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All Journal Al Ishlah Jurnal Pendidikan Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini Jurnal Ilmiah POTENSIA GOLDEN AGE: JURNAL PENDIDIKAN ANAK USIA DINI Didaktika: Jurnal Kependidikan Al Hanin
Sri Wulan
Universitas Negeri Jakarta
Education Languange, Linguistic, Communication & Media Mathematics Other

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Exploring the Development of Teacher Resilience through Mobilizing Teacher Education: A Case Study of Early Childhood Educators in Purwakarta Dede Hikmah; Sri Wulan; Elindra Yetti
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.v17i1.5353

Abstract

Resilience is a critical competency for Early Childhood Education (ECE) teachers, particularly in adapting to evolving educational demands. This study examines how participation in the Mobilizing Teacher Education program fosters resilience among ECE teachers. A qualitative case study approach was employed, involving four mobilizing teachers from Batch 7 in Purwakarta district. Participants were selected based on their active involvement in the program. Data were collected through observations, interviews, and document analysis. Triangulation and data validation tests were conducted to ensure reliability. Findings indicate that the program positively influences teacher resilience, enhancing their ability to adapt to 21st-century educational challenges, strengthening leadership skills, and improving professional competencies. However, participants faced several challenges, including limited internet access, insufficient school support, conflicts between program requirements and personal responsibilities, financial constraints, and teamwork difficulties. Time management issues often led to stress and health concerns. The study highlights the need to sustain and improve the Mobilizing Teacher Education initiative by addressing structural challenges. Enhancing institutional support, optimizing task allocation, and providing financial or logistical assistance can help mitigate obstacles. While the program fosters resilience and professional growth, its sustainability requires adjustments to reduce teacher burden. Restructuring workloads and improving resource allocation are essential to ensure a more effective and enduring professional development experience.
Building Early Numeracy Skills: A Literature Review of Numeracy Learning Implementation in Early Childhood Siti Anastasya Putri; Hapidin; Sri Wulan
Didaktika: Jurnal Kependidikan Vol. 15 No. 1 Februari (2026): Didaktika Jurnal Kependidikan
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/27454312.3797

Abstract

Numeracy skills are basic skills that are important to be developed from an early age because they play a role in forming logical thinking skills, problem solving, and children's learning readiness at the next level of education. Numeracy learning in early childhood education needs to be implemented in accordance with the characteristics of child development and learning principles in the PAUD curriculum. This study aims to systematically examine the implementation of numeracy learning in early childhood through a literature review and analyze its suitability with the perspective of the PAUD curriculum and learning principles in the Independent Curriculum. The method used is a literature study by analyzing ten relevant national journal articles, obtained through Google Scholar databases, GARUDA, and university journal portals. The selected articles were analyzed based on the focus of numeracy learning implementation, research subjects, and main findings. The results of the study show that the implementation of numeracy learning in early childhood is generally carried out through a play approach, the use of concrete and game-based media, habituation of daily activities, and child-centered learning strategies. In addition, the role of teachers and a numeracy-rich learning environment are important factors in learning success. The findings of the study also show that the practice of numeracy learning is generally in line with the principles of the PAUD curriculum and the Independent Curriculum, although there are still limitations in planning and consistency of implementation in the field. This research is expected to make a theoretical and practical contribution to the development of early childhood numeracy learning as a foundation for improving the quality of education towards a Golden Indonesia 2045.
Co-Authors Ade Karunia Rizky Manurung Agung Purwanto Andan Gustira Anggieta Suci Wardani Asep Supena Dede Hikmah Elindra Yetti Emisa Reski Rusawalsep Hapidin, Hapidin Herlina Usman Inneke Octafia Utami Ni Ketut Erawati Nurbiana Dhieni Ria Fransisca Siti Anastasya Putri Syamsul Arifin Tita Norma Gita Yuliani Nurani Yuni Dwi Suryani