Article Per Year (5 Year)
p-Index From 2020 - 2025
0.444
P-Index
This Author published in this journals
All Journal Gender Equality: Internasional Journal of Child and Gender Studies Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini
Putri, Nilamsari Kusumawati
Unknown Affiliation
Education Social Sciences Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
The Influence of Self-Regulation on Early Childhood Education Teachers' Readiness for Curriculum Change in Indonesia Putri, Nilamsari Kusumawati; Pranoto, Yuli Kurniawati Sugiyo; Nuzulia, Siti
Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Vol. 9 No. 3 (2024)
Publisher : Program Studi Pendidikan Islam Anak Usia Dini, Fakultas Ilmu Tarbiyah dan Keguruan, UIN Sunan Kalijaga, Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jga.2024.93-12

Abstract

The challenges of implementing new curricula, such as insufficient infrastructure, high parental expectations, and varying levels of teacher quality, have left many early childhood education (PAUD) teachers unprepared for curriculum changes. Teachers often face difficulties adapting to new instructional materials, revising learning plans, updating teaching processes, and aligning assessments with curriculum requirements. Curriculum transitions are a global phenomenon, posing challenges for educators in various contexts. This study explores the influence of self-regulation on PAUD teachers' readiness for curriculum change in Indonesia. Using a quantitative approach with simple linear regression analysis, data were collected from 113 teachers selected through quota sampling based on calculations using the G*Power software (α = 0.05, power = 0.95, effect size f = 0.15). Validated instruments assessed self-regulation and readiness for curriculum change, ensuring cultural and linguistic relevance. Results from SPSS analysis demonstrated a significant positive relationship (p = 0.001, CI: 1.031–1.934) between self-regulation and readiness for curriculum change. Teachers with higher self-regulation exhibited greater adaptability and competence in meeting the demands of curriculum updates. This study highlights the pivotal role of self-regulation in enhancing teacher readiness, enabling educators to address challenges, develop new skills, and align their practices with curriculum requirements. The findings underscore the need for professional development programs to foster self-regulation and institutional support to facilitate smooth transitions during curriculum reforms. Future research should adopt longitudinal designs to explore the dynamic processes of teacher readiness over time and across diverse educational settings.
Educators’ perspectives on nurturing spirituality in faith-based early childhood education: A qualitative study Nafisah, Aisyah Durrotun; Maronta, Yusuf; Putri, Nilamsari Kusumawati; Yuanhong, Luo; Rachman, Hanifa; Dhafet, Nur Aeni Muhlisa; Rozaan, Rifqizaqia
INTERNATIONAL JOURNAL OF CHILD AND GENDER STUDIES Vol 11 No 2 (2025)
Publisher : UIN Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/equality.v11i2.30492

Abstract

Early childhood educators, especially in faith-based institutions, need to have a deep understanding of children's spirituality in order to design and respond to spiritual experiences that arise spontaneously. This study aimed to explore the personal insights and experiences of educators regarding spirituality, as well as their understanding and approaches in fostering spirituality among young children. A qualitative research design was employed, guided by three key questions. The sample included nine educators from a faith-based early childhood program in Kudus, Central Java, specifically involved with 3 and 4-year-olds in class A, which consisted of three classes. Data collection techniques using observation, interviews, and documentation. Findings indicated that the personal insights and experiences of educators play a pivotal role in boosting children's spirituality. Consequently, there are significant opportunities to support educators in their own development and to provide relevant information regarding children's spirituality. Based on the findings, it is suggested that to effectively nurture children's spirituality, educators should cultivate their own sense of personal spirituality, which entails having experienced spiritual events in their own lives essentially spiritual formation. Additionally, educators must possess the knowledge and skills to reflect on their spirituality and effectively integrate these experiences with their early childhood teaching methodologies in order to create meaningful spiritual opportunities for children. The study recommends enhancing the competencies of educators in promoting the spirituality of young children. This research contributes valuable insights into the understanding of spirituality within religious-affiliated early childhood education settings.
Co-Authors Aisyah Durrotun Nafisah Dhafet, Nur Aeni Muhlisa Maronta, Yusuf Rachman, Hanifa Rozaan, Rifqizaqia Siti Nuzulia, Siti Yuanhong, Luo Yuli Kurniawati Sugiyo Pranoto, Yuli Kurniawati Sugiyo