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All Journal Jurnal Penelitian dan Pengembangan Pendidikan Jurnal Bahana Manajemen Pendidikan Jurnal Hortikultura Jurnal Pengkajian dan Pengembangan Teknologi Pertanian AWLADY Jurnal Pendidikan Anak Al Ishlah Jurnal Pendidikan Jurnal PG-PAUD Trunojoyo : Jurnal Pendidikan dan Pembelajaran Anak Usia Dini Jurnal Bina Praja RAUDHAH Atthulab: Islamic Religion Teaching and Learning Journal Creative Research Journal International Journal of Elementary Education Jurnal At-Tarbiyat (Jurnal Pendidikan Islam) Jurnal Entomologi Indonesia Ta'dib: Jurnal Pendidikan Islam EduChild: Majalah Ilmiah Pendidikan JURNAL RAUDHAH JURPIKAT (Jurnal Pengabdian Kepada Masyarakat) JURNAL KEISLAMAN TARBAWY: Indonesian Journal of Islamic Education Journal of General Education and Humanities International Journal of Ethno-Sciences and Education Research Penamas Lughawiyah: Journal of Arabic Education and Linguistics JOTTER MARAS : Jurnal Penelitian Multidisplin Jurnal Penelitian Pendidikan Indonesia Jurnal Keislaman Al-Hayat: Journal of Islamic Education Sekolah Dasar: Kajian Teori dan Praktik Pendidikan
Agus Ruswandi
Universitas Islam Nusantara
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Implementation of the Pancasila student profile strengthening project (p5) in early childhood education (PAUD) Agus Ruswandi; Andina Alviona; Ghina Hasna; Ine Amelia; Jihan Nabilla
JPPI (Jurnal Penelitian Pendidikan Indonesia) Vol. 10 No. 3 (2024): JPPI (Jurnal Penelitian Pendidikan Indonesia)
Publisher : Indonesian Institute for Counseling, Education and Theraphy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/020244487

Abstract

The purpose of this study was to measure the achievement of the project to strengthen the profile of Pancasila students (P5) at The Early Childhood Education unit. This study employs a quantitative research design using a survey method. The sampling technique used is simple random sampling with a margin of error of 5%. A total of 78 PAUD teachers in the Buah Batu District, Bandung City, West Java Province. The data collection method used in this study uses an online questionnaire distributed via Google Forms to each research participant consisting of 13 questions. Data analysis techniques using descriptive statistical analysis, namely by calculating the mean value of each indicator. The findings reveal that the reinforcement of P5 in PAUD settings has been achieved, as evidenced by 56.41% of teachers reporting adequate understanding of P5 and 47.43% indicating sufficient availability of P5-related documents. Statistical calculations show a final score of 66.3%, categorized as "Achieved".The results suggest that there are some areas that need to be improved, particularly in relation to teacher training, the availability of teaching modules and parental involvement in P5 implementation. Therefore, recommendations to improve the achievement of P5 implementation in early childhood education include improving teacher training and understanding, providing more resources and guidelines, and strengthening efforts to involve parents in children's character education process.
Teachers' Perspectives on Primary School Students' Speaking and Presenting Skills: A Survey Study Adrias; Mansurdin; Yunisrul; Agus Ruswandi; Fadhilah Majid
Sekolah Dasar: Kajian Teori dan Praktik Pendidikan Vol. 35 No. 1 (2026)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um009v35i12026p55-73

Abstract

Abstract: Speaking and presenting are learning outcomes that present greater challenges than other elements as they require students to possess both adequate verbal proficiency and psychological readiness. This study aims to describe teachers' perceptions of student achievement in speaking and to identify the factors perceived to influence these outcomes. A quantitative survey method was employed, utilizing questionnaires for data collection. The respondents consisted of 161 fifth and sixth-grade elementary school teachers in Padang City, selected through multistage random sampling. Data were analyzed using descriptive statistics. The results indicate that the overall achievement level of speaking and presenting in Phase C is 77.90%, categorized as "High". The highest achievement was found in students' post-learning confidence at 81.57% (Very High), while the lowest achievement was in the ability to organize a presentation with a clear structure (introduction, body, and conclusion), which only reached 69.57% and was categorized as "Moderate". Abstrak: Berbicara dan mempresentasikan merupakan salah satu hasil belajar yang lebih sulit dibandingkan unsur-unsur lain, karena keduanya menuntut siswa untuk memiliki kemampuan verbal yang memadai serta kesiapan psikologis. Penelitian ini bertujuan untuk menggambarkan persepsi guru terhadap pencapaian siswa dalam berbicara serta mengidentifikasi faktor-faktor yang dianggap memengaruhi hasil belajar tersebut. Metode survei kuantitatif digunakan dalam penelitian ini, dengan memanfaatkan kuesioner sebagai alat pengumpulan data. Responden terdiri dari 161 guru sekolah dasar kelas lima dan enam di Kota Padang, yang dipilih melalui pengambilan sampel acak bertahap. Data dianalisis menggunakan statistik deskriptif. Hasilnya menunjukkan bahwa tingkat pencapaian keseluruhan dalam berbicara dan mempresentasikan pada Fase C adalah 77,90%, yang dikategorikan sebagai "Tinggi". Pencapaian tertinggi ditemukan pada kepercayaan diri siswa pasca pembelajaran sebesar 81,57% (Sangat Tinggi), sedangkan hasil terendah terdapat pada kemampuan menyusun presentasi dengan struktur yang jelas (pendahuluan, isi, dan kesimpulan), yang hanya mencapai 69,57% dan dikategorikan sebagai "Sedang".
Teacher Strategies and Parental Involvement in Supporting the Transition from Early Childhood Education to Primary School in West Java: A Survey Study Susan Maulani; Shinta Mutiara Puspita; Agus Ruswandi; Cucu Susanti; Widya Tasya Astiti; Siti Nasriatul Hamidah; Nailal Munayah
Journal of General Education and Humanities Vol. 5 No. 2 (2026): April
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i2.1250

Abstract

The transition from early childhood education to primary school remains a critical yet underexamined phase, particularly in contexts where school readiness is narrowly defined in academic terms. Despite increasing attention to early childhood education, limited research has explored how teacher strategies and parental involvement jointly shape children’s transition. This study aims to examine the strategies employed by PAUD teachers and the role of parental involvement in supporting children’s transition to primary school in West Java. A cross-sectional survey was conducted involving 132 teachers and 182 parents. Data were analyzed using descriptive statistics and the Kruskal–Wallis H test. Findings indicate that teachers predominantly implement classroom-based strategies focused on pre-literacy, numeracy, behavioral regulation, and independence. However, these practices are more strongly influenced by parental expectations for early academic achievement than by child-centered pedagogical approaches. Collaboration between early childhood and primary school teachers remains limited, contributing to a fragmented understanding of school readiness. Parental involvement is largely home-based, with relatively low participation in school-based programs. These findings highlight the need for structured institutional collaboration and more balanced approaches to school readiness that integrate academic and developmental dimensions to support children’s holistic transition.
Early Childhood Teachers' Understanding and Practice of Inclusive Curriculum: A Mixed Method Study in Bandung Sudarti Sudarti; Susan Maulani; Agus Ruswandi
Journal of General Education and Humanities Vol. 5 No. 2 (2026): April
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i2.1258

Abstract

This study investigates Early Childhood Education (ECE) teachers’ understanding and practice of inclusive curriculum implementation, and examines the role of training and collaboration in enhancing teacher competence. Employing a concurrent triangulation mixed-method design, quantitative and qualitative data were collected through questionnaires, in-depth interviews, observations, and document analysis. Simple random sampling was used for the survey, while purposive sampling identified key informants with direct experience in inclusive practices. The findings indicate that teachers demonstrate a relatively good conceptual understanding of inclusive principles, particularly in recognizing children’s diversity, applying child-centered approaches, and valuing collaboration with parents and support staff. However, a significant gap persists between conceptual understanding and classroom practice, especially in adaptive lesson planning and differentiated instruction. Continuous professional training contributes positively to improving pedagogical competence, although institutional support and professional supervision remain limited. Collaboration among teachers, parents, and support staff is identified as a critical factor in fostering inclusive learning environments. Despite growing attention to inclusive education, prior studies have largely focused on teachers’ perceptions rather than examining how such understanding is enacted in practice, particularly through the combined influence of training and collaborative support. This study highlights the need for sustained, reflective, practice-based training and strengthened professional partnerships to ensure effective, sustainable, inclusive curriculum implementation in ECE contexts.
Co-Authors - Hardiyanto - Sabari Aang Mahyani Achmad Syafei Ade Tutty R. Rosa Adrias Adrias Agus Muharam Agus Mulyanto Ahmad Fajrun Naja Ahmad Hapidin Ahmad Hapidin Aji Winara ALEX SUMADIJAYA Alifa Nurul Fajri Alviona, Andina Amelia, Ine Amir Supriatna Andina Alviona Ani Suryani Anita Kresnawaty Ari Abdul Kohar Rahmatullah Asfiya, Wara Avirda Nuri Quroini Avirda Azizah, Annisa Nur Budiasih, Yulie Cece Hidayat Choerunnasa, Erisca Desriana Cucu Susanti Darmawan Darojat Dedi Junaedi Emay Mastiani Encilia Endrawati, Eli Erni Haryanti Fadhilah Majid Ferianto Ferianto Firdaus, M Aditya Firdaus, Muhammad Aditya Fitria, Yanti Ghina Fauziyyah Mar’atus Shalihah Ghina Hasna Gumelar, Iwang Halimatus Sya’diah Hapsari, Laras Ay Hasna, Ghina Hendi S Muchtar Hendi Suhendraya Muchtar Hendri Abdul Qohar Hilmi Kahmir Ridwan Hilmi Ridwan Kahmir Imam Asrofi Ine Amelia Ishaq , Iskandar Iskandar Ishaq Iwan Satriyo Nugroho Iwang Gumilar Jihan Nabilla Juliawati, Deti Ladiva, Hasmai Bungsu Larassaty Alifah Liferdi M Aditya Firdaus M Aditya Firdaus M. Makbul Mahensa Billqys Nurhayati Prativi, Mahensa Billqys Nurhayati mahyani, aang Maman Suherman Maman Suherman Mansurdin Maulani, Susan Mohamad Erihadiana, Mohamad Mohammad Muammar Zaky Muhammad Aditya Firdaus Muhammad Kadafi Fadilah Nabilla, Jihan Nailal Munayah Nana Sutrisna Narakusumo, Raden Pramesa Natsir, Nanat Fatah Nenden Widayanti Nuarida, Eva Bella Nurhasanah, Sindi Nurkholipah Nurkholipah, Nurkholipah P. M. Winarno Pinasti Putriani, Puput qiqi yulianti Zaqiah Rahmat Sutarya Reni Nurapriani Revita Yanuarsari Riva Ola Purwantari Rofik Sinung Basuki Ruswandi, Riki Ruswandi, Uus Saeful Bachrein Sarino Shinta Mutiara Sih Kahono Siti Nasriatul Hamidah Siti Nasriatul Hamidah Sudarti Sudarti Supriatna, Amir Suwandari, Lilis Suwarna, Muhammad Raihan Nafis Trisna Subarna Wahyu Satya Gumelar Widya Tasya Astiti Yanto Surdianto, Yanto Yeni Erita Yunisrul