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All Journal Journal of Innovation and Research in Primary Education Jurnal Studi Pendidikan Anak Usia Dini
Novi Nurdian
STKIP Islam Sabilal Muhtadin Banjarmasin
Education Languange, Linguistic, Communication & Media Mathematics Other

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Phonological and Vocabulary Acquisition in Early Childhood: An Ethnography of Communication in a River-Based Multidialect Community Novi Suma Setyawati; Armin Fani; Novi Nurdian
Journal of Innovation and Research in Primary Education Vol. 5 No. 1 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i1.3153

Abstract

This study examines phonological and vocabulary acquisition in early childhood within a multidialectal river-based community in South Kalimantan, Indonesia, where Dayak Bakumpai and Banjar dialects are used concurrently. Employing a qualitative ethnography of communication approach, the research was conducted over six months in Kuripan District, involving 20 children aged 4–6 years, along with 10 parents and 5 teachers selected through purposive sampling. Data were collected through participant observation, in-depth interviews, and audio-visual documentation across home, school, and community contexts. Thematic analysis revealed that children demonstrated phonological flexibility, adjusting pronunciation and prosody according to interlocutor and context, while developing balanced productive vocabularies that expanded substantially across age groups (120/110 words at age four to 280/270 words at age six for Bakumpai/Banjar respectively). Sustained exposure to both dialects across multiple social domains supported concurrent acquisition of dual phonological systems and context-sensitive lexical deployment. Children exhibited early metalinguistic awareness, explicitly recognizing dialectal differences. The findings demonstrate that multidialectal acquisition constitutes a distinct developmental phenomenon requiring theoretical frameworks extending beyond monolingual-bilingual dichotomies. This study contributes to language acquisition theory by highlighting dialectal variation as a meaningful developmental condition and informs culturally responsive language education curricula honoring Indonesia's linguistic diversity.
Integrating Kayuh Baimbai Philosophy into Project-Based Learning: Strengthening Social-Emotional Skills of Elementary Students in a Floating Market Community Novi Nurdian; Novi Suma Setyawati; Armin Fani
Journal of Innovation and Research in Primary Education Vol. 5 No. 1 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i1.3154

Abstract

Social-emotional skills are critical for 21st-century elementary education, yet conventional teaching methods in Indonesia inadequately facilitate their development, particularly through integration of local cultural values. This study explored the implementation of project-based learning (PjBL) integrated with the Kayuh Baimbai philosophy—a local wisdom emphasizing cooperation and collective responsibility—to strengthen social-emotional skills among elementary students in the Pasar Terapung Lokbaintan area, South Kalimantan. A qualitative case study approach was employed, involving two elementary schools, with data collected through semi-structured interviews with principals and teachers, classroom observations, and documentary evidence. Purposive sampling selected participants meeting inclusion criteria. Data analysis followed Miles, Huberman, and Saldaña's framework, with trustworthiness ensured through triangulation and member checking. The culturally grounded PjBL approach effectively enhanced students' empathy, responsibility, and cooperative behaviors through authentic project activities. Students demonstrated spontaneous prosocial behaviors, sophisticated understanding of collaborative principles, and improved conflict resolution skills. Unexpectedly, the approach fostered student agency and distributed leadership. Implementation challenges included limited preparation time, insufficient contextual materials, and variable parental engagement. Integrating local cultural philosophy into PjBL provides an effective mechanism for strengthening elementary students' social-emotional competencies while preserving indigenous knowledge. The study extends sociocultural learning theory and offers actionable pedagogical strategies for resource-constrained settings.
Implementasi Keterampilan Dasar Mengajar Mahasiswa PGSD dalam Praktik Manajemen Kelas Novi Nurdian; Novi Suma Setyawati
Jurnal Studi Pendidikan Anak Usia Dini Vol. 1 No. 2 (2025): Juli
Publisher : CV Putra Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58540/jspaud.v1i2.986

Abstract

Keterampilan dasar mengajar merupakan fondasi utama dalam membentuk kompetensi profesional guru, khususnya dalam menciptakan pengelolaan kelas yang efektif di tingkat pendidikan dasar. Relevansi topik ini semakin tinggi seiring dengan tuntutan kurikulum merdeka yang menekankan peran guru sebagai fasilitator pembelajaran yang reflektif dan adaptif. Penelitian ini bertujuan untuk mendeskripsikan implementasi keterampilan dasar mengajar mahasiswa PGSD dalam praktik manajemen kelas, mengidentifikasi kendala yang dihadapi, serta menggali strategi yang digunakan untuk mengatasi tantangan selama pelaksanaan PLP (Pengenalan Lapangan Persekolahan) dan microteaching. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan teknik pengumpulan data berupa observasi langsung, wawancara mendalam, dan dokumentasi. Partisipan penelitian adalah mahasiswa PGSD semester VI yang terlibat aktif dalam praktik mengajar di sekolah dasar. Analisis data dilakukan dengan model Miles dan Huberman, mencakup reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa mahasiswa cenderung menguasai keterampilan membuka dan menutup pelajaran serta menjelaskan materi, namun masih mengalami kesulitan dalam memberikan penguatan, mengajukan pertanyaan reflektif, dan terutama dalam mengelola dinamika kelas secara efektif. Tantangan utama yang dihadapi berkaitan dengan kesiapan emosional, minimnya pengalaman praktik lapangan, dan kurangnya refleksi pedagogis. Penelitian ini memberikan kontribusi teoretis dalam memahami keterampilan dasar mengajar sebagai kompetensi integratif, serta menawarkan implikasi praktis bagi pengembangan kurikulum pelatihan guru yang lebih kontekstual dan reflektif. Kesimpulannya, keberhasilan calon guru dalam mengelola kelas tidak cukup hanya didasarkan pada penguasaan teknis mengajar, tetapi juga pada kemampuan adaptasi, pengendalian diri, dan pengalaman reflektif yang mendalam. Penelitian lanjutan disarankan untuk mengeksplorasi model pembelajaran berbasis simulasi dan refleksi video sebagai pendekatan inovatif dalam meningkatkan kesiapan profesional mahasiswa PGSD
Co-Authors Armin Fani Armin Fani Novi Suma Setyawati Novi Suma Setyawati Novi Suma Setyawati