annisa Herlida Sari, Annisa Herlida Annisa Nur Wahyuningsih Arini, Ira Arnah Arnah Clara Mendes Cucu Atikah Desi Nurillah Dhaksietsatsura, Virzha Aulianna Dyah Ageng Pramesty Koenarso Eka Setiawati Eka Setiawati Eka Setiawati Eka setiawati Eka Setiawati Eneng Sri S Iin Awaliah Ira Arini Karyaningsih, Dentik Koenarso, Dyah Ageng Pramesty Rafaela Lima Siti Khosiah Suci Aprilyati R Suci Aprilyati R Suci Aprilyati Ruiyat Virzha Aulianna Dhaksietsatsura Wulan Yeti Nurdiati Yusdiana Yusdiana Yusdiana Yusdiana Yusdiana Yusdiana Yusdiana Yusdiana Yusdiana Yuyun Yuningsih