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All Journal KUMARA CENDEKIA Jurnal Profesi Kependidikan Indonesian Journal of Educational Studies Jurnal Educhild : Pendidikan dan Sosial Harmoni Sosial: Jurnal Pendidikan IPS Jurnal CARE Jurnal Pendidikan Usia Dini PEMBELAJAR: Jurnal Ilmu Pendidikan, Keguruan, dan Pembelajaran AL-ATHFAAL : JURNAL ILMIAH PENDIDIKAN ANAK USIA DINI Kindergarten: Journal of Islamic Early Childhood Education Pendas : Jurnah Ilmiah Pendidikan Dasar Jurnal Ilmiah POTENSIA JMM (Jurnal Masyarakat Mandiri) SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan Generasi Emas: Jurnal Pendidikan Islam Anak Usia Dini Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Raudhatul Athfal: Jurnal Pendidikan Islam Anak Usia Dini Maspul Journal of Community Empowerment NANAEKE Jurnal Kajian Anak (J-Sanak) TEMATIK: Jurnal Pemikiran dan Penelitian Pendidikan Anak Usia Dini JURNAL PENDIDIKAN DASAR FLOBAMORATA MURHUM : JURNAL PENDIDIKAN ANAK USIA DINI JURALIANSI (Jurnal Lingkup Anak Usia Dini) GANESHA: Jurnal Pengabdian Masyarakat Jurnal Pengabdian Kepada Masyarakat Patikala Jurnal Pendidikan dan Pembelajaran Sekolah Dasar (JPPSD) Jurnal Multidisiplin Madani (MUDIMA) EDUSTUDENT: Jurnal Ilmiah Pendidikan dan Pembelajaran Seminar Nasional Pengabdian Kepada Masyarakat Journal of Innovation Research and Knowledge INOVASI: Jurnal Hasil Pengabdian Masyarakat Jurnal Mutiara Pendidikan Seminar Nasional Hasil Penelitian LP2M UNM ihyaulum Ininnawa: Jurnal Pengabdian Masyarakat Indonesian Journal of Early Childhood Educational Research Kreasi: Jurnal Pengabdian Masyarakat EDUCATIONE: Journal of Education Research and Review Pratama Widya: Jurnal Pendidikan Anak Usia Dini JURNAL PENA PAUD Paramacitra : Jurnal Pengabdian Masyarakat Jurnal Hasil-Hasil Pengabdian dan Pemberdayaan Masyarakat Andragogi Kesehatan KARYA: Journal of Educational Community Service Jurnal Pemikiran dan Pengembangan Pembelajaran Pinisi Journal Pendidikan Guru Sekolah Dasar ISOLEK: Jurnal Pendidikan, Pengajaran, Bahasa, dan Sastra JURALIANSI (JURNAL LINGKUP ANAK USIA DINI)
Hajerah
PGPAUD, Universitas Negeri Makassar
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Implementation of Multicultural and Inclusive Education: Challenges and Good Practices in Early Childhood Education Anadya Nurul Yustikarini; Hajerah Hajerah; Ananda Sahira Jasmin; Julita Julita; Nurul Izzah Hazirah; Sandrina Nabihah
Ihya Ulum: Early Childhood Education Journal Vol 4 No 1 (2026): Ihya Ulum: Early Childhood Education Journal
Publisher : PG PAUD Universitas Islam Makassar | LP2M-UIM | PPJ PAUD (Perhimpunan Pengelola Jurnal PAUD) Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59638/ihyaulum.v4i1.858

Abstract

This study highlights the critical importance of instilling mutual respect, tolerance, and acceptance of differences from an early age through multicultural and inclusive education, addressing current challenges in early childhood education (ECE) centers. Conducted at Tweety, Uminda, and Ar-Rohman Kindergartens—selected for their varying levels of student diversity and distinct inclusive approaches—the research aimed to identify student diversity, evaluate inclusive education implementation, and examine the roles of teachers and parents in fostering a supportive learning environment. Employing a case study method, data were collected through observations, questionnaires, and interviews with school principals, teachers, and parents. Findings reveal that students possess diverse backgrounds in religion, culture, habits, character, and learning abilities. To address this, schools actively promote multicultural values through daily routine activities, such as collaborative play, group work, sharing, mutual assistance, and non-discriminatory respect. Teachers further support this by providing individualized guidance tailored to each child’s unique needs, ensuring comfortable participation for all. Furthermore, parents play a vital role by cooperating with the schools and cultivating an attitude of respect for differences within the home environment. Despite these positive efforts, challenges remain, notably managing the varied characters and abilities of the children and the ongoing need for enhanced communication between schools and parents. Ultimately, the study concludes that implementing multicultural and inclusive education in ECE centers is highly effective. It successfully equips young children with positive social attitudes and the essential ability to interact harmoniously within diverse environments from an early age.
TEACHER MEDIATION OF EVERYDAY MATHEMATICS IN URBAN AND RURAL KINDERGARTENS Nurfaida; Sitti Nurhidayah Ilyas; Hajerah
EDUCATIONE Volume 4, Issue 2, July 2026
Publisher : CV. TOTUS TUUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59397/edu.v4i2.248

Abstract

Early mathematics often appears in routines and play, but the pedagogical processes by which teachers make these experiences mathematically explicit remain underdescribed, particularly across contrasting resource contexts. This qualitative multi-site case study examined how teachers in one urban kindergarten in Makassar City and one rural kindergarten in Gowa Regency, South Sulawesi, integrated mathematical activities into the daily experiences of children aged 5–6 years. Five adult informants—three teachers and two principals—participated; children were observed as classroom participants, but individual learning outcomes were not measured. Data from non-participant observation, semi-structured interviews, photographs, videos, field notes, and lesson documents were analyzed through inductive first-cycle coding followed by framework-guided mapping to six Realistic Mathematics Education principles and Bishop’s six mathematical activities. Across the two cases, reported practices were analytically consistent with reality, activity, levels, intertwinement, interactivity, and guidance. Counting, measuring, locating, designing, playing, and explaining were identified in routine classroom activity. The urban site relied more on structured media and teacher-directed routines, whereas the rural site drew more on natural materials, movement, and environmental exploration. These patterns suggest—without establishing causality or learning effectiveness—that different resource ecologies can support comparable forms of contextual mathematical mediation. The study contributes a non-causal analytic framework linking contextual resources, teacher mediation, and visible mathematical activity. Transferability is limited by the two-site design, incomplete child-level reporting, and the absence of measured learning gains. Future research should use larger samples, detailed video coding, multiple analysts, and longitudinal or design-based methods.
PENGARUH METODE PEMBELAJARAN MORNING TALK (SAPAAN PAGI) TERHADAP KEMAMPUAN BAHASA EKSPRESIF ANAK USIA 5-6 TAHUN DI TK KEMALA BHAYANGKARI 07 CABANG GOWA Asriany. S, Nurul; Saodi, Syamsuardi; Muhammad Akil Musi; Hajerah; Fadhilah Afifah
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 9 No. 2 (2024): Volume 09 No. 2 Juni 2024
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v9i2.14572

Abstract

Penelitian ini bertujuan untuk mengetahui Pengaruh Metode Pembelajaran Morning Talk (Sapaan Pagi) Terhadap Kemampuan Bahasa Ekspresif Anak Usia 5-6 Tahun di TK Kemala Bhayangkari 07 Gowa sebelum dan setelah diberi perlakuan dan untuk mengetahui ada atau tidak ada pengaruh metode pembelajaran morning talk terhadap kemampuan bahasa ekspresif anak. Pendekatan penelitian yang digunakan adalah pendekatan kuantitatif dengan jenis penelitian Quasi Experimental Design. Variabel bebas dalam penelitian ini adalah metode pembelajaran morning talk serta variabel terikat dalam penelitian ini adalah kemampuan bahasa ekspresif. Populasi dalam penelitian ini sebanyak 82 orang anak yaitu seluruh anak didik di kelompok B. Pengambilan sampel dalam penelitian ini menggunakan purposive sampling. Sampel dalam penelitian ini sebanyak 60 orang anak, 30 orang anak kelompok kontrol dan 30 orang anak kelompok eksperimen. Teknik analisis data yang digunakan adalah analisis statistik deskriptif dan analisis statistik parametrik. Hasil analisis data yang diperoleh peningkatan rata-rata pada kelompok eksperimen sebesar 23,20, sedangkan pada kelompok kontrol 16,13. Hasil pengujian yang dilakukan diperoleh nilai signifikan 0,001 < 0,05 yang berarti H0 ditolak dan H1 diterima artinya kemampuan bahasa ekspresif anak pada kelompok eksperimen lebih baik dari pada kelompok kontrol, ini membuktikan metode pembelajaran morning talk memberikan pengaruh yang signifikan terhadap kemampuan bahasa ekspresif anak usia 5-6 tahun di TK Kemala Bhayangkari 07 Gowa.
PENGARUH MEDIA PEMBELAJARAN PICTURE BOOK CAREER TERHADAP PEMAHAMAN PERAN SOSIAL ANAK USIA 5-6 TAHUN DI TK AISYIYAH BUSTANUL ATHFAL PARANG TAMBUNG Syahrah Riada Syam; A. Sri Wahyuni Asti; Hajerah
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.50947

Abstract

This study aimed to determine the influence of Picture Book Career learning media on the understanding of social roles among children aged 5-6 years at TK Aisyiyah Bustanul Athfal Parang Tambung. This study employed a quantitative approach with a pre-experimental design using a one-group pretest-posttest design. The research subjects consisted of 12 children in group B4 aged 5-6 years. Data collection techniques included observation, performance tests, and documentation. The research data were analyzed using descriptive and inferential statistics with the assistance of IBM SPSS Statistics 25 through the Shapiro-Wilk normality test and the Paired Sample t-Test hypothesis test. The results showed that the use of Picture Book Career learning media had an influence on children’s understanding of social roles at TK Aisyiyah Bustanul Athfal Parang Tambung. This was indicated by the improvement in children’s abilities after being given treatment using Picture Book Career media. Children became more capable of recognizing professions, explaining professional duties, understanding the benefits of professions for the surrounding environment, and demonstrating better social behavior during learning activities and role-playing. Therefore, Picture Book Career media can be used as an effective learning medium to improve young children’s understanding of social roles.
PENGARUH BERMAIN PROYEK KOLABORATIF DENGAN MEDIA PLASTISIN TERHADAP KREATIVITAS ANAK USIA DINI DI RA AL IKHLAS KABUPATEN TAKALAR Nur Afdelia; Parwoto; Hajerah
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 No. 03, September 2026 Processed
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.64513

Abstract

  This study aims to determine the effect of collaborative project-based play using plasticine media on the creativity of early childhood aged 5–6 years at RA Al Ikhlas, Takalar Regency. This study used a quantitative approach with a quasi-experimental research design in the form of a pretest-posttest control group design. The population consisted of all Group B children at RA Al Ikhlas, Takalar Regency, with a sample of 20 children selected through purposive sampling, consisting of 10 children in the experimental group and 10 children in the control group. Data were collected through structured observation of four creativity indicators (fluency, flexibility, originality, and elaboration) and analyzed using descriptive statistics and parametric statistics (normality test, homogeneity test, Paired Sample t-Test, and Independent Sample t-Test) with the assistance of SPSS version 22. The results showed that the mean pretest score of the experimental group increased from 15.60 to 27.50 at posttest, while the mean score of the control group increased only from 15.40 to 16.40. The Paired Sample t-Test showed a significance value of 0.000 < 0.05 for both groups, while the Independent Sample t-Test on the posttest scores yielded t = 20.601 and a significance value of 0.000 < 0.05, indicating a statistically significant difference between the experimental and control groups. It can therefore be concluded that collaborative project-based play using plasticine media has a significant positive effect on the creativity of early childhood at RA Al Ikhlas, Takalar Regency. Keywords: Early Childhood Creativity, Collaborative Project-Based Play, Plasticine Media.
Implementasi Program Joyful Eating Berbasis Interdisipliner untuk Meningkatkan Minat Makan Anak PAUD melalui Kreasi Pangan dan Aktivitas Bermain di Kelas Rika Kurnia. R; Hajerah Hajerah; Angri Lismayani; Muhammad Akil Musi; Muqimah Surganingsih
Jurnal Hasil-Hasil Pengabdian dan Pemberdayaan Masyarakat Vol. 5 No. 1 (2026): Volume 05 Nomor 01 (April 2026)
Publisher : Jurusan Matematika FMIPA UNM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35580/vzb41n71

Abstract

Kebiasaan makan sehat usia dini dipengaruhi ketersediaan pangan dan pengalaman emosional anak saat berinteraksi dengan makanan. Guru PAUD menghadapi tantangan anak enggan mencoba menu sehat, terdistraksi jajanan, serta terbatasnya perangkat ajar yang mengaitkan pembiasaan makan dengan pembelajaran bermain. Program pengabdian ini bertujuan memperkuat kompetensi guru dan membangun perilaku “mau mencoba” melalui strategi Joyful Eating yang menempatkan pangan lokal, seperti kelor, ubi ungu, dan ikan, sebagai media tematik untuk stimulasi sensori, bahasa, dan sosial-emosional. Kegiatan berlangsung delapan bulan bersama IGTK, melibatkan 10 PAUD dengan dua guru inti per sekolah (n=20). Metode meliputi asesmen praktik PMT dan kebutuhan pembelajaran; perancangan Modul Joyful Eating 4-6 sesi beserta cerita tematik, kartu emosi, lembar observasi, dan panduan orang tua; pelatihan dan microteaching; implementasi kelas dengan pendampingan; serta evaluasi pre-post kompetensi guru, keterlaksanaan sesi, perubahan perilaku anak melalui skala emotikon, dan dokumentasi praktik baik. Produk berbahan kelor, ubi ungu, dan ikan digunakan sebagai alat peraga eksplorasi indra dan kreasi bentuk menarik, tanpa menekankan uji komposisi gizi. Luaran mencakup artikel terakreditasi, buku/modul, HKI/ISBN, video praktik baik, berita media massa, dan bahan diseminasi forum IGTK. Program diharapkan memperkuat budaya makan positif, mengurangi pemaksaan makan, serta mendorong kolaborasi rumah-sekolah melalui tugas, refleksi orang tua, dan umpan balik
Pelatihan Guru TK dalam Pengembangan APE Kooperatif Berbasis Nilai Abbulosibatang untuk Stimulasi Kecerdasan Interpersonal Anak Usia Dini Nurul Jamiah Sidiq; Hajerah Hajerah; Hasmawaty Hasmawaty; Sri Wahyuni Asti; Angri Lismayani
Jurnal Hasil-Hasil Pengabdian dan Pemberdayaan Masyarakat Vol. 5 No. 2 (2026): Volume 05 Nomor 02 (Mei-Juli 2026)
Publisher : Jurusan Matematika FMIPA UNM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35580/bj2f6x56

Abstract

Kegiatan pengabdian kepada masyarakat ini bertujuan meningkatkan kompetensi 20 guru Taman Kanak-Kanak (TK) di Kecamatan Bajeng, Kabupaten Gowa, dalam mengembangkan Alat Permainan Edukatif (APE) kooperatif berbasis nilai abbulosibatang untuk menstimulasi kecerdasan interpersonal anak usia dini. Permasalahan mitra meliputi keterbatasan pemahaman guru dalam merancang APE kooperatif, belum optimalnya integrasi nilai budaya lokal dalam pembelajaran, serta rendahnya kemampuan guru dalam mengembangkan aktivitas yang mendorong interaksi sosial anak. Kegiatan dilaksanakan menggunakan pendekatan partisipatif melalui tahapan analisis kebutuhan, pretest, pelatihan berbasis workshop, praktik pembuatan APE, implementasi di kelas, pendampingan, dan posttest. Pelatihan menerapkan pendekatan learning by doing sehingga guru memperoleh pengalaman langsung dalam merancang dan menggunakan media pembelajaran. Hasil kegiatan menunjukkan peningkatan kompetensi guru yang ditandai oleh kenaikan nilai rata-rata dari 44 pada pretest menjadi 92 pada posttest. Kegiatan ini juga menghasilkan inovasi media pembelajaran berupa APE kooperatif “Roda Tantangan Abbulosibatang” yang mendorong kerja sama, komunikasi, dan interaksi sosial anak. Temuan ini menegaskan efektivitas pelatihan berbasis praktik dalam meningkatkan kompetensi guru sekaligus mendukung pengembangan kecerdasan interpersonal anak usia dini melalui pembelajaran berbasis budaya lokal.
Enhancing Teacher Competence in Coding and Artificial Intelligence Through an Interdisciplinary Plugged-Unplugged Rika Kurnia; Hajerah Hajerah; Andi Nur Maharani Islami; Ahmad Syawaluddin
Jurnal Multidisiplin Madani Vol. 6 No. 7 (2026): July 2026
Publisher : PT FORMOSA CENDEKIA GLOBAL

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55927/mudima.v6i7.95

Abstract

The integration of coding and artificial intelligence (AI) in early childhood education has become a global priority, yet many Indonesian teachers remain underprepared to implement these competencies. This study examines the effectiveness of a professional development programme aimed at enhancing teacher competence in coding and AI through an interdisciplinary plugged-unplugged approach. Using a pre-experimental One-Group Pretest-Posttest design, the study involved 14 teachers from seven early childhood schools in Makassar, South Sulawesi. The intervention combined screen-based (plugged) and screen-free (unplugged) activities within an interdisciplinary framework. Teacher competence was measured using an observational rubric covering conceptual understanding, pedagogical integration, practical implementation, and reflective practice. The results showed a substantial increase in competence from pre-test (M = 1.43) to post-test (M = 2.89). The Wilcoxon Signed-Rank Test confirmed a significant improvement (p < .05) with a very large effect size (r ≥ .80). These findings indicate that the programme effectively enhances teachers’ competence and has strong potential as a scalable model for teacher training in Indonesia.
Co-Authors A Sri Wahyuni Asti A. Sri Wahyuni Asti A.Sri Wahyuni Asti Agis Wulandari Ahmad Ahmad Ahmad, Muh. Ihsan Said Alim Amri, Nur Amri, Nur Alim Amri, Nurzil Anadya Nurul Yustikarini Ananda Sahira Jasmin Andi Hidayah Insani Andi Nur Maharani Islami Andi Wahyuni Asti Andi Yuliani Suras Anggi Wulandari Angri Lismayani Annisa Sevtiandini A Arismunandar Arwinda, Arwinda Asa Utami Sallewatang Asriany. S, Nurul Asti, A. Sri Wahyuni Aswadi Ramli Azia, Andi Nur AZIZAH AMAL Bactiar, Yusri Carmelita Patrisia Due Fadhilah Afifah Fadhilah Afifah Fadhilah Sayyidatun Nisa Faradillah Rusliana Fatimah Azzahrah Febriyanti Febriyanti Fika, Nur syafika Amelia Fitri Septi Ariyani Fitria Nur Atsila Adiba Hafisah Hafsah Hafsah Hafsah, Sitti Handayani, Sri Hasbi Hasbur, Heni Safitri Hasmawaty, Hasmawaty Herlina Herlina , Herlina Herlina Herlina Herlina, Resky Herman Husnia Husnia Ilyas, Sitti Nurhidayah Inggit, Inggit Irwan Isnawati Zainuddin Jihan Nadia Julita Julita Kurnia R, Rika Kurnia R., Rika LATIEF, FADHILAH Mahfudz, Fadlan MAHMUD, BONITA Martuty, Arie Maula, Inayatul Miftahurrahma Kaharuddin Miranty, Miranty Muh. Yusri Bachtiar Muhammad Akil Musi Muhammad Akil Musi Muhammad Ihsan Said Ahmad Muhammad Yusri Bachtiar Muhammad Yusri Bachtiar Muhammad Yusri Bachtiar, Muhammad Yusri Muqimah Surganingsih Musdalifah Musdalifah Musi, Muhammad Akil Mutiara Nabila Mahdia Naila Farila Ningsi Angraeni Nur Afdelia Nur Aisyah Nur Alim Amri Nur Alim Amri Nur Alim Amri Nur Khaula Nur Magfirah Azzalfa Nur Maharani Islami, Andi Nur Sahrah Sarkia Nur ‘Azah Nuraisah Nuraisah Nuraisyah Nurfadia Reski Azizan Nurfaida Nurfilzah Maharani Nurhidayah Ramadhani Nurjannah Nurjannah Nurlaelah Nurul Izzah Hazirah Nurul Jamiah Sidiq Nurul Putri Ramadhani Nurzil Amri Parwoto Parwoto, Parwoto Purwanti, Duwi Rahma Maulida, Rahma Rahmawati Ahmad Ramadhani, Nurhidayah Rifka Asitha Sari Rika Kurnia RIKA KURNIA R Rika Kurnia. R Risnawati Rasyid Rostiah, Rostiah Rusmayadi Rusmayadi , Rusmayadi Sadaruddin, Sadaruddin Sandrina Nabihah Santi Anwar Sapitri, Nur Fitriani Siska Siti Hafsah Siti Khadijah Alam Sitii Hafsah Sitti Hafsah Sitti Hafsah Sri Endang Sari Sri Hartati Sri Wahyuni Asti St Marwana Aisyah Marwa St. Fatmah Hiola Suardi Sugeng Santoso Sugiati Sugiati Susiyanti Rosnelli Sinambela Syahrah Riada Syam Syamsuardi Saodi Syamsuardi Syamsuardi Syawaluddin, Ahmad Tahirah, Ilmi Tasrif Akib, Tasrif Tina Sukawati Tiwa, Yelgrita Tri Sugiarti Tulhidaya, Siska Umi Hanik Usman Usman Usman Usman Vanesia Novianti Wijayanti, Hesti Sukma Zalsabhila Zahwa Rajuni Zami Maulidah Zuhrotul Baiti