Garuda - Garba Rujukan Digital

Analysis of the Teacher's Role in Digital Media-Based Learning Activities Through the Scaffolding Method in Early Childhood Education Tria Rizky Gantika; Asep Kurnia Jayadinata; Dhea Ardiyanti
Edu Happiness: Jurnal Ilmiah Perkembangan Anak Usia Dini Vol. 5 No. 2 (2026): July
Publisher : Lembaga Penelitian Dan Pengabdian Masyarakat (LPPM) STITNU Al-Farabi Pangandaran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62515/eduhappiness.v5i2.1533

This study was motivated by the still low levels of literacy and numeracy achievement in Indonesia in the digital era, highlighting the need for teachers to implement innovative learning approaches that are appropriate for the characteristics of early childhood. One approach that can be applied is the digital media-based scaffolding method, which provides gradual assistance to help children learn and complete tasks independently. This study aims to analyze the teacher's role in implementing digital media-based scaffolding for early childhood education in kindergarten. The research employed a descriptive qualitative approach. The participants consisted of one teacher and Group A children aged 4–5 years. Data were gathered through observation, interviews, and documentation and analyzed using the interactive model of Miles, Huberman, and Saldana, which includes data reduction, data display, and conclusion drawing. The findings show that teachers perform essential roles as educators, facilitators, guides, and motivators in digital media-based learning activities.The most dominant role is that of a guide, as teachers provide gradual assistance through instructions, demonstrations, guiding questions, and direct support until children are able to complete tasks independently. The study concludes that the implementation of digital media-based scaffolding can support early childhood learning when accompanied by optimal teacher involvement. It is expected that the findings of this study will contribute to the development of more effective teaching practices that are aligned with the developmental needs of young children.

Resilience of Male Early Childhood Education Teachers Regina Putri; Asep Kurnia Jayadinata; Risty Justicia; Dhea Ardiyanti
G-Couns: Jurnal Bimbingan dan Konseling Vol. 10 No. 01 (2026): January 2026, G-Couns: Jurnal Bimbingan dan Konseling
Publisher : Universitas PGRI Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31316/g-couns.v10i01.8251

This article aims to explore the resilience and strategies employed by male early childhood education (PAUD) teachers in addressing the challenges of gender stereotypes within a female-dominated profession. This study employed a case study method using in-depth interview techniques. The data were analyzed through thematic analysis involving three male PAUD teachers. The interview results revealed that the resilience of male PAUD teachers is shaped by two main categories: internal and external factors. Internal factors include an interest in teaching, affection for children, confidence in one’s career choice, a sense of happiness, a desire to be a role model, and a personal meaning in being a PAUD teacher. External factors include support from colleagues and school administrators. In response to gender stereotypes, male teachers have developed several strategies, including fostering open communication with parents to reduce prejudice, emotionally and methodologically adapting to students, and utilizing social media to enhance their visibility and strengthen the positive image of male PAUD teachers. This study recommends the importance of more gender-inclusive institutional policies, such as anti-stereotyping training in educational institutions and the creation of fair representation in decision-making processes within PAUD settings. Keywords: resilience, male teachers, early childhood education

Peran Guru dalam Menumbuhkan Kemandirian Anak Usia 5-6 Tahun di Sekolah Indonesia Kuala Lumpur Dwinta Nuha Afifah; Asep Kurnia Jayadinata; Dhea Ardiyanti; Budi Siswanto; Rupinis
Jurnal Pendidikan (Teori dan Praktik) Vol 11 No 1 (2026): Vol. 11 No. 1 (2026): Volume 11, Nomor 1, April 2026
Publisher : Fakultas Ilmu Pendidikan Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jp.v11n1.p40-48

This study aims to explain the role of teachers in fostering the independence of children aged 5-6 years. The purpose of this study is to examine teachers' roles in fostering independence among children aged 5-6 years. Children's independence is an important aspect of development closely related to problem-solving skills and the formation of a responsible, confident character. This study uses a qualitative case study approach. Data were obtained through observation, in-depth interviews, and documentation, and analyzed using Miles and Huberman's interactive model. The findings of this study show that teachers serve as facilitators, role models, encouragers, and consistent rule-makers to instill independent habits in children. The steps taken include providing real examples, providing verbal encouragement, positive appreciation, and providing opportunities for children to complete tasks independently. Simple activities such as eating, putting on shoes, buttoning clothes, and tidying up toys are practical for developing a sense of responsibility and problem-solving skills. This study emphasizes the importance of consistency in habituation, a supportive environment, and cooperation between teachers and parents to increase children's independence from an early age

Analisis Konsep Bahasa Cinta Dalam Pola Asuh Terhadap Pembentukan Karakter Anak Tazkia Nafisa Ilmi; Asep Kurnia Jayadinata; Gia Nikawanti
Publikasi Pendidikan Vol 16, No 2 (2026)
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70713/publikan.v16i2.83863

Penelitian ini bertujuan untuk menganalisis integrasi konsep bahasa cinta (love language) dalam pola asuh orang tua serta dampak terhadap pembentukan karakter anak. Penelitian menggunakan pendekatan kualitatif deskriptif dengan desain studi literatur (library research). Sumber utama dalam penelitian berasal dari buku The 5 Love Languages of Children karya Gary Chapman dan Ross Campbell, yang dipadu dengan teori pola asuh Diana Baumrind serta teori pendidikan karakter Thomas Lickona. Teknik analisis data yang digunakan dalam penelitian ini adalah analisis isi (content analysis) dengan tahapan pengumpulan data, reduksi data, klasifikasi data, interpretasi data, dan penarikan kesimpulan berdasarkan keterkaitan antar teori dan hasil penelitian terdahulu. Hasil kajian menunjukkan bahwa penerapan bahasa cinta yang tepat dan sesuai dengan kebutuhan emosional anak berperan sebagai media komunikasi emosional yang efektif antara orang tua dan anak. Pola asuh otoritatif (demokratis) mengintegrasikan bahasa cinta memberikan kontribusi signifikan terhadap pembentukan karakter anak yang positif, meliputi kepercayaan diri, keamanan emosional, dan kemampuan beradaptasi. Sebaliknya, pola asuh abai (neglectful) dan otoriter yang tidak disertai pemenuhan bahasa cinta pada anak, berpotensi menghambat perkembangan sosial-emosional anak.

Efektivitas Penggunaan Metode Bermain Peran Dalam Meningkatkan Kemampuan Berkomunikasi Anak Usia Dini Alya Rizky Febriani; Asep Kurnia Jayadinata; Dhea Ardiyanti
Tunas Cendekia : Jurnal Program Studi Pendidikan Anak Usia Dini Vol. 9 No. 2 (2026): Tunas Cendekia : Jurnal Program Studi Pendidikan Anak Usia Dini
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/tunascendekia.v9i2.12470

Keterampilan komunikasi merupakan salah satu aspek penting dalam perkembangan anak usia dini karena mendukung kemampuan anak dalam berinteraksi, menyampaikan pikiran, perasaan, dan kebutuhan kepada orang lain. Dalam praktik pembelajaran, masih ditemukan anak yang kurang aktif berkomunikasi sehingga diperlukan kegiatan pembelajaran yang memberikan kesempatan kepada anak untuk terlibat secara langsung dalam interaksi sosial. Salah satu alternatif yang dapat digunakan adalah metode bermain peran karena memungkinkan anak berkomunikasi melalui situasi yang dekat dengan pengalaman sehari-hari. Penelitian ini bertujuan untuk mengetahui efektivitas metode bermain peran dalam meningkatkan keterampilan komunikasi anak usia dini serta memberikan gambaran mengenai penerapannya sebagai alternatif pembelajaran yang interaktif dan kontekstual. Penelitian ini menggunakan pendekatan kuantitatif dengan desain eksperimen pretest-posttest. Subjek penelitian berjumlah 15 anak usia dini. Data dikumpulkan melalui observasi keterampilan komunikasi sebelum dan setelah penerapan metode bermain peran dengan menggunakan instrumen yang telah disiapkan berdasarkan indikator keterampilan komunikasi anak. Data selanjutnya dianalisis menggunakan Wilcoxon Signed Rank Test untuk mengetahui perbedaan keterampilan komunikasi sebelum dan setelah diberikan perlakuan. Hasil penelitian menunjukkan bahwa seluruh anak mengalami peningkatan keterampilan komunikasi setelah penerapan metode bermain peran, yang ditunjukkan oleh 15 positive ranks, tanpa adanya negative ranks maupun ties. Hasil uji Wilcoxon memperoleh nilai Z = -3,413 dengan Asymp. Sig. (2-tailed) = 0,001 < 0,05, sehingga terdapat perbedaan yang signifikan antara keterampilan komunikasi anak sebelum dan setelah penerapan metode bermain peran. Temuan ini menunjukkan bahwa bermain peran dapat menjadi salah satu alternatif pembelajaran yang memberikan ruang bagi anak untuk berinteraksi dan berkomunikasi melalui pengalaman sosial yang bermakna. Secara praktis, penelitian ini berkontribusi dalam memberikan alternatif bagi pendidik PAUD untuk mengembangkan keterampilan komunikasi anak melalui kegiatan yang interaktif, kontekstual, dan sesuai dengan karakteristik pembelajaran anak usia dini.

Early Childhood Education Teachers' Perception of the Implementation of the Collaborative Reflection Model in Character Education Triana Maulida; Asep Kurnia Jayadinata; Triana Maulida; Asep Kurnia Jayadinata; Dhea Ardiyanti
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 7 No. 1 (2027)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v7.i1.2027.13

Early childhood character education often still relies on passive one-way instruction, even though this approach has proven to be less effective in instilling moral values than direct experience and interaction. This study aims to explore the perception of early childhood education teachers towards the implementation of the collaborative reflection model in character education, especially regarding relevance, feasibility, obstacles, and support needs in daily pedagogical practice. The study used a qualitative descriptive case study design involving educators at a daycare in Cileungsi, Bogor Regency, selected through purposive criterion sampling, with data collected through semi-structured in-depth interviews, pre- and post-observation binary questionnaires, and thetically analyzed field notes. The results showed that teachers' perceptions underwent a significant transformation, from technical concerns in the pre-observation phase regarding time constraints and difficulties in conditioning children, to full approval of the feasibility of the model after witnessing hands-on practice modeling in the classroom. Teachers also perceive this model to be effective in stimulating the child's high-level cognitive problem-solving skills, social-emotional development, and emotional regulation through the articulation of logical arguments and the discovery of independent solutions. The study concluded that structured collaborative reflection succeeded in operationalizing the basic assumptions of the Integrated Collaborative Reflection Model (ICRM) as a catalyst for converting abstract values into concrete behaviors as well as strengthening teachers' self-efficacy. Implicitly, early childhood education professional development programs need to emphasize modeling and hands-on experience, not just conceptual training, so that teachers are better prepared to adopt reflective practices in character learning.

Early Childhood Education Teachers' Perception of the Implementation of the Collaborative Reflection Model in Character Education Triana Maulida; Asep Kurnia Jayadinata; Triana Maulida; Asep Kurnia Jayadinata; Dhea Ardiyanti
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 7 No. 1 (2027)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v7.i1.2027.13

Early childhood character education often still relies on passive one-way instruction, even though this approach has proven to be less effective in instilling moral values than direct experience and interaction. This study aims to explore the perception of early childhood education teachers towards the implementation of the collaborative reflection model in character education, especially regarding relevance, feasibility, obstacles, and support needs in daily pedagogical practice. The study used a qualitative descriptive case study design involving educators at a daycare in Cileungsi, Bogor Regency, selected through purposive criterion sampling, with data collected through semi-structured in-depth interviews, pre- and post-observation binary questionnaires, and thetically analyzed field notes. The results showed that teachers' perceptions underwent a significant transformation, from technical concerns in the pre-observation phase regarding time constraints and difficulties in conditioning children, to full approval of the feasibility of the model after witnessing hands-on practice modeling in the classroom. Teachers also perceive this model to be effective in stimulating the child's high-level cognitive problem-solving skills, social-emotional development, and emotional regulation through the articulation of logical arguments and the discovery of independent solutions. The study concluded that structured collaborative reflection succeeded in operationalizing the basic assumptions of the Integrated Collaborative Reflection Model (ICRM) as a catalyst for converting abstract values into concrete behaviors as well as strengthening teachers' self-efficacy. Implicitly, early childhood education professional development programs need to emphasize modeling and hands-on experience, not just conceptual training, so that teachers are better prepared to adopt reflective practices in character learning.

Smart Safety for Kids melalui Penguatan Kompetensi Guru PAUD dalam Mengembangkan Media Edukasi Keselamatan Diri Berbasis Teachable Machine Dhea Ardiyanti; Asep Kurnia Jayadinata; Gia Nikawanti; Alfiana Nurussama; Alya Rizky Febriani; Alfira Khoirunnisa; Devi Aulianti; Annisa Al-Aribah; Laksminawati Agustine Arifin
Bima Abdi: Jurnal Pengabdian Masyarakat Vol. 6 No. 3 (2026): Bima Abdi: Jurnal Pengabdian Masyarakat
Publisher : Yayasan Pendidikan Bima Berilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53299/ba-jpm.v6i3.5350

Pemanfaatan teknologi Artificial Intelligence (AI) dalam pembelajaran membuka peluang bagi guru PAUD untuk mengembangkan media pembelajaran yang inovatif dan interaktif. Kegiatan Pengabdian kepada masyarakat ini bertujuan untuk meningkatkan komptensi guru PAUD dalam mengembangkan media edukasi keselamatan diri berbasis Teachable Machine dan pictoblox. Kegiatan dilaksanakan di Gedung Universitas Pendidikan Indonesia Kampus Purwakarta pada Kamis 16 Juli 2026 dengan menggunakan metode pelatihan partisipatif. Peserta berjumlah 10 guru PAUD dari sekolah mitra yang ditentukan melalui teknik purposive sampling, dengan kriteria guru aktif dan bersedia mengikuti seluruh rangkaian kegiatan. Pelaksanaan kegiatan meliputi tahap persiapan, penyampaian materi, demonstrasi, praktik langsung, pendampingan, dan evaluasi. Materi pelatihan mencakup konsep keselamatan diri anak serta pemanfaatan AI dalam pengembangan media pembelajaran. Evaluasi dilakukan melalui pretest, posttest, dan observasi selama pelaksanaan kegiatan. Hasil pretest menunjukkan bahwa peserta telah memiliki kesiapan dalam menggunakana teknologi digital, yang ditunjukkan oleh 100% pesera terbiasa menggunakan laptop atau kemputer dan media pembelajaran digital. Namun, pengetahuan terkait dengan Teachable machine dan pictoblox masih terbatas. Setelah pelatihan, terjadi peningkatan respon yang positif terhadap pengguanaan teachable machine dan pictoblox. Secara keseluruhan, kegaitan pelatihan berbasis praktik dan penadmpingan dapat meningkatkan kesiapan dan kompetensi guru dalam memangfaatkan AI untuk mengembangkan media edukasi keselamatan diri anak. Kegiatan lanjutan diperlukan untuk memperkuat kemandirian guru dan mengoptimalkan implementasi media di lingkungan pembelajaran PAUD.

Title

Found 28 Documents
Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title Search

Found 28 Documents Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title

Found 28 Documents
Search