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All Journal INFORMASI JPTK: Jurnal Pendidikan Teknologi dan Kejuruan QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Kinestetik : Jurnal Ilmiah Pendidikan Jasmani CARADDE: Jurnal Pengabdian Kepada Masyarakat Jurnal Pendidikan dan Pengabdian Masyarakat Journal of Social Science and Education Research Jurnal Pendidikan Anak
Agustiningsih, Rini
Universitas Negeri Yogyakarta
Arts Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Public Health Social Sciences Other

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Journal : Jurnal Pendidikan Anak

 1 
Kemampuan Guru Taman Kanak-kanak di Era Digital Agustiningsih, Rini; Dardiri, Achmad; Suardiman, Siti Partini
Jurnal Pendidikan Anak Vol. 13 No. 2 (2024): Jurnal Pendidikan Anak
Publisher : Department of Early Childhood Education, Faculty of Education, Universitas Negeri Yogyakarta in in cooperation with in cooperation with the Perkumpulan Pengelola Jurnal PAUD (PPJ PAUD) Indonesia based on the MoU Number: 030/PPJ-PAUD/VIII/2020.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpa.v1i1-2.626

Abstract

Penelitian ini bertujuan untuk menganalisis kemampuan guru Taman Kanak-Kanak (TK) dalam mengadopsi dan memanfaatkan teknologi digital untuk meningkatkan kualitas proses pembelajaran. Metode yang digunakan dalam penelitian ini adalah survei. Populasi penelitian adalah guru TK di kota Yogyakarta. yang berjumlah 252 orang. Seluruh populasi penelitian ditetapkan sebagai responden penelitian.  Teknik pengambilan data yang digunakan adalah  kuesioner. Instrumen penelitian yang digunakan mencakup aspek pemahaman dasar tentang teknologi digital, penggunaan perangkat lunak, serta penerapan teknologi dalam proses pembelajaran. Teknik analisis data adalah statistik deskriptif. Hasil penelitian menunjukkan bahwa sebesar 56% guru TK memiliki pemahaman yang cukup baik pada aspek dasar teknologi digital, sebesar 64% guru TK sudah menggunakan perangkat lunak untuk mendukung pembelajaran, dan sebesar 71% guru TK sudah menerapkan teknologi dalam proses pembelajaran. Rekomendasi yang diberikan adalah: (1) perlu dilakukan pelatihan terkait dengan penguasaan teknologi digital bagi para guru TK, (2) perlu disediakan infrastruktur teknologi digital yang memadai, dan (3) perlu dilakukan pembinaan secara berkelanjutan kepada para guru TK untuk memastikan dapat melakukan adaptasi teknologi secara efektif di era digital.    
An Exploration of Kindergarten Teacher’s Mastery Motivation in Yogyakarta Rolina, Nelva; Agustiningsih, Rini; Muthmainah, Muthmainah; Hayati, Nur; Wulandari, Rina
Jurnal Pendidikan Anak Vol. 14 No. 2 (2025): Jurnal Pendidikan Anak
Publisher : Department of Early Childhood Education, Faculty of Education, Universitas Negeri Yogyakarta in in cooperation with in cooperation with the Perkumpulan Pengelola Jurnal PAUD (PPJ PAUD) Indonesia based on the MoU Number: 030/PPJ-PAUD/VIII/2020.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpa.v14i2.2209

Abstract

Mastery motivation is an internal drive to master challenging tasks and achieve competence. In the context of early childhood teachers in Indonesia, studies on this topic remain limited. This research aims to explore the level of mastery motivation among kindergarten teachers in the Special Region of Yogyakarta and identify the factors that influence it. A qualitative, exploratory approach was employed, involving in-depth interviews, non-participant observations, and document analysis with 15 teachers representing the five districts in Yogyakarta. Thematic analysis was conducted to identify patterns of meaning and characteristics of mastery motivation. The findings reveal three levels of mastery motivation high, moderate, and low with most teachers falling within the moderate to high categories. Teachers with high motivation demonstrated strong learning orientation, persistence, and innovative behaviors in improving teaching practices. Meanwhile, moderate motivation tended to fluctuate, influenced by administrative burdens, limited time, and work demands. These findings highlight that mastery motivation is multidimensional and shaped by individual, social, and institutional factors. This study is expected to broaden understanding of professional motivation among early childhood teachers, provide empirical foundations for educational policies and sustainable teacher competency development programs, and open opportunities for further, more in-depth research
Co-Authors Achmad Dardiri Arifiyanti, Nurul Dwi Rahdiyanta Eka Sapti Cahyaningrum Ervin Arifianti Joko Pamungkas Maharani, Oktaviana Martha Christianti Muhammad Nasihul Waffak Muthmainah Muthmainah Nelva Rolina Nur Cholimah Nur Hayati Nur Hayati Pamungkas, Joko Prayitno Prayitno Raden Mohamad Herdian Bhakti Rina Wulandari Saputra, Muhammad Ghufron Eka Siti Partini Suardiman Sudaryanti Sudaryanti Sudaryanti