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All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal Kebijakan Publik Al Ishlah Jurnal Pendidikan Jurnal Ecopsy VISI : Jurnal Ilmiah Pendidik dan Tenaga Kependidikan Pendidikan Non Formal Child Education Journal Prosiding Seminar Nasional Pascasarjana
Diana Diana
Universitas Negeri Semarang
Humanities Decision Sciences, Operations Research & Management Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Perbedaan tingkat kecerdasan naturalis anak usia dini ditinjau dari tingkatan kelas dan jenis kelamin Henny Puji Astuti; Diana Diana; Reni Pawestuti Ambari Sumanto; Annisa Salma Fadilah; Dhea Intan Puspita Sari; Kristanti Dwi Naomi
Jurnal Ecopsy Vol 9, No 1 (2022): JURNAL ECOPSY
Publisher : Psychology Study Program, Faculty of Medicine, Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/ecopsy.2022.03.004

Abstract

Anak menunjukkan kecerdasan naturalis dengan fungsi alat pikir yang dimilikinya, dalam tingkatan kelas maupun jenis kelamin. Kecerdasan naturalis anak menggambarkan kemampuan anak dalam berpikir. Berdasarkan hasil observasi menunjukkan bahwa terdapat beragam kecerdasan naturalis pada anak karena tidak semua anak mempunyai kecerdasan naturalis yang optimal. Tujuan penelitian ini untuk menjelaskan tentang perbedaan kecerdasan naturalis anak usia dini berdasarkan pada tingkatan kelas dan jenis kelamin. Metode penelitian kuantitatif dalam penelitian ini menggunakan Uji Beda. Teknik pengumpulan data menggunakan skala kecerdasan naturalis anak usia dini dan analisis data menggunakan Independent Samples t-Test dengan bantuan program SPSS (Statictical Package for Social Science).  Penelitian ini melibatkan anak usia 4-6 tahun atau jenjang kelas TK A dan TK B yang berjenis kelamin laki-laki dan perempuan di sebuah TK di Semarang yang berjumlah 35 anak. Hasil dari penelitian ini adalah terdapat perbedaan kecerdasan naturalis anak usia dini berdasarkan pada tingkatan kelas dan jenis kelamin. Kecerdasan naturalis anak usia dini Kelas B lebih tinggi daripada Kelas A dan kecerdasan naturalis anak perempuan lebih tinggi daripada anak laki-laki. Faktor utama penyebab perbedaan tersebut adalah peran orangtua dan guru dalam mencontohkan kegiatan positif, kemandirian anak, dan inisiatif anak dalam melakukan kegiatan.
PENGARUH METODE PEMBELAJARAN DAN PENGETAHUAN BERWAWASAN LINGKUNGAN TERHADAP KECERDASAN NATURALIS ANAK USIA DINI 5-6 TAHUN Mohamad Syarif Sumantri; Diana Diana
Jurnal Ilmiah Visi Vol 6 No 1 (2011): VISI : Jurnal Ilmiah Pendidik dan Tenaga Kependidikan Pendidikan Non Formal
Publisher : Direktorat Pembinaan Guru dan Tenaga Kependidikan Pendidikan Anak Usia Dini Kementerian Pendidikan dan Kebudayaan bekerjasama dengan Fakultas Ilmu Pendidikan Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (146.524 KB) | DOI: 10.21009/JIV.0601.5

Abstract

The purpose of this research was to obtain the data on the effects of instructional methods and insightful knowledge of environment towards the naturalistic intelligence of the children at the age of five and six years. Employing experimental methods, this research was carried out in Natural Ar-Ridho Kindergarten, Semarang. The results of this research show (1) naturalistic intelligence of the children with hands-on learning method is higher than of those with storytelling method, (2)naturalistic intelligence of the children having insightful knowledge of environment and treated with hands-on method of learning is higher than those treated with storytelling method, (3) naturalistic intelligence of the children having low insightful knowledge of environment and treated with storytelling method is higher than those treated with hands-on learning methods and (4) there is interaction between instructional method and insightful knowledge of environment towards the naturalistic intelligence of the children at the age of five and six years
Peran Pola Asuh Ayah dan Ibu Terhadap Keterampilan Berbicara Anak Usia Dini Wa Ode Syamzahrah Astarin; Ali Formen; Diana Diana
Prosiding Seminar Nasional Pascasarjana Vol. 5 No. 1 (2022)
Publisher : Pascasarjana Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Keterlibatan orang tua menjadi factor yang krusial dalam perkembangan anak usia dini. Orang tua menjadi bagian primer pada proses perkembangan serta pertumbuhan anak. kiprah orang tua pada mendidik serta mengasuh anak, khususnya di perkembangan keterampilan berbicara anak ialah hal yang wajib diperhatikan. Keterampilan berbicara menjadi bagian dari keterampilan berbahasa, dengan berbahasa yakni keterampilan berbicara anak yang baik, maka membuat orang lain bisa memahami apa yang disampaikan. oleh sebab itu, memerlukan kiprah dari pola asuh orang tua. Kegunaan penelusuran artikel ini artinya buat meriview beberapa tulisan yang berafiliasi menggunakan pola asuh orang tua dan keterampilan berbicara anak usia dini. Penulis melakukan tinjauan penelitian kepustakaan atau Systematic Literature Review (SLR). akibat penelurusan menunjukkan bahwa keterampilan berbicara anak menjadi dari pola asuh orang tua yakni : kegiatan melatih keterampilan berbicara anak tidak hanya sebagai tanggung jawab orang tua yakni ibu atau ayah saja akan tetapi dengan cara melibatkan keluarga.
Voices of first graders: exploratory study on starting school during post-pandemic period Yuli Kurniawati Sugiyo Pranoto; Diana Diana; Naciye Aksoy; Sugiyo Sugiyo; Aisyah Durrotun Nafisah; Anisa Utamiyanti Tri Rumpoko
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 3: June 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i3.27320

Abstract

The involvement of children’s aspirations is an essential part of educational research that encourages effective learning and well-being among children. Thus, this study aims to promote children’s aspirations of starting schools during the post-pandemic situation. It implemented a face-to-face and online interview involving 63 first graders of primary school level aged seven years, consisting of 24 male and 39 female, by adhering to the prevailing health protocols. The thematic analysis generated two significant findings, including children’s perspectives and their preferences for either face-to-face learning or online learning. With regards to children’s perspectives, this research suggests that children prefer to learn with their teachers and friends at school. Based on the findings, further research is required to explore the responses of children, parents, and teachers to obtain comprehensive data
Learning strategies for gifted students in primary schools: A systematic review Meidias Abror Wicaksono; Yuli Kurniawati Sugiyo Pranoto; Diana Diana
Jurnal Pendidikan Anak Vol 7 No 2 (2025): Child Education Journal August
Publisher : Universitas Nahdlatul Ulama Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33086/cej.v7i2.7603

Abstract

This study aims to identify, map, and analyze various learning strategies for gifted and talented students in primary schools based on recent scientific literature. The method used is a Systematic Literature Review (SLR) conducted following the PRISMA 2020 framework. The sample comprised 28 scientific articles published between 2020 and 2024, retrieved from SCOPUS, Web of Science, ProQuest, Garuda, and SINTA databases. Data were collected using an extraction sheet containing variables such as title, author, year, country, method, sample, and findings related to learning strategies for gifted students. The data were analyzed descriptively and thematically to identify patterns, trends, implementation constraints, and implications associated with various learning strategies. The results reveal that differentiated instruction, digital technology integration, and project based constructivist approaches can optimize the development of gifted students, although their implementation in primary schools is still limited due to insufficient teacher training, technological constraints, and the absence of adequate implementation guidelines. The novelty of this study lies in its comprehensive synthesis that explicitly compares previous reviews and highlights the unique contribution of this work in linking instructional strategies with policy implications and teacher professional development. Furthermore, this study provides practical implications for teachers, curriculum developers, and policymakers by offering evidence based recommendations to enhance instructional practices. In conclusion, an adaptive learning approach based on the needs of gifted students requires teacher training, curriculum adjustment, and strengthened technological infrastructure to ensure effective and sustainable learning practices.
Fathers' Involvement in Early Childhood Education: Navigating Parenting with Working Mothers in the Digital Age Feunika Apsira Sutrisno; Diana Diana; Edi Waluyo
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 2 (2025): JUNE 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i2.6720

Abstract

Social skills are a key component of early childhood social-emotional development. This study investigates the influence of gadget usage intensity, parenting patterns of working mothers, peer interaction, and the moderating role of father involvement on early childhood social development.This explanatory research employed a quantitative approach, targeting kindergarten teachers and students in Mayong District, Jepara Regency. Using proportionate random sampling, 100 participants were selected. Data were collected through questionnaires and analyzed using multiple regression analysis with moderation testing.Findings revealed that gadget usage intensity (p = 0.041), working mothers' parenting patterns (p = 0.017), and peer interaction (p = 0.040) significantly affected early childhood social development. Father involvement significantly moderated the effect of working mothers' parenting patterns (p = 0.047), strengthening their influence on children’s social development. However, father involvement did not moderate the impact of gadget usage (p = 0.184) or peer interaction (p = 0.449).The results suggest that balanced parenting and peer interaction are crucial for early childhood social development, and father involvement can enhance maternal parenting effectiveness. In contrast, excessive gadget use remains a risk factor.Parental supervision, particularly in gadget use, is essential. Schools should implement interactive group activities to support children’s social skills. Future studies should explore additional influencing factors, such as family support and parent-child communication, to provide a more comprehensive understanding of early childhood social development.
Teachers’ Strategies to Address Picky Eating in Indonesian PAUD Classrooms: A Sequential Explanatory Mixed-Methods Study Efi Yulistiani; Diana Diana; Deni Setiawan
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): DECEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i4.8457

Abstract

Picky eating is a common issue among preschool children, potentially impacting their nutritional status and development. This study aimed to examine teacher-led strategies in addressing picky eating behaviors among children aged 4–6 years in early childhood education (PAUD) settings in the Mawar Cluster, Moga District, Indonesia. A sequential explanatory mixed-methods design was employed. Quantitative data were collected from 36 identified picky eaters through anthropometric measurements (BAZ) at baseline and after a 12-month school-based supplementary feeding program (PMTAS). Additional data included responses from 14 teachers and 36 parents using the Children’s Eating Behaviour Questionnaire (CEBQ). Qualitative data were gathered via interviews, classroom observations, and documentation, and analyzed thematically. The proportion of children with normal nutritional status increased from 86.1% to 91.6%, with improvements noted in undernutrition and overweight cases. Teachers employed strategies such as integrating nutrition education into thematic learning (e.g., songs, role-play), creative food presentation, communal eating routines, and close collaboration with parents. These efforts were reinforced at home through adapted lunchbox practices and consistent communication. The integration of pedagogical approaches with parental involvement effectively improved children’s food acceptance and nutritional outcomes. The findings support the importance of structured, enjoyable, and collaborative strategies in addressing picky eating in PAUD settings. These results offer practical implications for teacher training and the enhancement of school-based nutrition interventions in early childhood education.
The Role of Principal Support in Enhancing Educators' Mental Health and Work Productivity Reza Murtisari; Ali Formen; Diana Diana
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 1 (2025): MARCH 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i1.6200

Abstract

The demanding workload and responsibilities faced by early childhood education (PAUD) teachers often contribute to mental health challenges, which in turn affect their productivity. Support from school principals is essential in fostering a healthy and effective educational environment. This study examined the influence of principal support on the mental health and work productivity of PAUD teachers in Semarang City. A total of 111 teachers were selected through purposive sampling using the Slovin formula with a 5% margin of error. The sample included only schools led by principals who do not simultaneously serve as teachers. Data were collected using a Likert-scale questionnaire distributed via Google Forms. Statistical analyses included tests for normality, significance, linearity, multicollinearity, heteroscedasticity, and multiple regression. The findings revealed that principal support has a significant positive effect on both the mental health and work productivity of PAUD teachers. Enhanced support from principals was associated with better mental well-being among teachers, which in turn led to increased productivity. Furthermore, the effect of principal support in maintaining teachers’ mental health accounted for 46.2% of the variance in their work productivity. Principal support plays a vital role in maintaining teachers’ mental health and enhancing their productivity. Strengthening leadership support within early childhood education settings can contribute to improved teacher performance and overall educational quality.
The Effect of Welfare Fulfillment on Kindergarten Teacher Performance: The Mediating Role of Motivation in Tunjungan District, Indonesia Chilya Sulchaniya; Yuli Kurniawati; Diana Diana
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): DECEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i4.8351

Abstract

Teacher welfare is a crucial factor influencing motivation and performance, especially in early childhood education settings. This study investigates the effect of welfare fulfillment on teacher performance, with work motivation as a mediating variable, among kindergarten teachers in Tunjungan District, Blora Regency. A quantitative ex post facto design was employed, involving a total population of 82 kindergarten teachers through a total sampling technique. Data were collected using validated and reliable questionnaires and analyzed using path analysis in SPSS 25 to test both direct and indirect relationships among variables. The findings revealed that teacher welfare fulfillment significantly influenced work motivation, with a path coefficient of 0.742 (R² = 0.551). Welfare fulfillment also had a direct positive effect on teacher performance, while motivation had a significant effect on performance with a path coefficient of 0.745 (R² = 0.250). The indirect effect of welfare on performance through motivation (0.55) was greater than the direct effect (0.318), confirming the mediating role of motivation. These results suggest that fulfilling teachers’ welfare needs—both material and psychosocial—enhances motivation and, consequently, improves professional performance. The study supports motivational theories such as Maslow’s hierarchy of needs and McClelland’s theory, emphasizing the importance of well-being in educational outcomes. Welfare fulfillment plays a vital role in enhancing teacher motivation and performance. Future studies should explore additional variables and broader contexts to increase the generalizability of the findings.
Fulfilment of Early Childhood Rights for Children of Inmates Who Live in Prisons: A Case Study of Semarang Women's Prison Elisa Rahmawati; Diana Diana
Jurnal Kebijakan Publik Vol 16, No 2 (2025)
Publisher : Fakultas Ilmu Sosial dan Ilmu Politik Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jkp.v16i2.8749

Abstract

This study aims to determine the prison's efforts in fulfilling the rights of children of correctional prisoners (WBP) both those who are still in the womb and those under 3 years old. In addition, this study aims to ensure the psychological stability of WBP who are mothers as the main caregivers of children. The research was conducted with a case study qualitative research design. Primary data sources were obtained from information from interviews with prison staff and prisoners who have experienced pregnancy and parenting in prison. While secondary data sources were taken from documentation of previous sources including child development records and Instagram media content studies. Data collection was conducted through interviews, observation, and documentation. The data were analyzed using thematic qualitative data analysis techniques. The results of the study found that prisons provide easy access to health, the provision of health and development facilities, and a guarantee of security from violence and discrimination for early childhood. While the second finding is that the mother's psychological condition is still stable so that there is minimal parenting stress that leads to violence. This is due to the support of psychological services for prisoners and the positive relationship between the prison and the mother (WBP). Implications for further research are written in this article.
Co-Authors Aisyah Durrotun Nafisah Ali Formen Ambari Sumanto, Reni Pawestuti Anisa Utamiyanti Tri Rumpoko Annisa Salma Fadilah Chilya Sulchaniya DENI SETIAWAN Dhea Intan Puspita Sari Edi Waluyo Efi Yulistiani Elisa Rahmawati Feunika Apsira Sutrisno Henny Puji Astuti, Henny Puji Kristanti Dwi Naomi Meidias Abror Wicaksono Mohamad Syarif Sumantri Naciye Aksoy Neneng Tasu’ah, Neneng Rahmawati Prihastuty, Rahmawati Reza Murtisari Rina Windiarti, Rina Sugiyo Sugiyo Wa Ode Syamzahrah Astarin Wantoro Wantoro Yuli Kurniawati Yuli Kurniawati Sugiyo Pranoto