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All Journal AWLADY Jurnal Pendidikan Anak JECCE (Journal of Early Childhood Care and Education) Kreasi: Jurnal Pengabdian Masyarakat Journal of Community Service in Early Childhood Education
Raihana Raihana
universitas islam riau
Education Social Sciences Other

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Role of early childhood educators professionalism in managing learning activities in RA Uniq Kota Pekanbaru Raihana Raihana; Dian Tri Utami; Arya Antony Putra
JECCE (Journal of Early Childhood Care and Education) Vol. 3 No. 2 (2020)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/jecce.v3i2.2940

Abstract

Learning management process in early childhood classroom is inseparable from the early childhood educators’ professional role in creating a learning atmosphere, managing learning process, implementing learning strategies, providing learning media and learning model that are able to create a conducive, safe, and comfortable learning atmosphere. Good curriculum and learning management plan are likely to fail to meet their goals when teachers could not perform their professional role well. In RA Uniq, teachers’ professional role is pivotal in supporting the learning plan and management. The present study aimed to explore the role of early childhood educators’ professionalism in managing the learning process in RA Uniq To this end, five participants were recruited, consisting of four teachers as the main informant and the head of RA uniq as additional informant. The present study applied qualitative method, the data were collected using interview, observation, and documentation. This study revealed that early childhood educators in RA Uniq played some professional role in managing the learning process, namely as facilitator, motivator, inspirator, model, and a caregiver
Perkembangan Kognitif Anak Usia Dini Dipengaruhi oleh Permainan Konstruktif dan Percobaan Sains Raihana Raihana; Alucyana Alucyana; Najmi Hayati; Yuliana Yuliana; Rahmi Fitria
AWLADY : Jurnal Pendidikan Anak Vol 9, No 2 (2023)
Publisher : Jurusan PIAUD IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/awlady.v9i2.12973

Abstract

Aspek kognitif anak merupakan salah satu aspek yang sangat penting untuk dikembangkan pada usia dini. Diantaranya dengan menggunakan permainan konsturktif dan percobaan sains. Penelitian ini dilakukan bertujuan untuk melihat pengaruh permainan konstruktif dan percobaan sains terhadap perkembangan kognitif anak. Jenis penelitian yang digunakan adalah pre-experimental desain dengan model desain One Group Pretest- Posttest Design. Populasi dalam penelitian ini adalah seluruh siswa kelompok B TK Sakinah berjumlah 15 anak. Pengambilan sampel dilakukan dengan teknik sampling ramdom. Metode pengumpulan data yang digunakan yaitu tes, observasi dan dokumentasi. Sedangkan untuk menganalisa data menggunakan uji-t yang digunakan untuk melihat perbedaan antara sebelum dan sesudah dilakukan perlakuan. Hasil penelitian menunjukan bahwa ada pengaruh yang sangat signifikan dari permainan konstruktif dan percobaan sains pada siswa kelompok B usia 5-6 tahun di TK Sakinah. 
DIALOG INTERAKTIF PENGENALAN ANAK BERKEBUTUHAN KHUSUS PADA GURU RA DI KOTA PEKANBARU Ida Windi Wahyuni; Raihana Raihana; Alucyana Alucyana; Dian Tri Utami
Kreasi: Jurnal Pengabdian Masyarakat Vol 1 No 1 (2021): Kreasi: Jurnal Pengabdian Masyarakat
Publisher : Perkumpulan Pendidikan Islam Anak Usia Dini Wilayah Sumatera

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51529/kjpm.v1i1.259

Abstract

Children with special needs are defined as children have physical, mental, intellectual, and emotional differences with other children so that special learning is needed. Early childhood education institutions and kindergarten teachers should know and understand the handling of children with special needs. This activity was carried out with the aim that RA teachers in the city of Pekanbaru know and understand to handle Children with Special Needs (ABK) in the school environment. The implementation of this activity uses the community method, namely 76 RA teachers divided into 5 groups and carried out in 5 RA. The form of this activity is counseling and interactive dialogue. The result of this activity is that teachers gain additional knowledge and understanding from before about Children with Special Needs and to handle them at school.
Strengthening Early Childhood Teachers’ Capacity through the Implementation of Conflict Resolution Learning to Enhance Children’s Social Skills Dian Tri Utami; Raihana Raihana; Amiruddin Amiruddin; Ak Muhd Aliman Alim
Journal of Comunity Service in Early Childhood Education Vol. 1 No. 3 (2025): Journal of Comunity Service in Early Childhood Education
Publisher : CV Berkah Syahdin Trust

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64840/jcosece.v1i3.130

Abstract

Background: Social skills are a fundamental aspect of early childhood development, encompassing communication, empathy, self-control, responsibility, and cooperation. However, many early childhood education practices still tend to be teacher-centered and have not optimally utilized children’s conflicts as opportunities for social learning. In addition, teachers often lack the knowledge and skills to manage peer conflicts constructively in classroom settings. Aims: This community service program aims to strengthen early childhood teachers’ capacity in implementing conflict resolution techniques to enhance children’s social skills. Methods: The program employed an action research approach consisting of planning, action, observation, and reflection stages. The implementation included socialization, training, simulation, and mentoring activities for early childhood teachers. Supporting learning tools such as training modules, daily lesson plans, storybooks, and emotion cards were provided to facilitate the application of conflict resolution strategies in classroom practices. Data were collected through pre-test, post-test, observation, and documentation, and analyzed descriptively. Results: The results indicate a significant improvement in teachers’ understanding and skills in managing children’s conflicts constructively. The average score increased from 46.2% in the pre-test to 86.0% in the post-test. Teachers demonstrated better ability to design and implement conflict resolution-based learning activities. In addition, children showed improved social skills, including communication, empathy, emotional regulation, cooperation, and problem-solving abilities. The use of learning media such as storybooks and emotion cards also supported children’s understanding of emotions and conflict situations. Conclusion: The program effectively strengthens teachers’ capacity in implementing conflict resolution learning and contributes to the improvement of children’s social skills. The integration of training, practical application, and mentoring provides a meaningful and applicable model for enhancing social-emotional learning in early childhood education.
Co-Authors Ak Muhd Aliman Alim Alucyana Alucyana Amiruddin Amiruddin Ary Antony Putra Dian Tri Utami Ida Windi Wahyuni Najmi Hayati Rahmi Fitria Yuliana Yuliana