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All Journal Cakrawala Pendidikan Jurnal Ilmiah pesona PAUD Jurnal Konseling dan Pendidikan PAUDIA: JURNAL PENELITIAN DALAM BIDANG PENDIDIKAN ANAK USIA DINI E-Dimas: Jurnal Pengabdian kepada Masyarakat Indonesian Journal of Early Childhood Education Studies Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini AL-ATHFAAL : JURNAL ILMIAH PENDIDIKAN ANAK USIA DINI JECCE (Journal of Early Childhood Care and Education) CERIA (Cerdas Energik Responsif Inovatif Adaptif) Education and Human Development Journal Jurnal Pendidikan dan Konseling SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL Didaktik : Jurnal Ilmiah PGSD STKIP Subang BERNAS: Jurnal Pengabdian Kepada Masyarakat Preschool : Jurnal Perkembangan dan Pendidikan Anak Usia Dini Journal of Innovation in Educational and Cultural Research MURHUM : JURNAL PENDIDIKAN ANAK USIA DINI Community Empowerment Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Jurnal Wawasan Pendidikan Jurnal Inovasi Pengabdian Masyarakat Pendidikan Praniti Jurnal Pendidikan, Bahasa, dan Sastra Edukasia: Jurnal Pendidikan dan Pembelajaran Jurnal Pendidikan Indonesia (Japendi) JIM: Jurnal Ilmiah Mahasiswa Pendidikan Sejarah At- Ta'lim : Jurnal Pendidikan Jurnal Elementaria Edukasia Tinta Emas: Jurnal Pendidikan Islam Anak Usia Dini Kifah Jurnal Pendidikan Anak Hadlonah : Jurnal Pendidikan dan Pengasuhan Anak PAUDIA: JURNAL PENELITIAN DALAM BIDANG PENDIDIKAN ANAK USIA DINI
Muniroh Munawar
Universitas PGRI Semarang
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Dentistry Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Neuroscience Nursing Public Health Social Sciences Veterinary Other

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The influence of father involvement in early childhood care: a systematic review of factors and their impact Nursyahbani, Coryza; Munawar, Muniroh; Hariyanti, Dwi Prasetiyawati Diyah
Al-Athfaal: Jurnal Ilmiah Pendidikan Anak Usia Dini Vol. 8 No. 2 (2025): Al-Athfaal: Jurnal Ilmiah Pendidikan Anak Usia Dini
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/al-athfaal.v82.28688

Abstract

Background: Father involvement in early childhood care remains low because fathers' roles are generally limited to financial aspects, resulting in suboptimal emotional, social, and cognitive stimulation for children. Objective: This study aims to identify forms of father involvement, factors that influence it, and its impact on child development through a Systematic Literature Review (SLR) method. Methods: Articles were collected from the Google Scholar database using Publish or Perish for the period 2020–2025, resulting in 52 initial articles, which were then selected based on inclusion criteria (factors and impacts of father involvement in early childhood care) and exclusion criteria (not discussing early childhood education or not involving fathers), leaving 10 relevant articles for analysis.  Result: The most dominant positive impacts of father involvement were on cognitive development (41.7%), social-emotional development (33.3%), and moral and self-identity formation (25%). The uniqueness of this study lies in its comprehensive mapping of father involvement in a multidimensional manner (physical-emotional-cognitive) and its quantitative relationship with the holistic development of children in the Indonesian cultural context. Conclusion: Overall, the SLR results emphasize the need to strengthen policies and programs for collaborative father-mother parenting to improve the quality of early childhood care and development.
Implementation of school-based management in improving early childhood education quality standards Luluk Elyana; Muniroh Munawar
Jurnal Konseling dan Pendidikan Vol. 13 No. 3 (2025): JKP
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/1172600

Abstract

This research addresses the challenges in enhancing early childhood education (ECE) quality standards through the application of School-Based Management (SBM). Despite widespread recognition of the importance of SBM in educational settings, many schools, especially in early childhood education, struggle to meet established quality standards due to limited decision-making autonomy, inadequate leadership, and insufficient community involvement. The research problem revolves around the gap in understanding how SBM can be effectively applied to improve ECE standards, particularly in decentralized school systems. The study aims to investigate the key factors influencing the successful implementation of SBM in early childhood education, focusing on leadership engagement, teacher involvement, community participation, and alignment with quality standards. Using a qualitative literature review approach, the analysis synthesizes data from academic articles, reports, and case studies published in the past decade. Key factors identified through thematic content analysis highlight the importance of decentralized decision-making in improving educational outcomes. The findings suggest that SBM can lead to measurable improvements in educational practices, resource allocation, and community engagement when implemented effectively. Specifically, leadership autonomy, teacher involvement in decision-making, and active community participation are critical drivers for enhancing ECE quality. These results provide actionable insights for policymakers and school administrators to tailor SBM implementation strategies, ensuring that they align with both local needs and established national and international quality standards. This study contributes to the academic understanding of SBM’s role in early childhood education, offering practical recommendations for policy reforms and school management practices aimed at improving ECE quality through decentralization.
A COMPARATIVE STUDY OF THE IMPLEMENTATION OF DEEP LEARNING IN INTERNATIONAL KINDERGARTENS IN INDONESIA AND SOUTHERN THAILAND Vioren Irodatus Sakinah; Muniroh Munawar; Anita Chandra Dewi Sagala
SOSIOEDUKASI Vol 15 No 1 (2026): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v15i1.7199

Abstract

Global changes in education demand learning strategies that can develop 21st-century skills, making the deep learning approach increasingly relevant in fostering conceptual understanding and meaningful learning experiences. This study compares the implementation of deep learning in early childhood education at PG-TK Semesta International School, Indonesia, and Satit Phatna Witya School, Southern Thailand, to identify similarities, differences, and factors influencing their success. The study employed a descriptive qualitative method with a comparative study design, utilizing observation, interviews, and documentation, which was then analyzed using the Miles and Huberman model. The results show that both schools apply deep learning principles with different approaches: PG-TK Semesta emphasizes learning by doing through projects and environmental exploration, while Satit Phatna Witya integrates cultural values ​​and utilizes technology in its learning process. Supporting factors include the role of teachers as facilitators, a conducive learning environment, technological support, and a positive school culture. Meanwhile, the barriers include variations in children's abilities, limited teacher understanding, language differences, and unequal learning resources. This research demonstrates that the success of deep learning is determined by teacher readiness, environmental support, and contextual learning strategies. This research also helps advance the use of adaptable deep learning methods in early childhood education.
School Culture and Gender Equality: Principals’ Strategies in Realizing SDG 5 and Asta Cita 4 (Gender Equality) Suciati, Sri; Munawar, Muniroh; Murphy, Susan P
Journal of Innovation in Educational and Cultural Research Vol 7, No 2 (2026)
Publisher : Yayasan Keluarga Guru Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46843/jiecr.v7i2.2718

Abstract

Gender equality is more than just an issue in Indonesia and globally. In Indonesia, the government launched Asta Cita 4, while at the global level, the UN launched SDG 5. This study aims to describe principals' strategies in creating school cultures that promote gender equality, to achieve SDG 5 and Asta Cita 4 (gender equality). This study used a quantitative survey method. Data were collected via Google Forms using closed-ended questionnaires. The respondents were 177 principals, selected purposively. Data analysis was done with SPSS. The results reveal that there are four strategies of principals in creating school cultures that promote gender equality in realizing SDG 5 and Asta Cita 4: the role of principals in improving gender equality in education; school policies that support gender equality in education; teacher training on gender equality; and the implementation of gender equality in learning. This research concludes that the strategies can promote gender equality. This research’s contribution is to raise awareness of the significance of school cultures that promote gender equality, thus achieving Asta Cita 4 and SDG 5. Moreover, this study's results can serve as a guide for creating a school culture that supports gender equality in educational environments.
Media Edu Fun Space Untuk Meningkatkan Kemampuan Menyimak Anak Usia 5-6 Tahun Ima Mar'atusholihah; Anita Chandra Dewi Sagala; Perdana Afif Luthfy; Muniroh Munawar
PAUDIA: Jurnal Penelitian dalam Bidang Pendidikan Anak Usia Dini Vol 15 No 2 Periode Maret-Mei 2026
Publisher : Pendidikan Guru PAUD Universitas Persatuan Guru Republik Indonesia Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/paudia.v15i2.3683

Abstract

Penelitian ini dilatarbelakangi oleh rendahnya kemampuan menyimak anak usia 5–6 tahun serta terbatasnya penggunaan media pembelajaran yang menarik di PAUD. Penelitian bertujuan mengembangkan media “Edu Fun Space” berbasis video bertema antariksa untuk meningkatkan kemampuan menyimak anak di TK Al Azhar 22 Semarang. Metode yang digunakan yaitu Research and Development (R&D) dengan model ADDIE pada 26 anak usia 5–6 tahun. Data dikumpulkan melalui observasi, wawancara, angket validasi ahli, dan dokumentasi, kemudian dianalisis secara deskriptif kuantitatif menggunakan persentase dan gain score sederhana. Hasil penelitian menunjukkan media memperoleh kategori layak dengan persentase validasi ahli sebesar 78,67%. Rata-rata kemampuan menyimak anak meningkat dari 76,8% pada uji coba I menjadi 86,4% pada uji coba II, terutama pada aspek perhatian dan recalling. Kebaruan penelitian terletak pada integrasi storytelling, karakter animasi, visualisasi konkret, dan aktivitas recalling dalam satu media berbasis edu-fun. Penelitian ini menunjukkan bahwa media audio-visual yang dirancang sesuai karakteristik anak usia dini dapat membantu meningkatkan kemampuan menyimak secara lebih menarik dan bermakna.
Mindfulnes Guru PAUD dalam Implementasi Deep Learning Anak Usia Dini Muniroh Munawar; Nia Lailin Nisfa
Tinta Emas: Jurnal Pendidikan Islam Anak Usia Dini Vol 5 No 1 (2026): Mei 2026
Publisher : Program Studi Pendidikan Islam Anak Usia Dini Fakultas Tarbiyah Institut Pesantren Mathali'ul Falah Pati

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35878/tintaemas.v5i1.2281

Abstract

Penelitian ini bertujuan untuk mendeskripsikan peran penting membangun mindful guru Pendidikan Anak Usia Dini (PAUD) dalam implementasi pembelajaran mendalam (deep learning) di Indonesia. Pendekatan penelitian menggunakan metode kualitatif deskriptif dengan subjek penelitian guru PAUD, kepala sekolah, dan peserta didik pada lembaga PAUD. Teknik pengumpulan data dilakukan melalui observasi, wawancara mendalam, dan dokumentasi. Hasil penelitian menunjukkan bahwa guru yang memiliki kesadaran penuh (mindfulness) mampu menciptakan suasana belajar yang lebih reflektif, empatik, bermakna, dan berpusat pada anak. Implementasi pembelajaran mendalam pada PAUD membutuhkan kesiapan guru tidak hanya pada aspek pedagogik, tetapi juga kesadaran diri dan kemampuan reflektif dalam proses pembelajaran. Penelitian ini merekomendasikan pentingnya penguatan kompetensi mindfulness guru PAUD melalui pelatihan, pendampingan, dan budaya reflektif di lembaga pendidikan.
“Pemetaan Multidimensi Literasi Asesmen Guru Pendidikan Anak Usia Dini dan Hambatan dalam Implementasi Asesmen Otentik: Bukti dari Kota Semarang.” Muniroh Munawar; Mila Karmila; Aurora Nur Aini
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 12 No. 2 (2026): June
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v12i2.20311

Abstract

This study aims to map the level of assessment literacy among early childhood education (ECE) teachers in Semarang City and to identify the challenges associated with implementing authentic assessment. The study employed a quantitative approach with a descriptive design. The sample consisted of 583 ECE teachers selected through proportionate random sampling. The instrument used was a Likert-scale questionnaire measuring five dimensions: assessment understanding, planning and implementation, recording and data processing, supporting and inhibiting factors, and professional development. The questionnaire was developed based on construct validity procedures and pilot-tested on 30 respondents. Of the initial 31 statement items, 23 were declared valid, with validity coefficients ranging from 0.392 to 0.691. The reliability test produced a Cronbach’s Alpha coefficient of 0.871, indicating high reliability. Data were analyzed using descriptive statistics, including percentages and frequency distributions. The findings indicate that teachers’ assessment literacy is at a moderate level, with stronger technical competence than conceptual and analytical competence. Teachers still experience difficulties in understanding fundamental assessment concepts, determining developmental indicators, and interpreting assessment results for instructional decision-making. In addition, major challenges arise from structural factors, such as limited time, inadequate facilities, insufficient institutional support, and unequal access to professional development opportunities. This study contributes by providing a multidimensional profile of assessment literacy encompassing conceptual, technical, analytical, structural, and professional aspects. The findings may serve as a foundation for the development of a contextual play-based assessment model.
The Role of Female Principals in Early Childhood Education on Children’s Social-Emotional Development in Supporting SDG 4 Dwi Prasetiyawati Diyah Hariyanti; Sri Suciati; Muniroh Munawar; Irma Yuliantina; Perdana Afif Luthfy
Hadlonah: Jurnal Pendidikan dan Pengasuhan Anak Vol. 7 No. 1 (2026): Hadlonah: Jurnal Pendidikan dan Pengasuhan Anak
Publisher : Program Studi Pendidikan Islam Anak Usia Dini Fakultas Tarbiyah UI BBC

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47453/hadlonah.v7i1.4129

Abstract

This study investigates the role of female principals in early childhood education (ECE) in fostering children’s social-emotional development toward achieving Sustainable Development Goal 4 (SDG 4). A convergent mixed-method survey was conducted with 164 female ECE principals in Central Java, Indonesia. Quantitative data were analyzed using descriptive statistics, while qualitative responses were examined through thematic analysis to explain contextual challenges. The findings reveal that democratic leadership is the most dominant style (78% “always”), followed by delegative (70%), transformational (68%), and authoritarian leadership (42%). The relatively high use of authoritarian leadership indicates that principals often combine participatory and directive approaches in response to contextual challenges, including limited teacher competence and institutional constraints. The novelty of this study lies in three aspects. First, unlike previous Indonesian studies that mainly focused on teacher performance and administrative effectiveness, this study directly links female leadership styles with children’s social-emotional development outcomes. Second, this study integrates gender-based leadership analysis with the Socio-Ecological Model, emphasizing that children’s development is influenced not only by school leadership but also by collaboration among schools, families, and communities. Third, this study proposes a categorized framework of structural, human resource, and socio-cultural barriers that mediate leadership effectiveness in ECE institutions. The findings demonstrate that leadership effectiveness in ECE cannot be measured solely through managerial success, but through its contribution to holistic child development. This study also challenges the assumption that democratic leadership alone guarantees educational quality, showing that systemic support, teacher readiness, and parental involvement significantly shape leadership outcomes. The study repositions female leadership in ECE as outcome-oriented leadership that prioritizes children’s developmental well-being in line with SDG 4.
Assessing Integrated Quality Management Implementation in Early Childhood Education Institutions: A Quantitative Survey from Indonesia Dwi Prasetiyawati Diyah Hariyanti; Muniroh Munawar; Asep Ardiyanto; Coryza Nursyahbani
At- Ta'lim : Jurnal Pendidikan Vol. 12 No. 2 (2026): June
Publisher : LP3M Universitas Islam Zainul Hasan Genggong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55210/attalim.v12i2.2494

Abstract

This study aims to assess the level of implementation of Integrated Quality Management (IQM) in Early Childhood Education (ECE) institutions and to identify strengths and variations across different institutional dimensions. The study employed a descriptive quantitative survey design. Data were collected from 100 accredited ECE institutions in Semarang City, Indonesia, using a structured questionnaire consisting of 20 items covering seven IQM dimensions. Data analysis was conducted using descriptive statistics to examine mean scores, variation, performance categories, and rankings for each dimension. The results indicate that the overall level of IQM implementation falls within the “good” category (M = 3.15; SD = 0.29). The learning process dimension shows the highest level of implementation, while quality culture has the lowest mean score and the highest variation. Most institutions are categorized as “Good” and “Very Good,” indicating relatively homogeneous quality management practices among accredited institutions, although variations remain in organizational culture and support systems. These findings suggest that while pedagogical quality has been well managed, strengthening quality culture remains a key challenge. Enhancing leadership capacity, internal quality assurance systems, and continuous improvement mechanisms are essential to improving IQM implementation in ECE. This study provides comprehensive empirical evidence on IQM implementation in ECE within a developing country context and contributes to the global discourse on quality assurance and educational management.
Peningkatan Kompetensi Guru Paud dalam Menciptakan Mindful, Meaningful, dan Joyful Learning Muniroh Munawar; Nia Lailin Nisfah
Kifah: Jurnal Pengabdian Masyarakat Vol 5 No 1 (2026): Juni 2026
Publisher : Mafapress Institut Pesantren Mathali'ul Falah Pati

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35878/kifah.v5i1.2311

Abstract

Early Childhood Education (ECE) teachers play a strategic role in creating learning environments that support children's optimal development. However, learning practices that focus primarily on academic achievement often limit opportunities for children to experience meaningful and enjoyable learning. This Community Service Program aimed to enhance ECE teachers’ competencies in designing and implementing mindful, meaningful, and joyful learning. The program involved ECE teachers from various institutions in Pati Regency and was conducted through training sessions, mentoring, group discussions, and practical lesson-planning activities. The implementation stages included needs assessment, material delivery, learning design workshops, and program evaluation. The results indicated an improvement in teachers’ understanding of child-centered learning, the application of mindfulness in educational interactions, strategies for creating meaningful learning experiences, and techniques for fostering joyful learning environments. Furthermore, participants demonstrated the ability to develop more creative, contextual, and developmentally appropriate learning plans. The program contributed positively to the enhancement of teachers’ professional competencies and supported the implementation of higher-quality learning practices in ECE settings. Therefore, continuous training and mentoring are recommended to strengthen the sustainable application of mindful, meaningful, and joyful learning in early childhood education institutions.
Co-Authors A.A. Ketut Agung Cahyawan W Agus Suharno Agus Suharno alfiah alfiah Anis Nur Farida Anita Chandra D.S., Anita Chandra D.S., Anita Chandra Dewi Sagala, Anita Chandra Dewi Annisa*, Fairuz Ariantiningsih, Siti Arri Handayani Arri Handayani Asep Ardiyanto Aurora Nur Aini Aurora Nur Aini, Aurora Azizah, Ulul Fatihah Nur Bagus Ardi Saputro Coryza Nursyahbani D. H., Dwi Prasetiyawati Diyah Denok Mayasari Nurrokhmah Dewi. S, Anita Chandra Dias Andris Susanto Diyah Hariyanti Dwi Prasetiyawati Dwi Prasetiyawati Dwi Prasetiyawati D.H Dwi Prasetiyawati D.H Dwi Prasetiyawati D.H Dwi Prasetiyawati D.H Dwi Prasetiyawati D.H. Dwi Prasetiyawati Diyah Hariyanti Dwi Prasetiyawati Dyah Hariyanti Eva. R. Manalu, Eva. R. Fairuz Annisa* Fajar, Naelatul Fenny Roshayanti Hariyanti, Dwi Prasetiyawati Diyah Hidayah, Rizka Idzah Kornila Ika Menarianti, Ika Ima Mar'atusholihah Irfan Saninur Azis Irma Yuliantina Isnain, Waffa Nuraini Istiyaningsih, Rumiyatun Joko Siswanto lailatul mutahijhah Luluk Elyana Lutfhy, Perdana Afif Maetam, Adul Maryam Maryam Mega Novita Mila Karmila Mila Karmila Murphy, Susan P Neli Rifhayati Nia Lailin Nisfa Nia Lailin Nisfah Nia Lailin Nisfah Nila Kusumaningtyas Nila Kusumaningtyas, Nila Nisfah, Nia Lailin NUR CHOLIFAH Nur Hidayat Nur Hidayat Nurina Happy Nursyahbani, Coryza Perdana Afif Luthfy Prasetiyawati, Dwi Prasetiyo Prasetiyo Pristia Sabrina Priyatno, Wawan Purwadi Putri Purwaningsih Ratna Wahyu Pusari . . Rieyani Okta Sumbawa Rohmah, Nur Hanifatul Sary, Oktavia Indah Permata Setyoady, Yuris Siti Ariantiningsih Siti Fitriana Siti Fitriana Sri Suciati Sudargo Sudargo Sudargo Sugiyanti Sugiyanti Sukamto Suwarno Widodo Vioren Irodatus Sakinah Widyanti, Juliana Dewi Wiwik Chitra Pratiwi, Wiwik Yuris Setyoadi Yuris Setyoadi Zuhri, Putri RA Zuhri, Putri RA