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All Journal Al Ishlah Jurnal Pendidikan Jurnal Pendidikan (Teori dan Praktik) QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Ganaya: Jurnal Ilmu Sosial dan Humaniora Martabe : Jurnal Pengabdian Kepada Masyarakat Aulad : Journal on Early Childhood Community Development Journal: Jurnal Pengabdian Masyarakat ASANKA: Journal of Social Science And Education G-Couns: Jurnal Bimbingan dan Konseling Indonesian Journal of Educational Development (IJED) JP (Jurnal Pendidikan) : Teori dan Praktik Jurnal Profesi Pendidikan (JPP) Jurnal Konseling Pendidikan Islam Indonesian Journal of Early Childhood Educational Research Edu Happiness : Jurnal Ilmiah Perkembangan Anak Usia Dini Taawun: Jurnal Pengabdian kepada Masyarakat TEMATIK: Jurnal Pemikiran dan Penelitian Pendidikan Anak Usia Dini Lentera Negeri
Asep Kurnia Jayadinata
Universitas Pendidikan Indonesia
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Physics Public Health Social Sciences Other

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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

Abstract

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

Abstract

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

Abstract

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
Co-Authors Agnes Dewi Kartika Alin Mentari Ani Nur Aeni, Ani Nur Budi Siswanto Dea Amelia Dhea Ardiyanti Dwinta Nuha Afifah Entin Kartini Eri Rianti Fairuz Afra Rafifah Farel Azzahra Firda Alfira Muklis Galih Dani Septiyan Rahayu Ghinaa Salsabila Zulya Gina Kharisma Hammudah Hafiziani Putri Haliatun Nisa Hanna Hanifah Heni Puspita Sari Idat Muqadas Idat Muqodas Idat Muqodas Jajang Bayu Kelana Jihan Fauziah Juniar Maulani Kartika Trihapsari Khansa Dinah Trisnawati Kireina Putri Adzkia Laisha Zahra Lily Muliana Mustafa Lutfiah Nur Azizah Mian Melli Jorika Br Sagala Muthia Lestari Naura Shafwah Neng Echa Ardila Nikawanti, Gia Nur Asy-Syifa Jamilah Nurdiansyah Nurdiansyah Qori Mulqi Fatimah Rai Restu Gustina Regina Nurlena Regina Putri Rini Syarifah Risma Koriah Solihat RISTY JUSTICIA, RISTY Rupinis Tria Rizky Gantika Widi Syawali Wilda Fitria Nurliani Yosifa Qolbi Noor Yumna Hukmaini Syahla