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All Journal Jurnal Manajemen dan Bisnis (Performa) Jurnal Pendidikan Islam Al Ishlah Jurnal Pendidikan Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini JURNAL PENDIDIKAN JASMANI DAN OLAHRAGA PEDAGOGIA VISI : Jurnal Ilmiah Pendidik dan Tenaga Kependidikan Pendidikan Non Formal Cakrawala Dini : Jurnal Pendidikan Anak Usia Dini Ta'dib: Jurnal Pendidikan Islam
Asep Deni Gustiana
Universitas Pendidikan Indonesia
Religion Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

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Cognitive Counselling Effectiveness: Assertive Approach to Deal with Stereotype and Prejudice in Early Childhood Mubiar Agustin; Heny Djoehaeni; Asep Deni Gustiana; Ryan Dwi Puspita; Yoga Adi Pratama
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 1 (2025): MARCH 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i1.5913

Abstract

Hateful behavior, driven by stereotypes and prejudice related to ethnicity, gender, religion, politics, aggression, and sexuality, frequently manifests in educational settings. Addressing these issues in early childhood is crucial to fostering inclusive environments. This study employed a quasi-experimental design to evaluate the effectiveness of a Cognitive Behavioral Therapy (CBT)-assertive training intervention in reducing stereotypes and prejudice in early childhood education. Seventy children were sampled, with 20 children each assigned to an experimental and a control group. The findings reveal that children, even at a young age, exhibit stereotyped behaviors of low intensity, and some demonstrate prejudice. The CBT-assertive training intervention significantly reduced these behaviors in the experimental group. Notable outcomes included a marked decrease in stereotyped behaviors and a positive shift in attitudes among children who participated in the training. These results suggest that CBT-assertive training is an effective method for reducing stereotypes and prejudice in early childhood education. Incorporating this approach into early education curricula has the potential to promote social and emotional well-being. CBT-assertive training holds promise as a practical strategy for fostering inclusivity and addressing bias in early childhood. Future research should examine the long-term impact and broader applicability of this intervention in diverse educational settings.
Enhancing Early Literacy: The Effectiveness of the Picture Word Inductive Model with Smartphone Assistance in the Early Childhood to Elementary Transition Asep Deni Gustiana; Heny Djoehaeny; Mubiar Agustin
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 1 (2025): MARCH 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i1.6017

Abstract

Bridging the learning gap between Early Childhood Education (ECE) and Elementary School (ES) requires an effective transition program. An adaptive learning strategy is crucial to accommodate diverse student profiles and preparation levels. This study examines the effectiveness of the Picture Word Inductive Model with Smartphone Assistance (PWIMSA) in enhancing literacy skills during the ECE-ES transition. A quasi-experimental pretest-posttest control-group design was employed without randomization. The study involved 203 first-grade students from five elementary schools in Bandung, selected through purposive sampling. The schools were chosen based on their adoption of the autonomous curriculum and piloting of the ECE-ES transition program. The experimental group (n = 93) received instruction using the PWIMSA approach, while the control group (n = 110) participated in the school literacy movement program. An independent t-test analysis of gain scores revealed a significant difference in literacy skill improvement between the experimental and control groups (significance value α). The experimental group demonstrated an average gain of 6.92 points higher than the control group, indicating that PWIMSA is more effective in enhancing foundational reading skills. The findings suggest that PWIMSA supports literacy development by accommodating diverse student abilities and learning needs. Its integration into transition programs can bridge early education gaps and foster stronger literacy foundations. PWIMSA is an effective instructional approach for improving literacy skills in the ECE-ES transition program, addressing student diversity and enhancing foundational reading abilities.
Co-Authors Demas Mira Mawaddah Dewi Tri Jayanti Euis Kurniati Heny Djoehaeni Heny Djoehaeny Ipah Saripah Mubiar Agustin Nana Supriatna Nur Faizah Romadona Rahman Rahman Rahman Rahman Ryan Dwi Puspita Sania Nur' Aini Supriatna, Mamat Susanti Agustina Tatat Hartati Wardani, Duhita Savira Yoga Adi Pratama