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All Journal NUSANTARA : Jurnal Ilmu Pengetahuan Sosial Indonesian Journal of Education Methods Development Jurnal Pengabdian Masyarakat dan Riset Pendidikan
Kompri, Kompri
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Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Other

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Teachers’ Role in Developing Independence of Early Childhood Learners: Peran Guru dalam Mengembangkan Kemandirian Anak Usia Dini Lastari, Cendya; Wati, Mastika; Kompri, Kompri; Astria, Rani; Maruddani, Raoda Tul Jannah
Indonesian Journal of Education Methods Development Vol. 18 No. 3 (2023): August
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v18i3.926

Abstract

General Background: Early childhood education is a critical foundation for character development and readiness for formal schooling. Specific Background: One essential competence to be cultivated is independence, which reflects children’s confidence and responsibility in daily tasks. Knowledge Gap: Although prior studies have examined independence in young learners, limited attention has been given to how teachers systematically foster independence through structured daily practices in specific PAUD institutions. Aim: This study aimed to describe the role of teachers in fostering independence among children aged 5–6 years at PAUD Teratai Putih Muaro Jambi. Results: Findings revealed that 75% of children were able to eat independently, 65% could tidy up toys, and 85% could wear shoes without assistance. Teachers acted as facilitators, motivators, and guides by applying consistent routines, gradual guidance, and positive reinforcement. Novelty: The study highlights how practical strategies in everyday routines can effectively stimulate independence, with contextual insights from a local PAUD setting. Implications: These findings emphasize the importance of teacher creativity and collaboration with parents in developing children’s autonomy, providing a useful reference for early childhood educators and policymakers. Highlights: Teachers foster independence through daily structured routines Parental support and learning environment strengthen outcomes Independence emerges through guided practice and motivation Keywords: Teacher Role, Early Childhood, Independence, Autonomy, PAUD
Teachers’ Role in Developing Independence of Early Childhood Learners: Peran Guru dalam Mengembangkan Kemandirian Anak Usia Dini Lastari, Cendya; Wati, Mastika; Kompri, Kompri; Astria, Rani; Maruddani, Raoda Tul Jannah
Indonesian Journal of Education Methods Development Vol. 18 No. 3 (2023): August
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v18i3.926

Abstract

General Background: Early childhood education is a critical foundation for character development and readiness for formal schooling. Specific Background: One essential competence to be cultivated is independence, which reflects children’s confidence and responsibility in daily tasks. Knowledge Gap: Although prior studies have examined independence in young learners, limited attention has been given to how teachers systematically foster independence through structured daily practices in specific PAUD institutions. Aim: This study aimed to describe the role of teachers in fostering independence among children aged 5–6 years at PAUD Teratai Putih Muaro Jambi. Results: Findings revealed that 75% of children were able to eat independently, 65% could tidy up toys, and 85% could wear shoes without assistance. Teachers acted as facilitators, motivators, and guides by applying consistent routines, gradual guidance, and positive reinforcement. Novelty: The study highlights how practical strategies in everyday routines can effectively stimulate independence, with contextual insights from a local PAUD setting. Implications: These findings emphasize the importance of teacher creativity and collaboration with parents in developing children’s autonomy, providing a useful reference for early childhood educators and policymakers. Highlights: Teachers foster independence through daily structured routines Parental support and learning environment strengthen outcomes Independence emerges through guided practice and motivation Keywords: Teacher Role, Early Childhood, Independence, Autonomy, PAUD
TEORI DEGRADATION OF WORK, TEORI FUTURE OF WORK DAN TEORI PERILAKU KERJA DAN KARIR DALAM MANAJEMEN PENDIDIKAN MODERN Kompri, Kompri; Kholil, Abdul; Isnanto, Dedy; Wahyudi, Fitrah; Kusmiran, Toni
NUSANTARA : Jurnal Ilmu Pengetahuan Sosial Vol 9, No 2 (2022): NUSANTARA : Jurnal Ilmu Pengetahuan Sosial
Publisher : Universitas Muhammadiyah Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31604/jips.v9i1.2022.92-107

Abstract

Pengelolaan pendidikan di masa mendatang memerlukan penyesuaian dengan kebutuhan teknologi dan individualistis manusia demi pencapaian tujuan. Braveman mengutarakan tentang pengaruh kapitaslisme terhadap kerja yang disebutnya dengan istilah degradation of work, dikatakan oleh Braveman pada masa yang akan datang beberapa keahlian yang dimiliki dimasa kini akan mengalami penurunan dan cendrung akan menghilang. Handy lebih menekankan bahwa dimasa depan pekerjaan ditentukan oleh kebutuhan dan keinginan individu. Simon dalam teorinya melihat bahwa dimasa yang akan datang sebuah organisasi keputusan yang dibuat bukanlah sebuah keputusan yang optimal melainkan keputusan bersifat memuaskan. Jadi, bagaimana relevansinya dengan organisasi pendidikan di masa depan, maka kajian ini.   
Eksistensi Madrasah Diniyah Takmiliyah Management dan Keberadaannya di Tengah Penguatan Sistem Pendidikan: Penelitian Habibissajidin, Habibissajidin; Mawardi, Mawardi; Kompri, Kompri
Jurnal Pengabdian Masyarakat dan Riset Pendidikan Vol. 4 No. 2 (2025): Jurnal Pengabdian Masyarakat dan Riset Pendidikan Volume 4 Nomor 2 (October 202
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jerkin.v4i2.3598

Abstract

This study discusses the existence of Madrasah Diniyah Takmiliyah, which is still widely found in various regions. Madrasah Diniyah Takmiliyah plays an important role in educating the community—especially the younger generation—by instilling moral and religious values from an early age. This role becomes even more crucial amid the rapid flow of information and technological advancement, where the boundaries of space and time have virtually disappeared due to the extensive use of online (digital) data technology in daily life. Discussing an educational institution known as a madrasah will always be interesting and seemingly inexhaustible, particularly when viewed from the aspect of its management. Management is essential for any institution—whether consciously realized or not—as a fundamental prerequisite for achieving institutional goals. The better the management applied, the greater the likelihood that the institution will succeed in reaching its objectives, and vice versa. In reality, many Islamic educational institutions, particularly madrasahs, still exhibit levels of productivity that fall short of expectations. Therefore, this paper provides an overview of madrasah management, the problems faced within it, possible solutions, and formulations for further development of these institutions.
Sekolah Ramah Tanpa Bully: Edukasi dan Intervensi Psikologis Bagi Siswa Madrasah Tsanawiyah Laboratorium Jambi: Pengabdian Elysah, Elysah; Kompri, Kompri; Maulana, Maulana; Sumanto, Sumanto; Anwar, Kaspul
Jurnal Pengabdian Masyarakat dan Riset Pendidikan Vol. 4 No. 3 (2026): Jurnal Pengabdian Masyarakat dan Riset Pendidikan Volume 4 Nomor 3 (Januari 202
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jerkin.v4i3.4428

Abstract

The Community Service Program (PKM) titled “Bullying-Free Friendly School” was carried out to enhance students’ understanding and skills in preventing and responding to bullying at Madrasah Tsanawiyah Laboratorium Jambi. The program, attended by 24 students, featured a Clinical Psychologist as the main speaker and employed various methods, including psychoeducation, multimedia presentations, educational videos, interactive discussions, and role-play simulations. Data were collected through observation, student participation, and documentation of activities. The results indicate a significant improvement in students’ comprehension of the concepts, types, and impacts of bullying, including physical, verbal, social, psychological, and cyberbullying. Students were also able to practice appropriate response strategies through role play, such as reporting according to the school’s referral system and providing emotional support to peers. Furthermore, the program successfully fostered empathy, collective awareness, and student commitment to building a safe and bullying-free school environment. This PKM proves that structured educational interventions with psychological approaches are effective in strengthening child-friendly school culture, improving mental well-being, and promoting respectful behavior within the madrasa community.
Co-Authors Abdul Kholil Amrindono, Amrindono Annajmi, Annajmi Anwar, Kaspul Darmansyah, Rafik Elysah, Elysah Fadlan, Achmad Habibissajidin, Habibissajidin Isnanto, Dedy Kusmiran, Toni Lastari, Cendya Mardiana Mardiana Maruddani, Raoda Tul Jannah Maulana Maulana, Maulana Mawardi Monica, Dea Nurlinda Nurlinda, Nurlinda Rani Astria, Rani Sumanto Sumanto Wahyudi, Fitrah Wati, Mastika Wirdasari, Atika