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All Journal KUMARA CENDEKIA Wahana Akademika: Jurnal Studi Islam dan Sosial Jurnal Pendidikan Usia Dini Al Ishlah Jurnal Pendidikan Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini Jurnal AUDI JECCE (Journal of Early Childhood Care and Education) International Journal of Community Service Learning CERIA (Cerdas Energik Responsif Inovatif Adaptif) Jambura Early Childhood Education Journal Wahana Akademika: Jurnal Studi Islam dan Sosial MURHUM : JURNAL PENDIDIKAN ANAK USIA DINI DEDIKASI: Community Service Reports Yinyang: Jurnal Studi Islam Gender dan Anak Early Childhood Education and Development Journal Jurnal Pendidikan Anak Jurnal Pendidikan Anak Jurnal Pendidikan Progresif
jumiatmoko jumiatmoko
Universitas Sebelas Maret
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Qualitative Study: Comparison of Implementation of Independent Curriculum in Early Childhood Institutions in Sukoharjo District Winarji, Bambang; Rasmani, Upik Elok Endang; Wahyuningsih, Siti; Nurjanah, Novita Eka; Jumiatmoko, Jumiatmoko; Zuhro, Nurul Shofiatin; Fitrianingtyas, Anjar
Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini Vol. 8 No. 5 (2024)
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/obsesi.v8i5.6158

Abstract

This study aims to compare the implementation of the independent curriculum of two institutions in Sukoharjo District, namely TK Teladan and RA STIBA AZKIYAA. The study used a descriptive research approach to analyze the implementation of the independent curriculum at Teladan Kindergarten. Data was collected through observation, interview, and documentation techniques. This research was conducted for 3 months and used the principal and accompanying teacher of class B2 of Teladan Kindergarten and RA STIBA AZKIYA as research informants. The differences researchers found in implementing the independent curriculum in TK Teladan show the full utilization of the independent curriculum. In contrast, RA Stiba Azkiya is still in the process of fully implementing the curriculum. The findings suggest that Teladan Kindergarten's approach, which supports active learning, is highly effective in allowing children to explore and develop discipline and responsibility. However, RA Stiba Azkiya needs further time and support to implement the independent curriculum fully. Evaluations differ, with TK Teladan evaluating after each lesson and RA Stiba Azkiya reporting every 3 to 6 months. Both institutions recommended providing more intensive training and support to teachers to improve the implementation of the self-directed curriculum.
Digital Pedagogy in Early Childhood Education: Exploring Teacher and Parent Knowledge, Expectations, and Problems Jumiatmoko, Jumiatmoko; Rasmani, Upik Elok Endang; Winarji, Bambang; Zuhro, Nurul Shofiatin; Fitrianingtyas, Anjar; Nurjanah, Novita Eka
Jurnal Pendidikan Progresif Vol 15, No 2 (2025): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v15i2.pp1391-1414

Abstract

Digital Pedagogy in Early Childhood Education: Exploring Teacher and Parent knowledge, expectations, and problems. Objectives: This study identifies teachers’ and parents’ knowledge, expectations, and problems related to the implementation of digital pedagogy in ECE. Methods: A mixed-methods approach was used to present quantitative and qualitative data in an explanatory design. The main respondents in this study were teachers. Data related to parents were obtained from teachers’ answers, which were also filled in the questionnaire. There were 196 respondents of ECE teachers from 5 provinces in Indonesia. Quantitative data analysis with SPSS version 25 software was used to examine perceptions, abilities, and correlations between both. Qualitative data using thematic analysis to identify expectations and problems related to digital pedagogy implementation. Findings: Teachers have positive perceptions but low digital pedagogy implementation capabilities. The quantitative data findings regarding low teacher capabilities (average score <3.0) are confirmed by the qualitative data findings regarding challenges to the implementation of digital pedagogy in the teacher training needs and infrastructure limitations as the most significant potential factors. Several expectations were found related to improving teacher competency and technical understanding of the use of digital devices. Other challenges to implementing digital pedagogy include a lack of parental support and several issues related to children’s physical, social, and psychological health. Conclusion: Teachers’ knowledge of digital pedagogy confirms paradoxical interactions. Positive perceptions are not yet in line with teachers’ abilities in implementing digital pedagogy. Play-based Digital Pedagogy (PBDP) and Domestication theory have excellent potential to be considered in this context. This theory is able to provide clear guidelines to improve teachers’ abilities in implementing digital pedagogy ideally. Furthermore, the phases recommended by domestication theory are expected to be able to meet expectations and resolve obstacles to the implementation of digital pedagogy. Keywords: pedagogy, digital, early childhood, teacher competency, domestication theory.
PERMAINAN TRADISIONAL DI PAUD : KONTRIBUSI UNTUK PENGEMBANGAN KETERAMPILAN DAN MORAL ABAD 21 Jumiatmoko, Jumiatmoko; Nafiah, Sarah Sausan; Rohmah, Fina
Jurnal AUDI: Jurnal Ilmiah Kajian Ilmu Anak dan Media Informasi PAUD Vol 9 No 2 (2025): Jurnal AUDI
Publisher : UNIVERSITAS SLAMET RIYADI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33061/jai.v7i1.8120

Abstract

The traditional game is one of the cultures that has been passed down from generation to generation by every community in various regions and has its types and benefits. In the era of technological developments that are all sophisticated today, it has resulted in traditional games being eliminated and replaced by the use of online games which attract more attention to children's playing activities. The purpose of this study is to identify several implementations of traditional games in Java that can rebuild local wisdom values ​​in everyday life and integrate traditional games into learning and playing activities related to aspects of child development. The research method used is descriptive qualitative with the method of literature study or literature review. Through several sources and reading materials, explanations are related to three traditional Javanese games, namely engklek, gobag sodor, and dakon. The results of this study are traditional Javanese games are able to instill a love for the homeland for children and provide understanding to teachers with three traditional games that can be applied to children's learning and playing environments and stimulate aspects of child development from an early age.
Titik Lemah Perkembangan Moral Anak Usia Dini pada Lembaga PAUD Berbasis Keagamaan Jumiatmoko, Jumiatmoko; Hanafi, Muchtar
Jurnal AUDI: Jurnal Ilmiah Kajian Ilmu Anak dan Media Informasi PAUD Vol 5 No 2 (2020): December 2020, 8 ARTICLES, PAGES 64 - 142
Publisher : UNIVERSITAS SLAMET RIYADI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33061/jai.v5i2.4393

Abstract

Abstract This study aims to identify the development of early childhood morality in Islamic PAUD institutions which are categorized as undeveloped. This study uses a qualitative approach involving 6 class teachers from 4 Islamic PAUD institutions in Surakarta. A total of 210 data on child development achievements were analyzed quantitatively descriptive and qualitatively. The results of this study indicate that in Islamic PAUD institutions there are competencies related to children's morality that has not yet developed in both the NAM and the Social-Emotional aspects. These findings contributing for the study of the implementation of the Islamic PAUD concept for children's moral development. The theoretical and practical analysis of the results can be used as a reference for improving the approach to developing early childhood morality. Keywords: Moral Development, Morality, Early Childhood, Islamic PAUD Abstrak Penelitian ini bertujuan mengidentifikasi perkembangan moralitas anak usia dini pada lembaga PAUD Islam yang berkategori belum berkembang. Penelitian ini menggunakan pendekatan kualitatif yang melibatkan 6 guru kelas dari 4 lembaga PAUD Islam di Surakarta. Sebanyak 210 data capaian perkembangan anak dianalisis secara kuantitatif deskriptif dan kualitatif. Hasil penelitian ini menunjukkan bahwa pada lembaga PAUD Islam terdapat kompetensi-kompetensi terkait moralitas anak yang belum berkembang baik pada aspek NAM maupun Sosial Emosional. Temuan ini melengkapi kajian hasil implementasi konsep PAUD Islam bagi pengembangan moral anak. Hasil analisis secara teoretis dan praktis dapat digunakan sebagai acuan perbaikan pendekatan pengembangan moralitas anak usia dini.
Tolerance Developing in Early Childhood Education Based Child-Friendly School Jumiatmoko, Jumiatmoko; Dwiningrum, Siti Irene Astuti; Harun, Harun; Syamsudin, Amir
Jurnal Pendidikan Anak Vol. 13 No. 1 (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.v13i1.283

Abstract

The development of tolerance is the main component of Early Childhood Education in Child-Friendly Schools (ECE-CFS). This study aimed to examine the types and quantity distribution of best practices implemented by ECE-CFS to develop tolerance in early childhood. This research used a qualitative approach involving 102 (one hundred and two) ECE-CFS teachers as respondents. Respondents answered 5 questions via Google Forms. Data were analyzed using the open coding and axial coding approach of the Corbin & Strauss model. The results show 19 (nineteen) types of best practices in developing tolerance in ECE-CFS. The dominant types include habituation activities, providing examples, and organizing special activities. The perspective of progressivism philosophy, the characteristics of an emancipatory curriculum, and the optimization of social capital are discussed to provide recommendations to develop tolerance in ECE-CFS.
Manajemen Soft skills Guru dalam Menguatkan Mutu Pembelajaran di PAUD Rasmani, Upik Elok Endang; Rahmawati, Anayanti; Palupi, Warananingtyas; Jumiatmoko, Jumiatmoko; Zuhro, Nurul Shofiatin; Fitrianingtyas, Anjar
Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini Vol. 6 No. 2 (2022)
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/obsesi.v6i2.1584

Abstract

Kualitas lembaga PAUD menjadi faktor kunci bagi kualitas pendidikan bagi anak usia dini. Guru memiliki posisi strategis bagi pencapaian lembaga PAUD yang bermutu. Guru yang ideal harus memiliki kapasitas hard skills dan soft skills yang mumpuni. Penelitian ini bertujuan memberikan penguatan atas kemampuan soft skills guru PAUD untuk mendorong peningkatkan kualitas lembaga PAUD. Jenis penelitian yang dilakukan adalah penelitian deskriptif kualitatif. Penelitian ini dilaksanakan selama 7 bulan pada sebuah TK Swasta Unggulan di Surakarta. Teknik pengumpulan data menggunakan observasi, wawancara, dan kuesioner. Partisipan yang bersedia terlibat dalam penelitian ini sebanyak 16 orang. Hasil penelitian menunjukkan bahwa faktor utama tercapainya kualitas lembaga PAUD berasal dari kompetensi soft skills guru, meliputi kompetensi pedagogik, kepribadian, maupun profesionalitas. Oleh karena itu, sangat diperlukannya manajemen soft skills bagi guru PAUD. Manajemen Soft Skills berdampak pada peningkatan kemampuan soft skills guru dan kualitas lembaga PAUD
Qualitative Study: Comparison of Implementation of Independent Curriculum in Early Childhood Institutions in Sukoharjo District Bambang Winarji; Upik Elok Endang Rasmani; Siti Wahyuningsih; Novita Eka Nurjanah; Jumiatmoko Jumiatmoko; Nurul Shofiatin Zuhro; Anjar Fitrianingtyas
Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini Vol. 8 No. 5 (2024)
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/obsesi.v8i5.6158

Abstract

This study aims to compare the implementation of the independent curriculum of two institutions in Sukoharjo District, namely TK Teladan and RA STIBA AZKIYAA. The study used a descriptive research approach to analyze the implementation of the independent curriculum at Teladan Kindergarten. Data was collected through observation, interview, and documentation techniques. This research was conducted for 3 months and used the principal and accompanying teacher of class B2 of Teladan Kindergarten and RA STIBA AZKIYA as research informants. The differences researchers found in implementing the independent curriculum in TK Teladan show the full utilization of the independent curriculum. In contrast, RA Stiba Azkiya is still in the process of fully implementing the curriculum. The findings suggest that Teladan Kindergarten's approach, which supports active learning, is highly effective in allowing children to explore and develop discipline and responsibility. However, RA Stiba Azkiya needs further time and support to implement the independent curriculum fully. Evaluations differ, with TK Teladan evaluating after each lesson and RA Stiba Azkiya reporting every 3 to 6 months. Both institutions recommended providing more intensive training and support to teachers to improve the implementation of the self-directed curriculum.
Peningkatan Kompetensi Komunikasi Digital Guru PAUD untuk Memperkuat Kolaborasi dengan Orang Tua Milenial dan Gen Z Elok Endang Rasmani, Upik; Winarji, Bambang; Jumiatmoko, Jumiatmoko; Eka Nurjanah, Novita; Shofiatin Zuhro, Nurul; Fitrianingtyas, Anjar
Murhum : Jurnal Pendidikan Anak Usia Dini Vol. 7 No. 1 (2026): Juli In Progress
Publisher : Perkumpulan Pengelola Jurnal (PPJ) PAUD Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37985/murhum.v7i1.1635

Abstract

Perkembangan teknologi dan digitalisasi telah membawa perubahan signifikan dalam pola komunikasi, termasuk dalam layanan pendidikan anak usia dini. Orang tua dari generasi milenial dan Generasi Z semakin aktif memanfaatkan berbagai platform digital untuk berkomunikasi dan memperoleh informasi mengenai perkembangan anak. Namun, belum adanya standar baku komunikasi digital di lembaga PAUD sering menimbulkan ketidakkonsistenan dalam penyampaian informasi kepada orang tua, yang diperparah oleh keterbatasan keterampilan guru dalam memanfaatkan teknologi digital secara efektif. Oleh karena itu, kegiatan pengabdian kepada masyarakat ini bertujuan untuk meningkatkan keterampilan komunikasi digital guru PAUD dalam menjalin hubungan yang efektif dengan orang tua generasi milenial dan Gen Z, serta membantu penyusunan standar operasional prosedur (SOP) komunikasi digital di sekolah. Metode pengabdian yang digunakan adalah pendekatan Asset Based Community Development (ABCD) dengan pola kolaboratif yang melibatkan mitra dalam perencanaan dan pelaksanaan kegiatan. Pelatihan dilaksanakan melalui metode pemaparan materi oleh ahli, diskusi, tanya jawab, dan praktik langsung. Melalui kegiatan ini diharapkan guru mampu menerapkan keterampilan komunikasi digital secara konsisten dalam interaksi sehari-hari dengan orang tua, sehingga tercipta komunikasi yang lebih efektif, transparan, dan profesional dalam mendukung layanan pendidikan anak usia dini.
Institutional Resource Management and Parental Satisfaction in Early Childhood Education: Perspectives from Millennial and Gen Z Parents in Indonesia Upik Elok Endang Rasmani; Siti Wahyuningsih; Bambang Winarji; Jumiatmoko Jumiatmoko; Novita Eka Nurjanah; Nurul Shofiatin Zuhro; Anjar Fitrianingtyas
AL-ISHLAH: Jurnal Pendidikan Vol 18, No 1 (2026): MARCH 2026
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v18i1.8534

Abstract

The demographic shift toward Millennial and Generation Z parents has reshaped expectations for early childhood education (ECE), particularly regarding institutional resource management and service quality. This study examines the relationship between institutional resource management and parental satisfaction in ECE settings.A quantitative correlational design was employed with 150 parents in Surakarta, Indonesia, selected through purposive sampling. Data were collected using two Likert-scale instruments measuring institutional resource management (16 items) and parental satisfaction (12 items). Instrument validity was established through expert judgment, and reliability testing using Cronbach’s alpha indicated satisfactory internal consistency. Data were analyzed using Pearson’s correlation coefficient and coefficient of determination.The findings revealed a moderate, statistically significant positive relationship between institutional resource management and parental satisfaction (r = 0.56, p 0.01). The coefficient of determination (R² = 0.31) indicates that 31% of the variance in parental satisfaction is explained by institutional resource management. No significant differences were found between Millennial and Generation Z parents, suggesting convergent expectations regarding transparency, digital documentation, and administrative efficiency.The results highlight the importance of systematic and technology-supported resource management in enhancing parental satisfaction across generational groups. ECE institutions should prioritize managerial transparency, digital service optimization, and responsive administration to align with contemporary parental expectations. Future research should explore additional factors influencing satisfaction and extend analysis across broader educational contexts.
Parental Mediation in Parenting 4.0: A Qualitative Case Study on Early Childhood Digital Literacy in Indonesia Bambang Winarji; Upik Elok Endang Rasmani; Novita Eka Nurjanah; Jumiatmoko Jumiatmoko; Nurul Shofiatin Zuhro; Anjar Fitrianingtyas
AL-ISHLAH: Jurnal Pendidikan Vol 18, No 1 (2026): MARCH 2026
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v18i1.8572

Abstract

Rapid digital advancement presents both opportunities and challenges for young children, necessitating effective parental mediation to support early childhood digital literacy. This study investigates the implementation of Parenting 4.0 at RA STIBA Azkiya, an Islamic early childhood education institution, in fostering children’s digital competencies. A qualitative single-case study design was employed involving 11 participants (six parents, four teachers, and one principal). Data were collected through semi-structured interviews, observations, and document analysis, and analyzed using Miles and Huberman’s interactive model. Digital literacy was conceptualized as encompassing operational skills, informational awareness, digital safety, and guided critical thinking mediated by adults. The findings indicate that Parenting 4.0 practices—such as introducing basic digital tools, supervising screen time, selecting age-appropriate content, facilitating parent–child dialogue, and modeling responsible digital behavior—were associated with children’s ability to use digital devices safely and meaningfully. These practices were further supported by institutional mechanisms, including monitoring books, workshops, and parent consultations, which reinforced consistent parental engagement. This study provides a context-specific account of how Parenting 4.0 is operationalized through defined parental roles and institutional support within an Islamic early childhood setting, contributing to the literature on parental involvement in digital literacy. However, the single-site and culturally specific context limit generalizability. Future research should examine Parenting 4.0 across diverse educational settings to enhance comparative understanding of early childhood digital literacy.
Co-Authors Adriani Rahma Pudyaningtyas, Adriani Rahma Afifah, Isfahani Fadia Nur Aini, Syifa Ainun Nur Amir Syamsudin Anayanti Rahmawati Anayanti Rahmawati Anayanti Rahmawati Aqila Tsabita Salsabila Aulia Salma Alifia Bambang Winarji Bambang Winarji Dhida, Tasya Tsamara Dwi Yuni Astuti Eka Nurjanah, Novita Elok Endang Rasmani, Upik Fadhila Nuritasari Fitrianingtyas, Anjar Hanik Musdhalifah Hapsari, Pudagiwa Nur Fitri Harun Harun Hestiningrum, Elia Hidayah, Dilla Nailil Indarwan, Aulia Fadhilah Kristiani Wahyu Widiastuti, Yuanita Ma'rifah, Nurul Milla Diah Putri Nazidah Milla Diah Putri Nazidah Muchtar Hanafi Muhammad Munif Syamsuddin Muhammad Munif Syamsuddin Nabilla Ayu Sekar Prashanti Nafiah, Sarah Sausan Nafifah, Isfahani Fadia Nur Novita Eka Nurjanah Novita Eka Nurjanah Novita Eka Nurjanah Novita Eka Nurjanah, Novita Eka Novita Eka Nurjannah Nurul Shofiatin Zuhro Nurul Shofiatin Zuhro Prajmukti, Ulkainge Prashanti, Nabila Ayu Sekar Puspitasari Puspitasari Puspitasari, Eva Febriana Putri Agustina Putri Agustina Putri, Diza Giani Putri, Vivin Auldina Qarunia Fitri Zahari Reknaningsih, Erlin Rida Fauziah Rohmah, Fina Ruli Hafidah Ruli Hafidah Ruli Hafidah Ruli Hafidah Saputro, Alberto Awan Satriastuti Salsabella Servina Arianti Setyaningsih, Donna Putri Shofiatin Zuhro, Nurul Siti Irene Astuti D Siti Wahyuningsih Siti Wahyuningsih Siti Wahyuningsih Syifa Ainun Nur Aini Upik Elok Endang Rasmani wahyuni, Sri Umi Ayu Warananingtyas Palupi Warananingtyas Palupi Warananingtyas Palupi Warananinngtyas Palupi Wati, Fanny Agustina Winarji, Bambang Yuanita Kristiani Wahyu Widiastuti Yuanita Kristiani Wahyu Widyastuti Yuanita Kritiani Wahyu Widiastuti Zuhro, Nurul Shofiatin