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All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal Pendidikan Usia Dini Al Ishlah Jurnal Pendidikan Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Ilmiah POTENSIA Didaktika: Jurnal Kependidikan JURPIKAT (Jurnal Pengabdian Kepada Masyarakat) Prosiding Seminar Nasional Pascasarjana Jurnal Penelitian Pendidikan Indonesia Indonesian Journal of Early Childhood Education Studies Jurnal Riset Golden Age PAUD UHO
Yuli Kurniawati Sugiyo Pranoto
Universitas Negeri Semarang
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Dentistry Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Mathematics Physics Public Health Social Sciences Other

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Strategi Mindfulness melalui Kegiatan Yoga untuk Emotional Self-Control pada Anak Aisyah Putri Sulistyaningrum; Yuli Kurniawati Sugiyo Pranoto
Jurnal Ilmiah POTENSIA Vol 11 No 2 (2026): JULI
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jip.11.2.105-116

Abstract

Abstract: Early childhood requires optimal stimulation in social-emotional development, including emotional self-control skills. However, some children still experience difficulties in regulating their emotions. This study aims to analyze the implementation of mindfulness strategies through yoga activities in supporting the emotional self-control of children aged 4–6 years. This research employed a qualitative approach with a case study design conducted at KB-TK Lab UM Malang. Data were collected through observation, semi-structured interviews, and documentation. The findings revealed that yoga activities were implemented systematically as part of the Merdeka Curriculum through simple physical movements, breathing exercises, and concentration practices that helped children become calmer, more focused, and better able to regulate their emotions. Supporting factors included school support, teachers’ understanding of mindfulness practices, adequate facilities and infrastructure, and the involvement of teaching assistant students. Meanwhile, the challenges identified were limited time allocation and the diverse emotional conditions of children, which resulted in inconsistent implementation of the activities. Keywords: Mindfulness, Yoga, Emotional Self-Control, Early Childhood Education.
Children’s Perspective and Aspirations on A Green Environment Through Environmental Education Destria Angelina; Ali Formen; Yuli Kurniawati Sugiyo Pranoto
AL-ISHLAH: Jurnal Pendidikan Vol 18, No 3 (2026): In Progress September 2026
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v18i3.8822

Abstract

Environmental degradation and climate change have increased the need for effective environmental education (EE) from early childhood. Although EE is increasingly embedded in early childhood curricula, limited research has explored young children's own perspectives and aspirations regarding what constitutes a green and sustainable environment. This study aimed to explore how children conceptualize a green environment and the aspirations they express for environmental care. A qualitative participatory case study was conducted with 17 children aged 4–6 years from three early childhood education institutions in Semarang, Indonesia. Data were collected through participatory observations, draw-and-tell activities, semi-structured interviews, and document analysis. The data were analyzed using Braun and Clarke's six-phase reflexive thematic analysis and interpreted through the UNESCO–UNEP Environmental Education framework of learning about, in, and for the environment. Five interconnected themes emerged: (1) a clean environment free from waste and flooding; (2) a pollution-free environment that supports healthy living; (3) harmonious coexistence with plants and animals; (4) safe, enjoyable, and disaster-resilient spaces for play; and (5) sustainable everyday practices, including energy conservation and recycling. Children's narratives and drawings revealed that they viewed environmental sustainability through cognitive, emotional, and moral lenses, expressing empathy toward nature and a sense of personal responsibility for environmental stewardship. The findings demonstrate that young children are capable of articulating meaningful environmental perspectives and aspirations. Positioning children as active contributors to environmental education can strengthen participatory, child-centered approaches to Education for Sustainable Development and inform the design of developmentally appropriate environmental learning in early childhood settings.
Environmental Conservation Values in an Early Childhood Curriculum Document: A Qualitative Content Analysis Fani Astika; Yuli Kurniawati Sugiyo Pranoto; Petra Kristi Mulyani
AL-ISHLAH: Jurnal Pendidikan Vol 18, No 3 (2026): In Progress September 2026
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v18i3.9011

Abstract

Environmental conservation should be introduced in early childhood education through curriculum design, as curriculum documents shape children's learning experiences and value development. However, previous studies have primarily examined environmental education in classroom practice, with limited attention to how conservation values are represented within curriculum documents. This study aims to analyze the representation of environmental conservation values in an early childhood curriculum using four analytical dimensions: preservation, maintenance, management, and protection.This study employed a qualitative content analysis of one internal curriculum document from Ar Nature School. The document was analyzed through repeated reading, open coding, and deductive categorization. After removing repetitive and non-analytical content, 31 meaningful textual segments were identified and coded into four conservation dimensions. Analytical credibility was enhanced through iterative coding, constant comparison, analytical memos, and an audit trail.The findings reveal that conservation values are systematically embedded across the curriculum's four learning pillars—Morals, Leadership, Logical Thinking, and Business—despite the absence of explicit conservation terminology. Preservation and protection dominate the Morals pillar, maintenance characterizes Leadership, preservation and management are emphasized in Logical Thinking, and management is most prominent in the Business pillar. Together, these dimensions form an integrated ecological value system embedded in daily learning experiences.The curriculum promotes environmental conservation implicitly through moral development, experiential learning, and nature-based activities. This study contributes a four-dimensional analytical framework for examining conservation values in early childhood curriculum documents and highlights the importance of explicitly incorporating conservation terminology and ecological learning indicators to strengthen Education for Sustainable Development (ESD) implementation.
Co-Authors Agapea Fenda Sozo Sandeva Aini Sobah Aisyah Durrotun Nafisah Aisyah Putri Sulistyaningrum Alfina Setyawati Ali Formen Ali Sunarso Anisa Utamiyanti Tri Rumpoko Arini Mayang Fauni Badru Zaman Budi Rachman Coryza Nursyahbani Damalia Aviani Decky Avrilianda Destria Angelina Diana Diana Diana Ellianawati, Ellianawati Enung Nurhasanah Euis Kurniati Falakhul Auliya Fani Astika Farah Maulida Haura Fathin Farah Fadhilah Fitri Febri Handayani Hanifa Rachman Isma Nasikhatin Nafiah Khomsatin Nadhiroh Lahenda Widiasmara Mintarsih Arbarini Mulawarman Mulawarman Naciye Aksoy Naila Nasywa Ni Kadek Aris Rahmadani Petra Kristi Mulyani Raya Nurlianharkah Renistiara Medilianasari Siti Nuzulia Sugiyo Sugiyo Sunawan Sunawan Titik Nurhidayatul Fitri Wantoro Wantoro Yanpitherszon Liunokas