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All Journal Jurnal Pendidikan Usia Dini JURALIANSI (Jurnal Lingkup Anak Usia Dini) JURALIANSI (JURNAL LINGKUP ANAK USIA DINI)
AFIFATU ROHMAWATI, AFIFATU
Universitas Negeri Jakarta
Religion Arts Education Languange, Linguistic, Communication & Media Neuroscience

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POLA ASUH ORANGTUA PADA GENERASI ALPHA 
DI RA MUSLIMAT DARUS SALAM HARJOKUNCARAN-MALANG Rohmawati, Afifatu; Rosida, Cholifatur
JURALIANSI: Jurnal Lingkup Anak Usia Dini Vol. 6 No. 1 (2025): JURALIANSI (JURNAL LINGKUP ANAK USIA DINI)
Publisher : Program Studi Pendidikan Islam Anak Usia Dini (PIAUD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35897/juraliansi.v6i1.1869

Abstract

The Technological advancement is increasingly complex and rapidly influencing society, especially among youth and children. Managing the current level of technological and informational growth appears nearly impossible. This development pertains to contemporary children, commonly referred to as the alpha generation, which includes those born between 2013 and 2025. The majority of alpha generation members are offspring of Millennials and grandchildren of baby boomers. This study focuses on analyzing: 1) parenting styles, 2) parental regulation of alpha generation children regarding technology use in the digital age, and 3) the effects of digital technology usage on the social development of alpha generation children. The analysis integrates conceptual frameworks with real-world social contexts. To thoroughly and comprehensively explore the aforementioned issues, the researcher employed field research methods alongside a descriptive analysis approach, which effectively provides factual information and data concerning parenting styles. The collected data was then analyzed to address the identified problems. The research findings indicated that the predominant parenting style observed is democratic parenting. Parents maintain daily supervision over their children, particularly when they are engaging with cellphones or gadgets. Parents and educators leverage digital technology to create more enjoyable learning experiences for children. The study concluded that parental roles in monitoring technology use involve establishing strict and disciplined boundaries. Additionally, parental support for the alpha generation’s learning process via technology allows for the selection of educationally valuable learning concepts.
IMPROVING COLLABORATIVE TECHIQUES IN SCIENCE LEARNING AS A PROSES FOR EARLY CHILHOOD AT KINDERGARTEN CERIA 2 SUMBERMANJING-MALANG Rohmawati, Afifatu
JURALIANSI: Jurnal Lingkup Anak Usia Dini Vol. 6 No. 2 (2025): JURALIANSI (JURNAL LINGKUP ANAK USIA DINI)
Publisher : Program Studi Pendidikan Islam Anak Usia Dini (PIAUD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35897/juraliansi.v6i2.2497

Abstract

The implementation of children's collaborative abilities is a challenge for teachers and parents in creating science learning as a process. Where, students will create science-based works carried out in stages. Science as a process has a complex level of difficulty with a gradual level of difficulty. The purpose of describing collaborative abilities and science learning. The researcher's methodology uses classroom action (CAR), the researcher has a strategy in providing actions to overcome every problem-solving in the class. So that it can be done communicatively in the form of active collaboration. with observation, interview, and documentation data collection techniques. The results of research and learning are carried out based on learning strategy planning, determining learning techniques, and improvement results. The learning strategy emphasizes theme selection and creating creative learning strategies, while the learning techniques use object analysis, experiments, and loose parts. The collaborative concept is carried out in the form of internal teamwork, individual collaboration, and collaboration with external teams/parents. The results of the improvement show that the data for meeting cycle 1 reaches 37.5% - 70%. Meeting cycle 2 reaches 51% - 75%, meeting cycle 3 reaches 65% - 82%. The average cycle results for each meeting reached 54.5% for meeting 1, 63% for meeting 2, and 73% for meeting 3. Therefore, the data shows a significant increase in collaborative skills in science learning from cycle 1 to cycle 2 at each meeting. This represents the latest innovation in learning, in terms of learning strategies, learning techniques, and learning media in every lesson for early childhood.
IMPROVING COLLABORATIVE TECHIQUES IN SCIENCE LEARNING AS A PROSES FOR EARLY CHILHOOD AT KINDERGARTEN CERIA 2 SUMBERMANJING-MALANG Rohmawati, Afifatu
JURALIANSI: Jurnal Lingkup Anak Usia Dini Vol. 6 No. 2 (2025): JURALIANSI (JURNAL LINGKUP ANAK USIA DINI)
Publisher : Program Studi Pendidikan Islam Anak Usia Dini (PIAUD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35897/juraliansi.v6i2.2497

Abstract

The implementation of children's collaborative abilities is a challenge for teachers and parents in creating science learning as a process. Where, students will create science-based works carried out in stages. Science as a process has a complex level of difficulty with a gradual level of difficulty. The purpose of describing collaborative abilities and science learning. The researcher's methodology uses classroom action (CAR), the researcher has a strategy in providing actions to overcome every problem-solving in the class. So that it can be done communicatively in the form of active collaboration. with observation, interview, and documentation data collection techniques. The results of research and learning are carried out based on learning strategy planning, determining learning techniques, and improvement results. The learning strategy emphasizes theme selection and creating creative learning strategies, while the learning techniques use object analysis, experiments, and loose parts. The collaborative concept is carried out in the form of internal teamwork, individual collaboration, and collaboration with external teams/parents. The results of the improvement show that the data for meeting cycle 1 reaches 37.5% - 70%. Meeting cycle 2 reaches 51% - 75%, meeting cycle 3 reaches 65% - 82%. The average cycle results for each meeting reached 54.5% for meeting 1, 63% for meeting 2, and 73% for meeting 3. Therefore, the data shows a significant increase in collaborative skills in science learning from cycle 1 to cycle 2 at each meeting. This represents the latest innovation in learning, in terms of learning strategies, learning techniques, and learning media in every lesson for early childhood.
Co-Authors Amalia , Dahlia Rohmania, Ari Rosida, Cholifatur Sari , Aisah Novia