Article Per Year (5 Year)
p-Index From 2021 - 2026
2.697
P-Index
This Author published in this journals
All Journal Jurnal CARE Pendas : Jurnah Ilmiah Pendidikan Dasar Journal AL-MUDARRIS as-sibyan : Jurnal Pendidikan Anak Usia Dini Ulumuddin : Jurnal Ilmu-ilmu Keislaman JAPRA (Jurnal Pendidikan Raudhatul Athfal) KIDDO: Jurnal pendidikan Islam Anak Usia Dini Journal of Early Childhood Education Cendekiawan: Jurnal Pendidikan dan Studi Keislaman Indonesian Journal of Early Childhood : Jurnal Dunia Anak Usia Dini Journal of Contemporary Gender and Child Studies Beginner: Journal of Teaching and Education Management Alzam : Journal Of Islamic Early Childhood Education
Khamim Zarkasih Putro
Unknown Affiliation
Religion Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Social Sciences Other

Published : 13 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 13 Documents
Search

 1   2 
Building Ethical and Socially Insightful Graduates Through Civic Education to Face Professional Challenges in the Era of Globalization Radhita Maharani Ramli; Khamim Zarkasih Putro
Beginner: Journal of Teaching and Education Management Vol. 3 No. 1 (2025): Integrative Local wisdom in Teaching and Education Management
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/bgn.v3i1.79

Abstract

The era of globalization demands college graduates who not only have professional skills, but also strong ethics and broad social insight. This article discusses the role of Civic Education in forming ethical and socially aware graduates to face professional challenges amidst global competition. Through Civic Education, students are equipped with an understanding of moral values, social responsibility, and critical thinking skills. They are also taught to appreciate diversity and adapt to technological developments and global issues. In addition, this program strengthens students' abilities in making ethical and solution-oriented decisions regarding social problems. With a dynamic and interactive learning approach, Civic Education contributes to producing graduates who are not only academically competent, but also able to bring positive impacts to society in the era of globalization.
PERAN GURU PENDAMPING KHUSUS DALAM PENDIDIKAN INKLUSI DI TK VIEDU INKLUSI TEMBILAHAN Wina Santyani; Khamim Zarkasih Putro
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 02 (2025): Volume 10, Nomor 02 Juni 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i02.26919

Abstract

Inclusive education provides opportunities for children with special needs (ABK) to learn together in the same school environment. In the context of early childhood education, the role of Special Assistant Teachers is very important in supporting the successful implementation of inclusive learning. This study aims to describe the role of Special Assistant Teachers at Viedu Inklusi Tembilahan Kindergarten in the learning process of children with special needs. The method used is qualitative descriptive with data collection techniques through interviews and observations of classroom teachers and Special Assistant Teachers. The results of the study show that Special Assistant Teachers at Viedu Inklusi Tembilahan Kindergarten play the role of facilitators, companions, and mediators in the learning process. Special Assistant Teachers focus on providing stimulus in the aspects of fine motor, gross motor, and children's social skills. Special Assistant Teachers also set developmental indicators that are tailored to each child's abilities, as well as bridge communication between classroom teachers and parents. This strategic role supports the achievement of optimal development of children with special needs, while easing the burden on classroom teachers in the implementation of inclusive learning.
Analysis of Factors Influencing Emotional Dependence of Early Childhood Children in the Gajahwong School Community, Yogyakarta Nihi, Sriyanti; Riana Mashar; Khamim Zarkasih Putro; Dwi Hastuti
Kiddo: Jurnal Pendidikan Islam Anak Usia Dini Vol. 7 No. 1 (2026): In Progress
Publisher : Institut Agama Islam Negeri Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/kiddo.v7i1.23561

Abstract

This study aims to analyze the factors influencing emotional dependence in early childhood within the Gajahwong School Community in Yogyakarta. A qualitative design was employed, involving four children aged 3–4 years as subjects and parents and teachers as informants. Participants were selected using purposive sampling. Data were collected through observation and in-depth interviews, then analyzed thematically by identifying, categorizing, and interpreting emerging patterns, and presented in narrative form supported by previous research.The study's results indicate that children's emotional dependence is influenced by two primary factors: family and socioeconomic circumstances, and psychological factors. Family factors include insecure attachment patterns, insufficiently emotionally responsive parenting, and parents' limited understanding of how to regulate their children's emotions under socioeconomic stress. Empirical findings indicate that children may exhibit behaviors such as prolonged crying when separated from their parents, difficulty adapting in the classroom, a tendency to cling to teachers as substitute attachment figures, and spontaneous emotional reactions when facing problems with peers.In addition, children's psychological profiles are marked by excessive separation anxiety and a limited capacity for independent self-regulation. The intensity and manifestation of these behaviors vary among children, indicating that emotional dependence is not a fixed condition but is shaped by dynamic interactions between family relational experiences and the child's psychological state. Based on these findings, collaborative, context-sensitive interventions are needed, such as parenting education programs attuned to families' socioeconomic circumstances, emotion-regulation training for parents and educators, and adjustments to the school environment to better support children's transitions and emotional adaptation.
Co-Authors Ahmad Tabiin Bunga Kesuma Dini Anggraeni DWI HASTUTI Fitri Yani Iga Nailah Aulia Br Lubis Imroatun Imroatun Lailatu Rohma Muhammad Basri Muhiyatul Huliyah Mutiara Indah Kharisma Nasratun Najiha Nihi, Sriyanti Radhita Maharani Ramli Riana Mashar Rosi Tunas Karomah Salsabila, Unik Hanifah Siti Maghfhirah Sriyanti Nihi Viny Anggradini Puspitaloka Wina Santyani Yuyun Ayu Lestari