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All Journal JURNAL PENDIDIKAN ANAK USIA DINI GOLDEN AGE: JURNAL PENDIDIKAN ANAK USIA DINI Jurnal Studi Guru dan Pembelajaran Jurnal Kajian Gender dan Anak Journal of Scientific Research, Education, and Technology BOCAH: Borneo Early Childhood Education and Humanity Journal International Conferences On Early Childhood Education Proceedings
BRIGITA PURIDAWATY
PAUD PPs Universitas Negeri Jakarta
Humanities Computer Science & IT Economics, Econometrics & Finance Education Engineering Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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The Influence of Raudhatul Athfal RA Teachers' Pedagogic Competence on Handling Children with Learning Difficulties in Seberang Ulu District, Palembang Yuniliyanti, Yuniliyanti; Puridawaty, Brigita
Journal of Scientific Research, Education, and Technology (JSRET) Vol. 4 No. 4 (2025): Vol. 4 No. 4 2025
Publisher : Kirana Publisher (KNPub)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58526/jsret.v4i4.815

Abstract

This study aims to determine the Pedagogical Competence of Raudhatul Athfal (RA) Teachers in handling Children with Learning Disabilities in Seberang Ulu District, Palembang City. The researcher used a quantitative method (survey) by distributing questionnaires to RA teachers in Seberang Ulu District, Palembang City. With a sample of 72 RA teachers, the results showed that the level of Pedagogical Competence of Raudhatul Athfal (RA) Teachers in handling Children with Learning Disabilities in Seberang Ulu District, Palembang City was in the "Medium" category of 49.33% (37 teachers), "Low" of 36% (27 teachers), and "High" of 14.67% (11 teachers). Based on the average value, which is 3.28%, the level of Pedagogical Competence of RA Teachers in handling Children with Learning Disabilities in Seberang Ulu District, Palembang City is in the "MEDIUM" category.
The Effectiveness of The Merdeka Mengajar Platform PMM in Supporting The Pedagogical Competence of Early Childhood Education PAUD Teachers in North Minahasa Tewuh, Adeleide Alfiani; Puridawaty, Brigita
Journal of Scientific Research, Education, and Technology (JSRET) Vol. 4 No. 4 (2025): Vol. 4 No. 4 2025
Publisher : Kirana Publisher (KNPub)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58526/jsret.v4i4.962

Abstract

This study aims to determine the effectiveness of the Merdeka Mengajar Platform (PMM) in supporting the pedagogical competence of Early Childhood Education (PAUD) teachers in North Minahasa. The researcher employed a quantitative (survey) method by distributing questionnaires to PAUD teachers in North Minahasa. With a sample size of 200 PAUD teachers, the results showed that the highest percentage—73.34% or 146 teachers—fell into the medium category of understanding, followed by 27 teachers (13.33%) with low understanding, and only 27 teachers (13.33%) with high understanding. Therefore, the effectiveness of the Merdeka Mengajar Platform (PMM) in supporting the pedagogical competence of PAUD teachers in North Minahasa is categorized as Moderate.
Development of The For See Four Si Method To Improve Pedagogical Competence of Early Childhood Teachers in The Mapanget District Manado City Saroinsong, Nola Melda; Puridawaty, Brigita
Journal of Scientific Research, Education, and Technology (JSRET) Vol. 4 No. 4 (2025): Vol. 4 No. 4 2025
Publisher : Kirana Publisher (KNPub)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58526/jsret.v4i4.963

Abstract

This study aims to develop the For See Four Si method to improve the pedagogical competence of Early Childhood Education (PAUD) teachers in the PKG, Mapanget District, Manado City. This study uses the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) development model. The research location was conducted at the PKG, Mapanget District, Manado City, involving PAUD teachers as samples in the study. Data were obtained through interviews, observations, expert validation tests, feasibility and effectiveness tests in the field. The results of the analysis showed that many teachers experienced obstacles in integrating ICT in learning, which impacted the effectiveness of teaching. After the implementation of the For See Four Si Method, a significant increase was found in the pedagogical competence of teachers, especially in the aspects of curriculum preparation, ICT use, and learning evaluation. The results of the study showed that the pedagogical competence of PAUD teachers in general had an average score of 60.23. This indicates that PAUD teachers have a basic understanding of pedagogical competence, but there is still room for improvement, especially in the aspects of mastery of learning theory, curriculum development, and ICT use. And the results of the summary of the assessment or validation carried out by experts produced an overall average score of 88% with the category Very Suitable for use in improving the pedagogical abilities of PAUD Teachers.
Dampak Program Pelatihan Transisi PAUD ke SD: Studi Kasus Pelatihan Guru TK di Kota Tasikmalaya Sugiarti, Iting; Puridawaty, Brigita; Watini, Sri
Jurnal Kajian Gender dan Anak Vol 9, No 2 (2025)
Publisher : Universitas Islam Negeri Syekh Ali Hasan Ahmad Addary Padangsidimpuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24952/gender.v9i2.17167

Abstract

Masa transisi dari Pendidikan Anak Usia Dini (PAUD) ke Sekolah Dasar (SD) merupakan periode penting yang sering menimbulkan tantangan, terutama dalam aspek sosial-emosional anak. Selama ini, persiapan transisi lebih banyak menekankan kemampuan akademik, sementara kesiapan sosial-emosional kurang mendapat perhatian. Penelitian ini bertujuan untuk menganalisis dampak program pelatihan transisi PAUD ke SD terhadap praktik guru dan perkembangan sosial-emosional anak di Kota Tasikmalaya. Metode penelitian menggunakan pendekatan kualitatif dengan studi kasus di TK Aisyiyah 2 dan TK Amani. Data diperoleh melalui wawancara mendalam, observasi, dan dokumentasi dengan partisipan kepala sekolah, guru, dan orang tua, kemudian dianalisis melalui reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa pelatihan transisi berpengaruh positif terhadap peningkatan pemahaman dan keterampilan guru dalam menyiapkan anak secara sosial-emosional. Guru menerapkan strategi pembiasaan seperti circle time, permainan tradisional, dan integrasi budaya lokal sehingga anak lebih mandiri, percaya diri, komunikatif, serta mampu mengelola emosi. Orang tua juga merasakan dampak berupa peningkatan kemandirian anak di rumah maupun di sekolah. Kendala yang ditemukan meliputi keterbatasan sarana prasarana, adaptasi guru terhadap pendekatan baru, dan kurang optimalnya keterlibatan orang tua. Disimpulkan bahwa program pelatihan transisi PAUD ke SD berkontribusi signifikan terhadap kesiapan sosial-emosional anak dan perlu dilaksanakan berkelanjutan dengan dukungan sekolah, pemerintah, serta orang tua.
Pengembangan Buku Panduan Kontekstual Berbasis Buku Cerita untuk Penguatan Literasi Budaya Anak Usia 5–6 Tahun Fitriyani, Fitriyani; Sukiman, Sukiman; Puridawaty, Brigita
BOCAH: Borneo Early Childhood Education and Humanity Journal Vol 5 No 1 (2026): BOCAH: Borneo Early Childhood Education and Humanity Journal, January 2026
Publisher : Faculty of Education and Teacher Training of UINSI Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/bocah.v5i1.12507

Abstract

Cultural literacy in early childhood is important for shaping identity and fostering an appreciative attitude towards diversity from an early age. This study aims to develop a contextual guidebook based on storybooks to strengthen cultural literacy for children aged 5–6 years and assess its feasibility and implementation in early childhood education. The study used a Research and Development (R&D) method with the 4D model (define, design, develop, disseminate). The dissemination stage was carried out through a limited trial, focusing on the product's feasibility and implementation, rather than broad effectiveness testing. Data were collected through observations, interviews, validation by content, language, and media experts, and a limited trial. Data were analyzed descriptively and quantitatively (percentage and N-gain) to assess the product's feasibility and the changes in children's cultural literacy achievements before and after using the guidebook. The results showed that the guidebook was deemed feasible based on expert evaluation, and the limited trial indicated an improvement in cultural literacy, particularly in children’s interest in cultural stories, involvement in storytelling activities, comprehension of story content, and emotional responses during learning. These findings suggest that the guidebook is practical for use by PAUD teachers and supports the development of instructional materials based on local cultural stories.
Case Study on the Impact of Permissive Parenting on Early Childhood Social–Emotional Development Ferawati, Ferawati; Puridawaty, Brigita; Pujiastuti, Nova; Rahmadhani, Nadyantri; Ni’matussilva, Fatikha; Lutfiyah, Syarifah
Journal of Scientific Research, Education, and Technology (JSRET) Vol. 5 No. 1 (2026): Vol. 5 No. 1 2026
Publisher : Kirana Publisher (KNPub)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58526/jsret.v5i1.1026

Abstract

Social–emotional development is a critical foundation for children’s lifelong learning, well-being, and social adjustment. Parenting style plays a central role in shaping children’s emotional regulation and social competence during early childhood. This study aims to explore the impact of permissive parenting on early childhood social–emotional development using a qualitative descriptive case study approach. The participant was a six-year-old male child enrolled in an early childhood education institution who demonstrated persistent challenges in emotional regulation. Data were collected through classroom observations, anecdotal records, semi-structured interviews with parents, and documentation. Data trustworthiness was ensured through technique triangulation and source triangulation. Data analysis followed the interactive model proposed by Miles, Huberman, and Saldaña, consisting of data reduction, data display, and conclusion drawing. The findings reveal that while the child demonstrated basic social interaction skills and emerging empathy, significant difficulties were evident in emotional regulation, frustration tolerance, and independent problem-solving. These findings suggest that permissive parenting, characterized by high emotional responsiveness and low behavioral control, may limit opportunities for children to develop emotional self-regulation and social–emotional autonomy. This study highlights the importance of balanced parenting practices that integrate warmth with consistent boundaries to support optimal social–emotional development in early childhood.
A Case Study of the Impact of Parenting Styles on Independence in Early Childhood Liyana, Liyana; Puridawaty, Brigita; Oktaviani, Atikah; Masniati, Baiq; Widianingsih, Popon; Sholihah, Asri Mar'atus
Journal of Scientific Research, Education, and Technology (JSRET) Vol. 5 No. 1 (2026): Vol. 5 No. 1 2026
Publisher : Kirana Publisher (KNPub)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58526/jsret.v5i1.1027

Abstract

Independence is a crucial aspect of early childhood development that contributes to the formation of self-regulation, decision-making, and responsibility. This study aims to examine the influence of parenting styles on early childhood independence through a case study of Child A, a five-year-old child. The research employed a qualitative approach using a case study method. Data were collected through observation, interviews with parents and teachers, and documentation. The findings indicate that Child A’s independence has not yet developed optimally, particularly in the emotional, behavioral, and value-based aspects. Child A demonstrates a high level of dependence on adult assistance in carrying out daily activities both at home and at school. This condition is closely related to a permissive parenting style characterized by excessive assistance and a lack of consistent responsibility training from an early age. These findings align with Hurlock’s (1993) view that children’s independence develops through opportunities, habituation, and developmentally appropriate support. Therefore, active collaboration between parents and teachers is essential to provide appropriate guidance and opportunities to foster independence in early childhood.
A Case Study on Aggressive Behavior in Early Childhood Children with Left-Brain Dominance ‘Aisy, Rahmah Rohadatul; Puridawaty, Brigita; Vebianti , Vina; Nela, Ai; Mardiana , Dian; Soniati, Nia
Journal of Scientific Research, Education, and Technology (JSRET) Vol. 5 No. 1 (2026): Vol. 5 No. 1 2026
Publisher : Kirana Publisher (KNPub)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58526/jsret.v5i1.1028

Abstract

Aggressive behavior in early childhood is a multidimensional phenomenon influenced by the interaction between neurobiological and environmental factors. This study aims to analyze aggressive behavior in early childhood with left-hemisphere dominance and to examine its relationship with social learning processes and emotional regulation. A qualitative approach with an instrumental case study design was employed. The subject was a boy aged five years and eleven months identified as having left-brain dominance and a high level of aggressiveness based on psychological assessment results. Data were collected through participatory observation, in-depth interviews with parents and a child psychologist, and analysis of psychological documents. Thematic analysis was conducted based on Bandura’s social learning theory, Pavlov’s classical conditioning theory, and executive function concepts. The findings indicate that aggressive behavior manifested in physical and verbal forms, triggered by frustration, cognitive rigidity, and limited emotional regulation. Left-brain dominance functioned as an indirect risk factor when not balanced by social-emotional maturity. This study emphasizes the importance of holistic interventions involving family and school to support optimal social-emotional development in early childhood.
A Case Study on Aggressive Behavior in Early Childhood from the Perspective of Parenting Styles and Social Environment Muplihah, Gina; Puridawaty, Brigita; Mulyani , Wiwin; Hartati, Dini; Rahayu , Dwina Febrianti Sri; Lisnawati, Lisnawati
Journal of Scientific Research, Education, and Technology (JSRET) Vol. 5 No. 1 (2026): Vol. 5 No. 1 2026
Publisher : Kirana Publisher (KNPub)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58526/jsret.v5i1.1029

Abstract

This study aims to describe aggressive behavior and emotional regulation in early childhood as viewed from parenting styles and the child’s social environment. The research employed a qualitative method with a case study approach, utilizing observation, interviews, and documentation techniques. The findings indicate that the child exhibited both verbal and physical aggression, which were influenced by authoritarian parenting practices and a less supportive social environment. The child’s emotional regulation skills were found to be low, as evidenced by difficulties in expressing and controlling emotions. This study emphasizes the importance of responsive parenting and a positive social environment in reducing aggressive behavior and enhancing emotional regulation abilities in early childhood.
Case Study On The Effect Of Audiovisual Media On The Concentration Of Children With Adhd (Attention Deficit Hyperactivity Disorder) Septiani, Tia; Puridawaty, Brigita; Rahayu, Nuni Puji; Dharina, R. Dewi; Srigunawati, Heni; Nurchafiah, Eva
Journal of Scientific Research, Education, and Technology (JSRET) Vol. 5 No. 1 (2026): Vol. 5 No. 1 2026
Publisher : Kirana Publisher (KNPub)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58526/jsret.v5i1.1030

Abstract

Children with Attention Deficit Hyperactivity Disorder (ADHD) experience major difficulties in attention control, impulse regulation, and behavioral self-regulation, which affect their engagement in classroom learning. This study aims to describe the effect of audio-visual media on improving learning concentration in an early childhood student with ADHD tendencies. The research employed a qualitative descriptive approach using a case study method involving a five-year-old boy enrolled in an Islamic kindergarten. Data were collected through participant observation, interviews with teachers and parents, and supporting documentation, including developmental records and psychological assessment results. The findings indicate that prior to the intervention, the child showed limited attention span, high distractibility, and difficulty following learning instructions. After the implementation of structured learning activities supported by audio-visual media, improvements were observed in attention duration, active engagement in learning activities, and the ability to follow simple instructions. Audio-visual media were effective in directing the child’s attention through the integration of visual and auditory stimuli, thereby reducing environmental distractions. This study concludes that audio-visual media have the potential to serve as an effective pedagogical strategy to support learning concentration in children with ADHD when applied consistently and developmentally appropriately in early childhood education settings.
Co-Authors Abda Abda Anita Apriani, Dede Apriansyah, Chandra Asmorowati, Murni Mei Bahasa, Reny Bangun, Juliani Bahagia Dharina, R. Dewi El liza, Mona Farhani , Anni Fauziah , Nurul Shifa Ferawati Ferawati Fitriyani Fitriyani hartati, dini Herbanin Radie, Fahmarisa Hilmi Hilmi Ida Nuraida Ismah, Teta Nurul Ismiati Ismiati L. Lisnawati Liyana, Liyana Lutfiyah, Syarifah Mahzura, Mahzura Maisyaroh, Nurachmi Mardiana , Dian Masfhufaturahmah, Nadia Masniati, Baiq Miftahul Jannah Mulyani , Wiwin Muplihah, Gina Musoheh, Musoheh Nela, Ai Nirwani, Nura Puspa Ni’matussilva, Fatikha Nurchafiah, Eva Nurvaera, Vuspa Oktaviani, Atikah Peloan, Dorneka Pujiastuti, Nova Rahayu , Dwina Febrianti Sri Rahayu, Nuni Puji Rahmadhani, Nadyantri Ruyanah, Ruyanah Safrianti, Eka Sari, Euis Agung Saroinsong, Nola Melda Saune, Deice Septiani, Tia Setiowati, Ike Sholihah, Asri Mar'atus Singkana, Min Sitinjak, Mika Soniati, Nia Sri Watini Srigunawati, Heni Sugiarti, Iting Sukiman Sukiman Susanti, Debie Tazkiah, Nita Tewuh, Adeleide Alfiani Vebianti , Vina Widianingsih, Popon Widiati, Debora Pujo Yeny Yuanita, Satia Imelda YULIANI, YENI Yuniliyanti, Yuniliyanti ‘Aisy, Rahmah Rohadatul