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All Journal Jurnal Pendidikan Anak Usia Dini Undiksha Jurnal Pendidikan IPA Indonesia Pendidikan Dasar International Journal of Education TARBIYA : Journal Education in Muslim Society Pedagogi : Jurnal Penelitian Pendidikan ELEMENTARY SCHOOL JOURNAL PGSD FIP UNIMED Journal of Nonformal Education Journal of Educational Science and Technology Jurnal Pendidikan Usia Dini Sriwijaya University Learning and Education International Conference Indonesian Journal of Early Childhood Education Studies Unnes Science Education Journal Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini Proceeding of International Conference on Art, Language, and Culture Jurnal Ilmiah POTENSIA Primary : Jurnal Keilmuan dan Kependidikan Dasar Jurnal Cendekia : Jurnal Pendidikan Matematika Jurnal Basicedu Jurnal Ilmiah Pendidikan dan Pembelajaran Journal of Education Technology International Journal of Elementary Education Sarwahita : Jurnal Pengabdian Kepada Masyarakat Yaa Bunayya : Jurnal Pendidikan Anak Usia Dini Jurnal Pendidikan Jurnal Ilmiah Pendidikan Citra Bakti JPIB : Jurnal Psikologi Islam dan Budaya Jurnal Educatio FKIP UNMA Jurnal Pengabdian kepada Masyarakat Nusantara Jurnal Penelitian dan Pengukuran Psikologi: JPPP Indonesian Community Journal Prosiding Seminar Nasional Pengabdian Kepada Masyarakat Jurnal Basicedu Jurnal Green Growth dan Manajemen Lingkungan Jurnal Pendidikan Dasar Eduvest - Journal of Universal Studies Jurnal As-Syar’i: Jurnal Bimbingan & Konseling Keluarga Exploration In Early Childhood Research International Conferences on Early Childhood Education Proceedings

Yufiarti

Universitas Negeri Jakarta

Author-ID : 205902

Religion Aerospace Engineering Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Energy Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Neuroscience Nursing Physics Public Health Social Sciences Other

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IMPLEMENTASI PENDIDIKAN INKLUSI DI SEKOLAH DASAR Alberth Supriyanto Manurung; Yufiarti Yufiarti; Asep Supena
ELEMENTARY SCHOOL JOURNAL PGSD FIP UNIMED Vol 12, No 4 (2022): ELEMENTARY SCHOOL JOURNAL PGSD FIP UNIMED
Publisher : FIP Unimed

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/esjpgsd.v12i4.40456

Tujuan penelitian ini adalah mengetahui sejauh mana pemahaman dan penerapan nilai-nilai Pendidikan inklusi di sekolah tersebut. Subjek penelitian ini adalah semua siswa ABK dari kelas I sampai kelas VI yang berjumlah 30 orang yang terdiri 18 anak terlambat menulis dan sisanya siswa yang hiperaktif dan cacat bawaan, penelitian ini mengunakan metode kualitatif deskriftif. Dari hasil penelitian, maka nilai-nilai Pendidikan inklusi sudah terlaksana dengan baik. Tidak ada diskriminasi bagi siswa Anak berkebutuhan khusus (ABK) dan anak normal yang belajar dan menuntut ilmu pada sekolah ini. Pendidikan inklusi pun juga sudah dilaksanakan dengan sebaik mungkin.

Analysis of The Big-Five Personality and Knowladge to Healthy Life Motivation With SEM PLS Rasminto Rasminto; Nadiroh Nadiroh; Yufiarti Yufiarti
Jurnal Green Growth dan Manajemen Lingkungan Vol 12 No 1 (2023): Jurnal Green Growth dan Manajemen Lingkungan
Publisher : Program Studi Manajemen Lingkungan

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

This research proved the effectiveness of the big-five personality factors and knowledge of reproductive health to motivation to live healthy on students of public high school. The method used was a survey with a partial least square (PLS) with 279 samples participated through purposive sampling. Some instruments have been measured, namely the healthy life motivation(reliability 0.971), the big-five personality (reliability 0.937), and knowledge about reproductive health (reliability 0.874). The research data was carried out by PLS. The results showed that; 1) there is a positive and significant relationship between big-five personality and motivation healthy living, although controlled by the second order correlation; 2) there is a negative and significant relationship between knowledge about Kespro and motivation to live healthy, although controlled by the second order correlation; and 3) there is a positive relationship and significant between big-five personality and knowledge about Kespro together with motivation to live healthy. And also from the five big-five personality factors, it shows that the strongest contribution to healthy living motivation is extraversion and agreeableness. Therefore, it can be concluded that if the motivation to live a healthy life is to be increased, then the big-five personality and knowledge of Kespro must be considered.

Praktik Pendidikan Inklusif di Sekolah Dasar Fatkhul Arifin; Asep Supena; Yufiarti Yufiarti
Jurnal Educatio FKIP UNMA Vol. 9 No. 1 (2023): January-March
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/educatio.v9i1.4191

Peraturan pemerintah mengharuskan setiap sekolah menerima anak berkebutuhan khusus setidaknya 10% dari jumlah penerimaan siswa. Tentu harus ada kesiapan dari sekolah, baik dari kesiapan guru, fasilitas dan kurikulum dalam pembelajaran. Tujuan dari penelitian ini adalah ingin mengetahui sejauh mana kesiapan sekolah dalam melaksanakan Pendidikan inklusi di sekolah dasar. Metode penelitian yang digunakan dalam penelitian ini adalah kualitatif analisis dekriptif. Sample yang digunakan dalam penelitian ini adalah salah satu sekolah dasar negeri yang berada di wilayah Depok. Instrumen yang digunakan berupa observasi, wawancara dan dokumentasi. Data yang didapat kemudian dideskripsikan dan dikaji lebih mendalam dengan mengaitkan teori terkait dengan Pendidikan inklusif. Hasil penelitian menunjukkan bahwa pelaksanaan program Pendidikan inklusi berjalan dengan baik. Proses penerimaan dilakukan dengan seleksi yang ketat, pembelajaran dilaksanakan dengan media dan bahan ajar ABK disesuaikan, instrument penilaian yang digunakan dirancang untuk siswa ABK. Sehingga kesimpulan dari penelitian ini adalah pelaksanaan program Pendidikan inklusi yang dilaksanakan pada sekolah dasar negeri dilaksanakan dengan baik, hanya saja butuh dukungan dari semua pihak, terutama pemerintah yang memfasilitasi sekolah untuk Pendidikan inklusi, jumlah guru pendamping khusus dan tentunya orang tua.

SEMINAR UNTUK MENINGKATKAN KOMPETENSI GURU DALAM PEMBELAJARAN MELALUI STEAM DI PAUD DESA PASIR TANJUNG JONGGOL KECAMATAN TANJUNG SARI, KABUPATEN BOGOR, JAWA BARAT Sri Juwita Kusumawardhani; Fellianti Muzdalifah; Yufiarti; Erik
Prosiding Seminar Nasional Pengabdian Kepada Masyarakat Vol 3 (2022): PROSIDING SEMINAR NASIONAL PENGABDIAN KEPADA MASYARAKAT - SNPPM2022
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat Universitas Negeri Jakarta

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Abstract STEAM is an approach that integrates Science, Technology, Engineering, Mathematical, and Arts in line with the skills needs of the 21st century. STEAM has become a content in the 2013 curriculum that has been used in Indonesia, but according to the results of interviews with PAUD Principals in the Desa Pasirtanjung, the teachers in this village have not received any training related to the STEAM learning model. This seminar will be held on Wednesday, July 20, 2022, pk. 09.00 – 11.00. The results of this activity found that classes filled with students aged 3 to 3.5 years were only given demonstrations about STEAM and parents needed to be given education so they could provide support in the learning process with STEAM. The conclusion of this activity was that early childhood teachers in Desa Pasirtanjung became more aware that STEAM learning was very easy to implement using teaching materials that could be found in their everyday environment and became enthusiastic in applying them in the classroom. Suggestions related to this activity is the execution for intensive training thus they will be doing more practicum in order to improve the skills of the teachers. Also, there is a follow-up and evaluation needed regarding the application of the STEAM learning model in Paud Desa Pasirtanjung so that they can see the significance and development of the skills of the teachers in implementing this learning. In order to have similar perception about STEAM learning we suggest to educate parents about it thus they can give fully support to teachers at school and their kids at home. Abstrak STEAM adalah pendekatan yang mengintegrasikan ilmu Science, Technology, Engeenering, Mathematic, dan Arts yang sejalan dengan kebutuhan keterampilan abad 21. STEAM ini sudah menjadi muatan di dalam kurikulum 2013 yang sudah digunakan di Indonesia, namun sesuai dengan hasil wawancara dengan Kepala Sekolah PAUD di Desa Pasirtanjung, para guru di desa ini belum mendapat pelatihan terkait model pembelajaran STEAM. Kegiatan seminar ini dilaksanakan pada hari Rabu, 20 Juli 2022, pk. 09.00 – 11.00. Hasil dari kegiatan ini ditemukan bahwa kelas yang diisi oleh siswa berusia 3 hingga 3.5 tahun hanya diberikan demonstrasi mengenai STEAM serta orangtua perlu diberikan edukasi agar dapat memberikan dukungan dalam proses pembelajaran dengan STEAM, Kesimpulan dari kegiatan ini para guru Paud di Desa Pasirtanjung menjadi lebih sadar bahwa pembelajaran STEAM sangat mudah diimplementasikan menggunakan bahan ajar yang dapat ditemukan di lingkungan sehari-hari dan menjadi antusias dalam menerapkannya di kelas. Saran terkait kegiatan ini adalah perlu adanya pelatihan yang lebih intensif dengan lebih banyak melakukan praktikum sehingga keterampilan para guru menjadi lebih terasah. Ada follow-up terkait penerapan model pembelajaran STEAM di Paud Desa Pasirtanjung sehingga bisa melihat perkembangan dari keterampilan para guru dalam menerapkan pembelajaran ini. Perlu memberikan orangtua edukasi mengenai pentingnya model pembelajaran STEAM ini sehingga mereka dapat memberikan dukungan baik kepada guru di sekolah maupun anak-anaknya di rumah.

Implementasi Program Pendidikan Inklusi Pada Sekolah Dasar di Kota Serang Sastra Wijaya; Asep Supena; Yufiarti
Jurnal Educatio FKIP UNMA Vol. 9 No. 1 (2023): January-March
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/educatio.v9i1.4592

Penelitian ini bertujuan untuk mengetahui implementasi program pendidikan inklusi serta aktifitas dukungan sekolah dan guru kepada siswa ABK dalam layanan pendidikan inklusi dan hambatan yang dihadapinya. Penelitian ini dilakukan terhadap sepuluh sekolah dasar negeri di kota serang pada bulan oktober sampai desember 2022. Subjek penelitian ini adalah kepala sekolah, guru dan anak berkebutuhan khusus. Metode dalam penelitian menggunakan metode kualitatif melalui teknik analisis dekriptif dengan kajian studi kasus mengunakan observasi, wawancara, dan studi dokumen. Berdasarkan penelitian pada proses layanan pendidikan inklusi ditemukan sebanyak 60% guru kesulitan dalam melakukan identifikasi dan asesmen awal, sebanyak 50% guru menyatakan belum dapat merencanakan pembelajaran terdiferensiasi, sebanyak 40% guru belum memahami pelaksanaan pembelajaran inklusif, sebanyak 70% guru belum membuat evaluasi/asesmen yang sesuai, dan sebanyak 30% guru mengalami kesulitan mengatur waktu dalam proses pembelajaran. Ditemukan faktor dominan yang menajadi penghambat dalam implementasi pendidikan inklusi di sekolah dasar adalah tidak tersedianya guru pendamping khusus yang memiliki kompetensi dengan latar belakang pendidikan yang sesuai, minimnya sosialisasi kebijakan layanan sistem pendidikan melalui sekolah inklusi, keterbatasan anggaran layanan pendidikan inklusi di sekolah, tidak tersedianya sarana dan prasarana pendukung sekolah inklusi, koordinasi dan komunikasi yang kurang baik antara pihak dalam mendukung pelaksanaan sekolah inklusi.

The Cognitive Style and Attachment on Early Childhood Speech Skills Evridawati, Beryana; Yufiarti; Yetti, Elindra
Jurnal Pendidikan Usia Dini Vol 14 No 1 (2020): Jurnal Pendidikan Usia Dini Volume 14 Number 1 April 2020
Publisher : Program Studi Magister Pendidikan Anak Usia Dini

Concurrently with the rapid development in digital society, the demand for communication skills was clear in childhood. Early childhood education needs to pay attention to children's speech skills development. This study aims to determine the effect of cognitive style and attachment on the ability to speak in early childhood speech development. The method used is a 2 x 2 factorial comparison design which is divided into two groups namely independent and dependent fields involving 138 samples. Re- search findings about differences in the ability to speak early childhood who have independent field cognitive style and children who have field dependent cognitive style in groups of children with high attachment obtained (A2B1), obtained Q count = 9.39 and Q table (0.05; 4: 10) = 4 , 33. 4). Differences in the ability to speak early childhood who have an independent field cognitive style and children who have a field dependent cognitive style in groups of children with low attachment obtained (A2B2), ob- tained Q count = 4.39 and Q table (0.05; 4: 10) = 4 , 33. It show that early children who have independent field cognitive style have higher speech skills scores than early children who have field dependent cog- nitive style while early children who are independent field cognitive style with low attachment have lower speech skills scores than early childhood the field dependent cognitive style with low attachment. Keywords: Cognitive style and Attachment, Early Childhood, Speech Skills Reference Aulya Purnama, R., & Wahyuni, S. (2018). Kelekatan (Attachment) pada Ibu dan Ayah Dengan Kompetensi Sosial pada Remaja. Jurnal Psikologi, 13(1), 30. https://doi.org/10.24014/jp.v13i1.2762 Berk, L. E. (2007). Child Development Boston. Pearson (seventh Ed). Boston: Pearson.Borich, G. D., & Tombari., M. L. (1996). Educational Psychology: A Contemporary Approach. New York: Harper Collins College Publishers. Boroujerdi, F. G., Kimiaee, S. A., Yazdi, S. A. A., & Safa, M. (2019). Attachment style and history of childhood abuse in suicide attempters. Psychiatry Research, 271, 1–7. https://doi.org/10.1016/j.psychres.2018.11.006 Braune, R., & Wickens, C. D. (1986). Time-sharing revisited: Test of a componential model for the assessment of individual differences. Ergonomics, 29(11), 1399–1414. https://doi.org/10.1080/00140138608967254 Brodin, J., & Renblad, K. (2019). Improvement of preschool children’s speech and language skills. Early Child Development and Care, 0(0), 1–9. https://doi.org/10.1080/03004430.2018.1564917 Davis, D. (2011). Child Development, Third Edition: A Practitioner’s Guide (Clinical Practice with Children, Adolescents, and Families) (Third Edit). New York London: The Guilford Press. Desmita. (2010). Psikologi Perkembangan Peserta Didik. Bandung: Rosdakarya. Ding, Y. hua, Xu, X., Wang, Z. yan, Li, H. rong, & Wang, W. ping. (2014). The relation of infant attachment to attachment and cognitive and behavioural outcomes in early childhood. Early Human Development, 90(9), 459–464. https://doi.org/10.1016/j.earlhumdev.2014.06.004 Evans, R., & Jones, D. (2007). Perspectives on oracy-towards a theory of practice. Early Child Development and Care, 177(6–7), 557–567. https://doi.org/10.1080/03004430701424938 Feeney, J. A. (2001). Becoming Parents: Exploring The Bonds Between Mothers, Fathers, And Their Infants Paperback. UK: Cambridge University Press. Gandasetiawan, R. Z. (2009). Mengoptimalkan IQ dan EQ Anak Melalui Metode Sensomotorik. Jakarta: PT BPK Gunung Mulia. Goodman, M. L., Gibson, D., Vo, T. T., Wang, A., Gitari, S., & Raimer, B. (2018). Early childhood attachment and suicidal ideation among young Kenyan men. Advances in Life Course Research, 35(February), 126–134. https://doi.org/10.1016/j.alcr.2018.02.001 Holmes, J. (2014). John Bowlby and Attachment Theory (2nd Editio). https://doi.org/https://doi.org/10.4324/9781315879772 Kerlinger, F. N. (1990). Asas-asas Penelitian Behavioral (3th ed.). Yogyakarta: Gajah Mada University Press. Larasati, N. I., & Desiningrum, dinie R. (2017). Hubungan Antara Kelekatan Aman Dengan Ibu Dan Regulasi Emosi Siswa Kelas X Sma Negeri 3 Salatiga. Empati, 6(3), 127–133. Lwin, M., Khoo, A., Lyen, K., & Sim, C. (2002). How to Multiply Your Child’s Intelligence: A Practical Guide for Parents of Seven-Year-Olds and Below. Singapore: Pearson Education Asia Pte., Ltd. Machado, J. M. (2012). Early Childhood Experiences in Language Arts: Early Literacy (10 edition). Belmont, USA: Wadsworth Publishing. Madyawati, L. (2016). Strategi Pengembangan Bahasa Pada Anak. Jakarta: Kencana. Mahabbati, A. (2013). Layanan Pendidikan untuk Anak Berkebutuhan Khusus dan Pendidikan Inklusif. Retrieved from http://staffnew.uny.ac.id/upload/132318126/pengabdian/ppmlayanan-pendidikan-untuk- anak-berkebutuhan-khusus. McLeod, S., Harrison, L. J., & Wang, C. (2019). A longitudinal population study of literacy and numeracy outcomes for children identified with speech, language, and communication needs in early childhood. Early Childhood Research Quarterly, 47, 507–517. https://doi.org/10.1016/j.ecresq.2018.07.004 Nasution, S. (2011). Berbagai Pendekatan Dalam Proses Belajar Dan Mengajar. Jakarta: Bumi Aksara. Nussipzhanova, B., Berdibayeva, S., Garber, A., Tuyakova, U., Mursaliyeva, A., & Baizhumanova, B. (2017). Cognitive development of pre-school children with language and speech disorders. The European Journal of Social and Behavioural Sciences, 21(1), 2570– 2583. https://doi.org/10.15405/ejsbs.227 Ormrod, J. E. (2009). Psikologi Pendidikan Membantu Siswa Tumbuh dan Berkembang (6th editio). Jakarta: Erlangga. Otto, B. (2015). Perkembangan Bahasa Pada Anak Usia DIni (third Edit). Jakarta: Prenadamedia. Papalia, D. (2008). Human Development. Jakarta: Kencana. Platokhina, N. A., Samarina, I. V., & Abashina, N. N. (2016). Preventive Measures against Speech Disorders in Early Childhood. Procedia - Social and Behavioral Sciences, 233(May), 247–251. https://doi.org/10.1016/j.sbspro.2016.10.212 Pudjaningsih, W. (2013). Pembelajaran Melalui Bermain Dalam Rangka Pengembangan Kemampuan Berbahasa Anak di TK Islam Al-Azhar Kota Jambi. Pena : Jurnal Pendidikan Bahasa Dan Sastra, 53(9), 1689–1699. Santrock, J. W. (2011). Life Span Development. New York: Mc Graw Hill.Shi, C. (2011). A Study of the Relationship between Cognitive Styles and Learning Strategies. Higher Education Studies, 1(1), 20–26. https://doi.org/10.5539/hes.v1n1p20Sternberg, R. J., & Williams, W. M. (2009). Educational Psychology (2nd Editio). Boston: Pearson.Sumantri, M. S., Supriyati, Y., & Nugroho, H. (2015). 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Parental Involvement and Mothers' Employment on Children's Independence During Covid-19 Pandemics Insani, Asri; Yufiarti; Yetti, Elindra
Jurnal Pendidikan Usia Dini Vol 15 No 1 (2021): Jurnal Pendidikan Usia Dini Volume 15 Number 1 April 2021
Publisher : Program Studi Magister Pendidikan Anak Usia Dini

The pandemic that occurred this year created conditions that changed the activities of parents and children, the role of parents working outside the home often led to a lack of parental involvement in child development, especially the development of independence. The conditions of the Covid-19 pandemic have caused parents and children to be in one place at the same time. This study aims to determine the effect of parental involvement and maternal employment status on the independence of children aged 7-8 years in the Covid-19 pandemic situation. This quantitative research uses a comparative causal ex-post facto design, with groups of working mothers and groups of non-working mothers. The sample of each group was 60 people who were randomly selected. The findings of the study with the calculation of the two-way ANOVA test obtained the value of Fo = 4.616> F table = 3.92 or with p-value = 0.034 <α = 0.05, indicating that there is an interaction between parental involvement and maternal employment status on children's independence, and Based on the results of hypothesis testing, there is no effect of parental involvement and mother's work status on the independence of the child even though there are differences in the average results of children's independence. Keywords: Children's Independence, Parental Involvement and Mothers' Employment References: Areepattamannil, S., & Santos, I. M. (2019). Adolescent students’ perceived information and communication technology (ICT) competence and autonomy: Examining links to dispositions toward science in 42 countries. Computers in Human Behavior. https://doi.org/10.1016/j.chb.2019.04.005 Benner, A. D., Boyle, A. E., & Sadler, S. (2016). Parental Involvement and Adolescents’ Educational Success: The Roles of Prior Achievement and Socioeconomic Status. Journal of Youth and Adolescence, 45(6), 1053–1064. https://doi.org/10.1007/s10964-016-0431-4 Chusniatun, Kuswardhani, & Suwandi, J. (2014). Peran ganda pengembangan karier guru-guru perempuan. Jurnal Pendidikan Ilmu Sosial, 24(2), 53–66. Cohen, J. (1994). The earth is round (p < .05). (Vol. 49). American Psychologist,. DeLuca, C., Pyle, A., Braund, H., & Faith, L. (2020). Leveraging assessment to promote kindergarten learners’ independence and self-regulation within play-based classrooms. Assessment in Education: Principles, Policy & Practice, 27(4), 394–415. https://doi.org/10.1080/0969594X.2020.1719033 Dong, C., Cao, S., & Li, H. (2020). Young children’s online learning during COVID-19 pandemic: Chinese parents’ beliefs and attitudes. Children and Youth Services Review. https://doi.org/10.1016/j.childyouth.2020.105440 Eisenberg, N., Valiente, C., Morris, A. S., Fabes, R. A., Cumberland, A., Reiser, M., Gershoff, E. T., Shepard, S. A., & Losoya, S. (2003). Longitudinal relations among parental emotional expressivity, children’s regulation, and quality of socioemotional functioning. Developmental Psychology, 39(1), 3–19. https://doi.org/10.1037/0012-1649.39.1.3 Gassman-Pines, A., Ananat, E. O., & Fitz-Henley, J. (2020). COVID-19 and parent-Child psychological well-being. Pediatrics, 146(4). https://doi.org/10.1542/peds.2019-3211 Grolnick, W. S., Benjet, C., Kurowski, C. O., & Apostoleris, N. H. (1997). Predictors of Parent Involvement in Children’s Schooling. 11. Gürbüztürk, O., & Şad, S. N. (2010). Turkish parental involvement scale: Validity and reliability studies. Procedia - Social and Behavioral Sciences, 2(2). https://doi.org/10.1016/j.sbspro.2010.03.049 Gusmaniarti, G., & Suweleh, W. (2019). Analisis Perilaku Home Service Orang Tua terhadap Perkembangan Kemandirian dan Tanggung Jawab Anak. Aulad : Journal on Early Childhood. https://doi.org/10.31004/aulad.v2i1.17 Hatzigianni, M., & Margetts, K. (2014). Parents’ beliefs and evaluations of young children’s computer use. Australasian Journal of Early Childhood. https://doi.org/10.1177/183693911403900415 Hornby, G., & Lafaele, R. (2011). Barriers to parental involvement in education: An explanatory model. Educational Review, 63(1), 37–52. https://doi.org/10.1080/00131911.2010.488049 Iftitah, S. L., & Anawaty, M. F. (2020). Peran Orang Tua Dalam Mendampingi Anak Di Rumah Selama Pandemi Covid-19. JCE (Journal of Childhood Education), 4(2), 71. https://doi.org/10.30736/jce.v4i2.256 Jeynes, W. H. (2005). Effects of Parental Involvement and Family Structure on the Academic Achievement of Adolescents. Marriage & Family Review, 37(3), 99–116. https://doi.org/10.1300/J002v37n03_06 Kadir. (2017). Statistika Terapan. PT Raja Grafindo Persada. Komala. (2015). Mengenal dan Mengembangkan Kemandirian Anak Usia Dini Melalui Pola Asuh Orang Tua dan Guru. Tunas Siliwangi, 1(1), 31–45. Kumpulainen, K., Sairanen, H., & Nordström, A. (2020). Young children’s digital literacy practices in the sociocultural contexts of their homes. Journal of Early Childhood Literacy, 20(3), 472–499. https://doi.org/10.1177/1468798420925116 Levitt, M. R., Grolnick, W. S., Caruso, A. J., & Lerner, R. E. (2020). Internally and Externally Controlling Parenting: Relations with Children’s Symptomatology and Adjustment. Journal of Child and Family Studies, 29(11), 3044–3058. https://doi.org/10.1007/s10826-020-01797-z Lie, A., & Prasasti, S. (2004). Menjadi Orang Tua Bijak 101 Cara Membina Kemandirian dan Tanggung Jawab Anak. PT. Alex Media. Livingstone, S., Mascheroni, G., Dreier, M., Chaudron, S., & Lagae, K. (2015). How parents of young children manage digital devices at home: The role of income, education and parental style. 26. Mikelić Preradović, N., Lešin, G., & Šagud, M. (2016). Investigating Parents’ Attitudes towards Digital Technology Use in Early Childhood: A Case Study from Croatia. Informatics in Education, 15(1), 127–146. https://doi.org/10.15388/infedu.2016.07 Moonik, P., Lestari, H. H., & Wilar, R. (2015). Faktor-Faktor Yang Mempengaruhi Keterlambatan Perkembangan Anak Taman Kanak-Kanak. E-CliniC, 3(1), 124–132. https://doi.org/10.35790/ecl.3.1.2015.6752 Ogg, J., & Anthony, C. J. (2020). Process and context: Longitudinal effects of the interactions between parental involvement, parental warmth, and SES on academic achievement. Journal of School Psychology. https://doi.org/10.1016/j.jsp.2019.11.004 Pek, L. S., & Mee, R. W. M. (2020). Parental Involvement On Child’s Education At Home During School Lockdown. Jhss (Journal Of Humanities And Social Studies). https://doi.org/10.33751/jhss.v4i2.2502 Porumbu, D., & Necşoi, D. V. (2013). Relationship between Parental Involvement/Attitude and Children’s School Achievements. Procedia - Social and Behavioral Sciences, 76, 706–710. https://doi.org/10.1016/j.sbspro.2013.04.191 Raeff, C. (2010). Independence and Interdependence in Children’s Developmental Experiences. Child Development Perspectives, 4(1), 31–36. https://doi.org/10.1111/j.1750-8606.2009.00113.x Rantina, M. (2015). Peningkatan Kemandirian Melalui Kegiatan Pembelajaran Practical Life. Jurnal Pendidikan Usia Dini, 9, 181–200. https://doi.org/DOI: https://doi.org/10.21009/JPUD.091 Rihatno, T., Yufiarti, Y., & Nuraini, S. (2017). Pengembangan Model Kemitraan Sekolah Dan Orangtua Pada Pendidikan Anak Usia Dini. JPUD - Jurnal Pendidikan Usia Dini. https://doi.org/10.21009/jpud.111.08 Rika Sa’diyah. (2017). Pentingnya Melatih Kemandirian Anak. Jurnal KORDINAT, 16, 31–46. Yulianti, K., Denessen, E., & Droop, M. (2019). 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Play-based Learning Activities for Creativity in Children's Dance Movements Dewi, Melina Surya; Yufiarti
Jurnal Pendidikan Usia Dini Vol 15 No 1 (2021): Jurnal Pendidikan Usia Dini Volume 15 Number 1 April 2021
Publisher : Program Studi Magister Pendidikan Anak Usia Dini

Play-based learning activities are important programs throughout the world of children's education. Through play, children learn creatively and constructively. This study aims to solve the problem of creativity in early-childhood dance movements with the hope that there will be an increase in aspects of fluency, flexibility and elaboration through play activities related to educational dance. This action research uses an action research method which is carried out in three cycles. The subjects in this study were 19 children aged 5-6 years in Kindergarten in Central Jakarta. Data collection was carried out through observation, interviews, field notes, video documentation and photos. The findings show every child's creativity in dance movements can be improved through playing activities. Increased creativity in dance movements occurs in the aspects of fluency, flexibility, and elaboration. Another important finding, there is an increase in the optimal ability of dance creativity in the third cycle of this action research. The implication from this research is that play activities suitable for learning creative dance in early childhood must be designed as a program that emphasizes aspects of fluency, flexibility, and elaboration. Keywords: Early Childhood, Creativity in dance movements, Play based learning activities References: Bläsing, B., Calvo-Merino, B., Cross, E. S., Jola, C., Honisch, J., & Stevens, C. J. (2012). Neurocognitive control in dance perception and performance. Acta Psychologica, 139(2), 300–308. https://doi.org/10.1016/j.actpsy.2011.12.005 Brehm, M. A., & McNett, L. (2007). Creative dance for learning: The kinesthetic link. McGraw-Hill. Chatoupis, C. (2013). Young children’s divergent movement ability: A study revisited. Early Child Development and Care, 183(1), 92–108. https://doi.org/10.1080/03004430.2012.655728 Cheng, V. M. Y. (2010). Tensions and dilemmas of teachers in creativity reform in a Chinese context. Thinking Skills and Creativity, 5(3), 120–137. https://doi.org/10.1016/j.tsc.2010.09.005 Cheung, R. H. P. (2012). Teaching for creativity: Examining the beliefs of early childhood teachers and their influence on teaching practices. Australasian Journal of Early Childhood, 37(3), 43–52. https://doi.org/10.1177/183693911203700307 Cleland, F. E., & Gallahue, D. L. (1993). Young Children’s Divergent Movement Ability. Perceptual and Motor Skills, 77(2), 535–544. https://doi.org/10.2466/pms.1993.77.2.535 Copple, C., & Bredekamp, S. (2009). Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8 (3rd ed.). National Association for the Education of Young Children. Craft, A. (2000). Creativity across the primary curriculum: Framing and developing practice. Routledge. Craft, Anna. (2005). Creativity in Schools: Tensions and Dilemmas. Routledge. Cropley, A. (2001). Creativity in education & learning: A guide for teachers and educators. Kogan Page. Doherty, J., & Bailey, R. (2002). Supporting Physical Development and Physical Education in the Early Years (1st edition). Open University Press. Eckhoff, A. (2011). Creativity in the Early Childhood Classroom: Perspectives of Preservice Teachers. Journal of Early Childhood Teacher Education, 32(3), 240–255. https://doi.org/10.1080/10901027.2011.594486 Garaigordobil, M., & Berrueco, L. (2011). Effects of a Play Program on Creative Thinking of Preschool Children. The Spanish Journal of Psychology, 14(2), 608–618. https://doi.org/10.5209/rev_SJOP.2011.v14.n2.9 Gilbert, A. G. (2019). Brain-compatible dance education (Second Edition). Human Kinetics, Inc. Hoffmann, J. D., & Russ, S. W. (2016). Fostering pretend play skills and creativity in elementary school girls: A group play intervention. Psychology of Aesthetics, Creativity, and the Arts, 10(1), 114–125. https://doi.org/10.1037/aca0000039 Hoffmann, J., & Russ, S. (2012). Pretend play, creativity, and emotion regulation in children. Psychology of Aesthetics, Creativity, and the Arts, 6(2), 175–184. https://doi.org/10.1037/a0026299 Hui, A. N. N., Chow, B. W. Y., Chan, A. Y. T., Chui, B. H. T., & Sam, C. T. (2015). Creativity in Hong Kong classrooms: Transition from a seriously formal pedagogy to informally playful learning. Education 3-13, 43(4), 393–403. https://doi.org/10.1080/03004279.2015.1020652 Jeffrey, B. (2006). Creative teaching and learning: Towards a common discourse and practice. Cambridge Journal of Education, 36(3), 399–414. https://doi.org/10.1080/03057640600866015 Karaca, N. H., Uzun, H., & Metin, Ş. (2020). The relationship between the motor creativity and peer play behaviors of preschool children and the factors affecting this relationship. Thinking Skills and Creativity, 38, 100716. https://doi.org/10.1016/j.tsc.2020.100716 Karpati, F. J., Giacosa, C., Foster, N. E. V., Penhune, V. B., & Hyde, K. L. (2016). Sensorimotor integration is enhanced in dancers and musicians. Experimental Brain Research, 234(3), 893–903. https://doi.org/10.1007/s00221-015-4524-1 Kaufman, J. C., & Beghetto, R. A. (2009). Beyond Big and Little: The Four C Model of Creativity. Review of General Psychology, 13(1), 1–12. https://doi.org/10.1037/a0013688 Kemmis, S., McTaggart, R., & Nixon, R. (2014). The Action Research Planner. Springer Singapore. https://doi.org/10.1007/978-981-4560-67-2 Kuhn, J.-T., & Holling, H. (2009). Exploring the nature of divergent thinking: A multilevel analysis. Thinking Skills and Creativity, 4(2), 116–123. https://doi.org/10.1016/j.tsc.2009.06.004 Lai Keun, L., & Hunt, P. (2006). Creative dance: Singapore children’s creative thinking and problem‐solving responses. Research in Dance Education, 7(1), 35–65. https://doi.org/10.1080/14617890600610661 Leff, S. S., Costigan, T., & Power, T. J. (2004). Using participatory research to develop a playground-based prevention program. Journal of School Psychology, 42(1), 3–21. https://doi.org/10.1016/j.jsp.2003.08.005 Lobo, Y. B., & Winsler, A. (2006). The Effects of a Creative Dance and Movement Program on the Social Competence of Head Start Preschoolers. Social Development, 15(3), 501–519. https://doi.org/10.1111/j.1467-9507.2006.00353.x Lucas, B. (2001). Creative teaching, teaching creativity and creative learning (A. Craft, B. Jeffrey&M. Leibling (Eds),). Continuum. Marinšek, M., & Denac, O. (2020). The Effects of an Integrated Programme on Developing Fundamental Movement Skills and Rhythmic Abilities in Early Childhood. Early Childhood Education Journal, 48(6), 751–758. https://doi.org/10.1007/s10643-020-01042-8 Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (Third edition). SAGE Publications, Inc. Pürgstaller, E. (2021). Assessment of Creativity in Dance in Children: Development and Validation of a Test Instrument. Creativity Research Journal, 33(1), 33–46. https://doi.org/10.1080/10400419.2020.1817694 Repp, B. H., & Su, Y.-H. (2013). Sensorimotor synchronization: A review of recent research (2006–2012). Psychonomic Bulletin & Review, 20(3), 403–452. https://doi.org/10.3758/s13423-012-0371-2 Rudowicz, E., & Hui, A. (2000). Hong Kong Chinese People’s View of Creativity. 16. Runco, M. A. (2003). Education for Creative Potential. Scandinavian Journal of Educational Research, 47(3), 317–324. https://doi.org/10.1080/00313830308598 Runco, M. A., & Acar, S. (2012). Divergent Thinking as an Indicator of Creative Potential. Creativity Research Journal, 24(1), 66–75. https://doi.org/10.1080/10400419.2012.652929 Saracho, O. (2002). Young Children’s Creativity and Pretend Play. Early Child Development and Care, 172(5), 431–438. https://doi.org/10.1080/03004430214553 Schwartz, D., Dodge, K. A., Pettit, G. S., Bates, J. E., & The Conduct Problems Prevention Research Group. (2000). Friendship as a moderating factor in the pathway between early harsh home environment and later victimization in the peer group. Developmental Psychology, 36(5), 646–662. https://doi.org/10.1037/0012-1649.36.5.646 Steinberg, C., & Steinberg, F. (2016). Importance of students’ views and the role of self-esteem in lessons of creative dance in physical education. Research in Dance Education, 17(3), 189–203. https://doi.org/10.1080/14647893.2016.1208646 Stinson, S. W. (1993). Testing Creativity of Dance Students in the Peoples Republic of China. Dance Research Journal, 25(1), 65–68. https://doi.org/10.1017/S0149767700008056 Tsompanaki, E. (2019). The Effect of Creative Movement-Dance on the Development of Basic Motor Skills of Pre-School Children. 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ECE Educator Performance: Teaching Experience and Peer Teaching Ability through Basic Tiered Training Soffianningrum, Imbarsari; Yufiarti; Yetti, Elindra
Jurnal Pendidikan Usia Dini Vol 16 No 1 (2022): Jurnal Pendidikan Usia Dini Volume 16 Number 1 April 2022
Publisher : Program Studi Magister Pendidikan Anak Usia Dini

ABSTRACT: Teacher performance has been the focus of educational policy reforms in recent decades for the professional development of teachers. The purpose of this study was to determine the effect of teaching experience and peer teaching skills on basic training on ECE teacher performance. This research uses ex-post facto quantitative method of comparative analysis and design by level. The population is all ECE teachers who attend basic-level education and training in Tangerang Regency, totaling 3358 people consisting of 116 male teachers and 3,242 female teachers. Data collection techniques using a questionnaire with data analysis include descriptive analysis. Requirements test analysis and inferential analysis. The results show that there are differences in the performance of ECE teachers between teachers with more than five years of teaching experience and less than five years, in the group of ECE teachers with high peer teaching skills and low peer teaching skills. The implication of this research is that it is hoped that various parties will become more active in aligning ECE teacher training so that it can improve the performance of ECE teachers. Keywords: teaching experience, peer teaching ability, tiered basic training, ECE teacher performance References: Adeyemi, T. (2008). Influence of Teachers’ Teaching Experience on Students’ Learning Outcomes in Secondary Schools in Ondo State, Nigeria. African Journal of Educational Studies in Mathematics and Sciences, 5(1), 9–19. https://doi.org/10.4314/ajesms.v5i1.38609 Ahmad, N. J., Ishak, N. A., Samsudin, M. A., Meylani, V., & Said, H. M. (2019). Pre-service science teachers in international teaching practicum: Reflection of the experience. Jurnal Pendidikan IPA Indonesia, 8(3), 308–316. https://doi.org/10.15294/jpii.v8i3.18907 Andrin, G. R., Etcuban, J. O., Watin, A. K. O., Maluya, R., Rocha, E. D. V, & Maulit, A. A. (2017). Professional Preparation and Performance of Preschool Teachers in the Public and Private Schools of Cebu City, Philippines. ACADEME, 10. Andrin, Glenn R, Etcuban, J. O., Watin, A. K. O., Maluya, R., Rocha, E. D. V, & Maulit, A. A. (2017). Professional Preparation and Performance of Preschool Teachers in the Public and Private Schools of Cebu City, Philippines. ACADEME, 10. Armytage, P. (2018). Review of the Victorian Institute of Teaching. Bichi, A. A. (2019). Evaluation of Teacher Performance in Schools: Implication for Sustainable Evaluation of Teacher Performance in Schools: Implication for Sustainable Development Goals. December 2017. Campolo, M., Maritz, C. A., Thielman, G., & Packel, L. (2013). An Evaluation of Peer Teaching Across the Curriculum: Student Perspectives. International Journal of Therapies and Rehabilitation Research, 2(1), 1. https://doi.org/10.5455/ijtrr.00000016 Clearinghouse, W. W. (2018). National Board for Professional Teaching Standards Certification. Colthart, I., Bagnall, G., Evans, A., Allbutt, H., Haig, A., Illing, J., & McKinstry, B. (2008). The effectiveness of self-assessment on the identification of learner needs, learner activity, and impact on clinical practice: BEME Guide no. 10. Medical Teacher, 30(2), 124–145. Darling-Hammond, L. (2011). Teacher quality and student achievement. Teacher Quality and Student Achievement, 8(1), 1–215. https://doi.org/10.14507/epaa.v8n1.2000 Donaldson, M. L. (2009). So long, Lake Wobegon? Using teacher evaluation to raise teacher quality. Center for American Progress, 1–32. Fogaça, N., Rego, M. C. B., Melo, M. C. C., Armond, L. P., & Coelho, F. A. (2018). Job Performance Analysis: Scientific Studies in the Main Journals of Management and Psychology from 2006 to 2015. Performance Improvement Quarterly, 30(4), 231–247. https://doi.org/10.1002/piq.21248 Frye, E. M., Trathen, W., & Koppenhaver, D. A. (2010). 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National Center for Education Statistics. Meilanie, R. S. M., & Syamsiatin, E. (2020). Multi Perspectives on Play Based Curriculum Quality Standards in the Center Learning Model. Jurnal Pendidikan Usia Dini, 14(1), 15–31. Michael Luna, S. (2016). (Re)defining “good teaching”: Teacher performance assessments and critical race theory in early childhood teacher education. Contemporary Issues in Early Childhood, 17(4), 442–446. https://doi.org/10.1177/1463949116677932 Morgan, G. B., Hodge, K. J., Trepinski, T. M., & Anderson, L. W. (2014). The Stability of Teacher Performance and Effectiveness: Implications for Policies Concerning Teacher Evaluation Grant. Mulyasa, E. (2013). Uji kompetensi dan Penilaian Kinerja guru. Bandung: PT Remaja Rosdakarya. Nasrun, Dr., & Ambarita, D. F. P. (2017). The Effect of Organizational Culture and Work Motivation on Teachers Performance of Public Senior High School in Tebing Tinggi. 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Memahami Memahami Hubungan Antara Literasi Finansial Dan Pola Asuh Dengan Sosialisasi Finansial Orangtua Kepada Anak Usia Dini: 1. Pendahuluan, 2. Metode, 3. Hasil dan Pembahasan, 4. Kesimpulan, 5. Daftar Pustaka Dewi Nurarifah; Yufiarti; Nurbiana Dhieni
Jurnal Pendidikan Anak Usia Dini Undiksha Vol. 11 No. 1 (2023): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/paud.v11i1.60500

Someone with good financial literacy can manage personal finances, which will eventually get prosperity. This research seeks to understand the relationship pattern of parents' financial socialization behavior in early childhood education. For this reason, two main variables are used: the parents' current financial literacy and parenting style. Respondents are parents who have children aged 6 to 8 years. Three hundred eighty-six samples were taken using online and offline survey methods through a self-administered questionnaire. Data collection in the study was carried out using a non-test method in the form of parental financial literacy questionnaire sheets, parenting styles, and parental financial socialization. Data analysis was performed using univariate analysis to get an overview of the respondent's profile. A simple regression analysis was followed by analyzing the relationship between financial literacy and parenting variables separately with financial socialization. Then the final stage is to test the third hypothesis using multiple regression analysis. The results of the data analysis show that the standard beta coefficient value is 0.508 for the financial literacy variable and 0.283 for the parenting style variable. The results of this analysis indicate a significant relationship between financial literacy and parenting style with the financial socialization parents provide to early childhood.

Co-Authors AA Sudharmawan, AA Abdul Sholeh Ahmad Syukri Sitorus Akbar, Ma'ruf Alberth Manurung Alfath, Nashiruddin Alpian, Yayan Amelia, Winda Andi Nafsia Anggraini, Diah Retno Asep Supena Asep Supena Asep Supena Asep Supena. Ataswarin Oetopo Athifah, Mutiah Rana Atikah Syamsi Budiman, Fawaz Akbar Ramadhan Burhanuddin Tolla Cucu Cahyana Dedi Mulyono Dema Yulianto Dewi Nurarifah Diana Nomida Musnir Dwi Puji Lestari Edwita Edwita Edwita Edwita, Edwita Elindra Yetti Emmy Budiartati Erik Erik Evridawati, Beryana Faisal Rachmat Fatkhul Arifin Fellianti Muzdalifah Fitri Siti Sundari Fridani, L. Gumgum Gumelar Fajar Rakhman Gusti Defri Gusti Devi Artanti Gusti Yarmi Hapidin, Hapidin Hapsari, Iriani Indri I Made Astra I Made Astra Ihlas Ihlas Ihlas, Ihlas Iis Nurasiah Indro Moerdisuroso Insani, Asri Jamaris, Martini Jamaris, Martini Karnadi KRISTIANA MARYANI, KRISTIANA Kusumawardhani, Sri Juwita Lara Firdani Lara Fridani Liza Murniviyanti Liza Murniviyanti, Liza Lupi Yudhaningrum Makmuri Makmuri Manurung, Alberth Supriyanto Martadi . Mastoah, Imas Maulin Melina Surya Dewi, Melina Surya Meyke Garzia Mohamad Syarif Sumantri Muhammad Syarief Sumantri Nadiroh napis Nazwa nila fitria Nora Surmilasari Nora Surmilasari, Nora Novitasari R. Damanik Nugraheni Rachmawati Nurbiana Dhieni Pradna Pupala, B. Putri, Fildzah Rudyah Qorina Widuri R.A. Murti Kusuma Wirasti Rachmawati, Nugraheni Rasminto Rasminto Rasmitadila, Rasmitadila Ratna Dyah Suryaratri Rizqi Alghofiqi Rosalinda, Irma Rosiyanah Rosiyanah Safitri, Nurlinda Sari, Ninit Permata Sembiring, Gorky Sembiring, Rinawati Seto Mulyadi Siti Fatonah Siti Nurhayati Soffianningrum, Imbarsari Sofia Hartati Solihatin, Etin Sri Martini Meilanie Sri Nuraini Sri Nuraini, Sri Suanah Suanah Suanah, Suanah . Suci Aprilyati Ruiyat Suharti Sumadi, Tjipto Sundi, Venni Herli Surti Kanti Syarah, E. S. Taufik Rihatno Teguh Prasetyo Titi Rachmi Totok Bintoro Trika Nuperawati ULFATUL ANNISAA Uswatun Hasanah Wijaya, Sastra Wulan Anggraeni, Sri Wuryani, Wuryani Yetti, E. Zulela Ms

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