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All Journal Jurnal Manajemen dan Bisnis (Performa) Edutech Jurnal Pendidikan Usia Dini PAUDIA: JURNAL PENELITIAN DALAM BIDANG PENDIDIKAN ANAK USIA DINI Al Ishlah Jurnal Pendidikan Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini Jurnal PG-PAUD Trunojoyo : Jurnal Pendidikan dan Pembelajaran Anak Usia Dini AL-ATHFAL : JURNAL PENDIDIKAN ANAK Cakrawala Dini : Jurnal Pendidikan Anak Usia Dini ABDIMAS SILIWANGI Jurnal Basicedu Aulad : Journal on Early Childhood GERVASI: Jurnal Pengabdian kepada Masyarakat Abdi: Jurnal Pengabdian dan Pemberdayaan Masyarakat Edukids: Jurnal Pertumbuhan, Perkembangan, dan Pendidikan Anak Usia Dini MURHUM : JURNAL PENDIDIKAN ANAK USIA DINI These proceedings represent the work of researchers participating in The International Conference on Elementary Education (ICEE) which is being hosted by the Elementary Education Study Programme School of Postgraduate Studies, Universitas Pendidikan Jurnal Basicedu JECIE (Journal of Early Childhood and Inclusive Education) Early Childhood Education and Parenting (ECEPA) Jurnal Pendidikan Progresif Indonesian Journal of Early Childhood Education Studies
Heny Djoehaeni
Universitas Pendidikan Indonesia
Arts Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Library & Information Science Mathematics Medicine & Pharmacology Public Health Social Sciences Other

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Cognitive Counselling Effectiveness: Assertive Approach to Deal with Stereotype and Prejudice in Early Childhood Mubiar Agustin; Heny Djoehaeni; Asep Deni Gustiana; Ryan Dwi Puspita; Yoga Adi Pratama
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.v17i1.5913

Abstract

Hateful behavior, driven by stereotypes and prejudice related to ethnicity, gender, religion, politics, aggression, and sexuality, frequently manifests in educational settings. Addressing these issues in early childhood is crucial to fostering inclusive environments. This study employed a quasi-experimental design to evaluate the effectiveness of a Cognitive Behavioral Therapy (CBT)-assertive training intervention in reducing stereotypes and prejudice in early childhood education. Seventy children were sampled, with 20 children each assigned to an experimental and a control group. The findings reveal that children, even at a young age, exhibit stereotyped behaviors of low intensity, and some demonstrate prejudice. The CBT-assertive training intervention significantly reduced these behaviors in the experimental group. Notable outcomes included a marked decrease in stereotyped behaviors and a positive shift in attitudes among children who participated in the training. These results suggest that CBT-assertive training is an effective method for reducing stereotypes and prejudice in early childhood education. Incorporating this approach into early education curricula has the potential to promote social and emotional well-being. CBT-assertive training holds promise as a practical strategy for fostering inclusivity and addressing bias in early childhood. Future research should examine the long-term impact and broader applicability of this intervention in diverse educational settings.
Pengembangan Buku Cerita Growth Mindset: Analisis Kebutuhan Guru di PAUD Haira, Haira; Rudiyanto, Rudiyanto; Djoehaeni, Heny
Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini Vol. 9 No. 6 (2025)
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/obsesi.v9i6.7654

Abstract

Penanaman Growth Mindset krusial pada anak usia 4-6 tahun sebagai fondasi daya juang, yang meyakini kemampuan dapat berkembang melalui usaha. Anak PAUD masih menunjukkan gejala Fixed Mindset yang kuat, seperti frustrasi berlebih saat gagal dan menghindari tantangan. Selain itu, media yang ada seringkali kontraproduktif karena fokus pada pujian hasil (Product Praise). Penelitian ini melaporkan hasil Fase 1 (Prelimanary research) dari Educational Design Research (EDR), yakni melakukan analisis kebutuhan untuk merumuskan spesifikasi produk pengembangan buku cerita. Metodologi penelitian menggunakan studi kualitatif eksploratif. Data dikumpulkan melalui survey kebutuhan dan pedoman wawancara semi-terstruktur kepada tiga guru PAUD kemudian data dianalisis secara tematik. Hasil penelitian ini terlihat adanya urgensi kebutuhan buku cerita yang tidak hanya fokus pada Growth Mindset, tetapi juga mengintegrasikan konsep Neuroplastisitas secara imajinatif. Ditemukan pula bahwa guru membutuhkan Panduan Co-Reading untuk mendukung strategi scaffolding yang sudah mereka terapkan. Penelitian menyimpulkan bahwa spesifikasi produk yang paling dIbutuhkan adalah (1) buku cetak dengan ilustrasi dominan, dan (2) konsep Neuroplastisitas yang disajikan sebagai analogi visual kartun (otak sebagai otot), bukan gambar literal, agar sesuai tahap berpikir semi-konkret anak. Penelitian ini berkontribusi sebagai landasan empiris bagi pengembangan media pembelajaran inovatif yang efektif dalam memperkuat growth mindset anak usia dini.
Teacher Development Models for Integrating Computational Thinking in Early Childhood Education: A Systematic Literature Review Muthia Atika Fajri; Heny Djoehaeni; Rita Mariyana
AL-ISHLAH: Jurnal Pendidikan Vol 18, No 1 (2026): MARCH 2026
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v18i1.8833

Abstract

Computational Thinking (CT) is widely acknowledged as a core competency in 21st-century education; however, its integration in Early Childhood Education (ECE) is limited by the absence of systematic teacher development frameworks.This study conducts a systematic literature review of 12 peer-reviewed articles published between 2016 and 2025, sourced from ERIC and Scopus. The analysis focuses on identifying and categorizing existing teacher development models for CT in ECE and examining their implementation and outcomes.Three categories of teacher development models were identified: (1) unplugged play-based models using concrete manipulatives; (2) plugged models emphasizing robotics and block-based coding; and (3) hybrid models integrating concrete and symbolic learning through scaffolding and debugging. Implementation is primarily embedded in daily classroom routines (75%) and supported by peer collaboration (17%), while parental involvement remains limited (8%). Outcomes are predominantly cognitive, with significant improvements in CT skills, problem-solving, and geometric reasoning. Affective outcomes, such as motivation and engagement, show moderate gains. Notable gaps include the lack of validated assessment tools and limited longitudinal evidence on professional development design.This review advances the field by proposing an ECE-specific taxonomy of teacher development models that connects pedagogical approaches with cognitive and affective outcomes. It highlights the importance of a concrete-to-symbolic learning trajectory, sustained professional coaching, and structured home–school partnerships to support developmentally appropriate, scalable, and sustainable CT integration in early education.
Teacher Responsive Strategies in Early Literacy Development: A Case Study in Suburban Jakarta Muis, Azizah; Susilana, Rudi; Ali, Mohammad; Djoehaeni , Heny; Rusman, Rusman
JURNAL PENDIDIKAN USIA DINI Vol 20 No 1 (2026): Jurnal Pendidikan Usia Dini Volume 20 Number 1 April 2026
Publisher : Program Studi Magister Pendidikan Anak Usia Dini

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jpud.v20i1.55548

Abstract

This study aims to analyze the responsive strategies used by teachers in developing early childhood literacy in suburban Jakarta. A qualitative desciptive collective case study involved observations and interviews in six urban Jakarta early childhood institutions, with data analyzed thematically using Miles and Huberman’s interactive model. Data were thematically analyzed using the lens of Culturally Responsive Teaching (CRT). The findings show that teachers implemented responsive strategies through contextual learning media, role-play activities, individual support, and children’s participation in classroom decision making. However, challenges remain, including the dominant use of worksheets, limited attention to phonological awareness and reading comprehension, the prevelence of English-baesd litercy media over the mother tounge, and suboptimal parental involvement in home literacy activities. The study concludes that early literacy development should be balanced, meaningful, and culturally grounded. Strengtening teacher capacity in implementing comprehensive responsive strategies are building active partnerships with families is essential for establishing a strong foundation for early literacy.  
Integrasi Nilai Kearifan Lokal pada Pendidikan Lingkungan Hidup di PAUD Djoehaeni, Heny; Zaman, Badru; Rudiyanto, Rudiyanto; Robayanti, Dinda
Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini Vol. 10 No. 2 (2026): in Progress
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/obsesi.v10i2.7781

Abstract

Integrasi nilai kearifan lokal dalam pendidikan lingkungan hidup di PAUD menjadi semakin penting karena mampu menghadirkan pengalaman belajar yang kontekstual dan bermakna bagi anak. Kearifan lokal tidak hanya merefleksikan identitas budaya, tetapi juga memuat praktik ekologis yang dekat dengan kehidupan sehari-hari dan mudah dipahami anak. Artikel ini menelaah bagaimana nilai-nilai tersebut dihadirkan dalam pembelajaran lingkungan melalui pendekatan kualitatif deskriptif berbasis studi pustaka dan observasi pada lembaga PAUD yang mengimplementasikan pembelajaran berbasis budaya lokal. Penelitian menggunakan pendekatan kualitatif deskriptif dengan teknik pengumpulan data berupa observasi pembelajaran, analisis dokumen perencanaan, dan wawancara informal dengan pendidik. Hasil kajian menunjukkan bahwa kegiatan seperti gotong royong menjaga kebersihan, penggunaan kembali bahan bekas, dan pengenalan flora dan fauna lokal memperkaya proses belajar serta menumbuhkan kesadaran ekologis anak melalui pengalaman langsung. Integrasi nilai lokal juga membantu anak mengenali identitas budayanya sekaligus memahami relasinya dengan lingkungan. Temuan ini menegaskan perlunya pengembangan kurikulum tematik yang merangkai kearifan lokal dan pendidikan lingkungan secara sistematis untuk memperluas makna pembelajaran sejak dini.
Co-Authors Aan Listiana Adharina Dian Pertiwi Apriyanto, Ade Ardiyanti, Dhea Asep Deni Gustiana Asyari, Sherin Maudri Ayu Aprilia Pangestu Putri Ayu Hopiani Azizah Muis, Nurbiana Dhieni, Badru Zaman Dewi Tresnawati, Siti Dhea Ardiyanti Dinda Robayanti Ernawulan Syaodih Euis Kurniati Evie Palenewen Fachrul Rozie Fajriyati, Riza Febry Maghfirah Febry Maghfirah Fitria, Risa Gunawan, Mochammad Lili Gustiana, Asep Deni Haira, Haira Hasbi Sjamsir Hidayat, Risma Wahyuni Kartika, Wilda Isna LELI KURNIAWATI Listiana , Aan Mahardika, Karla Malpaleni Satriana Mohammad Ali Mubiar Agustin Muthia Atika Fajri Mutiarasari, Airin Novi Hidayati Novi Hidayati Novi Hidayati Nur Faizah Romadona Nurhayati, Laela Nurniawati Nurniawati Nurputeri, Recka Andhara Ocih Setiasih Pertiwi, Adharina Dian Pujianti, Tiara Putri, Ayu Aprilia Pangestu Rahaju, Ine Ramdhania, Ammy Raudhatul Jannah Rifki Ahmad Fauzi Rita Mariyana Robayanti, Dinda Romadona , Nur Faizah Rozie, Fachrul Rudi Susilana, Rudi Rudiyanto Rudiyanto, Rudiyanto Rusman Rusman Ryan Dwi Puspita Setiawardani, Wawan Siti Aisyah, Euis Sjamsir, Hasbi Sugeng Santoso Tini, Wulan Tri Wahyuningsih Tri Wahyuningsih Wilda Isna Kartika Yeni Rachmawati Yeni Rachmawati Yoga Adi Pratama Zaman, Badru