Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal Cakrawala Dini : Jurnal Pendidikan Anak Usia Dini Indonesian Values and Character Education Journal
Fatia Rosyida, Fatia
Unknown Affiliation
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Exploring Children's Morality: Theory, Data, and Practice in Early Childhood Education Yogyakarta Rosyida, Fatia; Syamsudin, Amir; Yusuf, Lisanun Thoyyibah
CAKRAWALA DINI: JURNAL PENDIDIKAN ANAK USIA DINI Vol 16, No 1 (2025): (ONLINE FIRST) MAY 2025
Publisher : UPI Kampus Cibiru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/cd.v16i1.77518

Abstract

The moral development of early childhood is crucial for shaping their character and social interaction. This study examines the efficacy of the Project Approach in fostering moral development in young children within early childhood education settings.  The study employed a mixed-methods approach, combining quantitative scoring of moral development with qualitative analysis of the children's responses. Using a five-point scoring rubric, the researchers assessed the moral reasoning abilities of the child participants through observations. The findings indicate that a majority of the children exhibit notable progress in their moral development, predominantly clustering within the "Developing" category, suggesting a shift towards more nuanced moral reasoning. The Project Approach's emphasis on real-world social interaction, critical thinking, and empathy cultivation appears to positively influence children's moral development. The results also highlight the importance of educational approaches that prioritize the cultivation of both cognitive and emotional aspects of morality. The study's conclusion is that the Project Approach significantly supports the development of more mature moral principles in students, facilitating children's transition to higher stages of moral development and fostering the foundations of healthy and sustainable morality. This result contributed to a more comprehensive understanding of how best to support children's moral growth.
Nyadran: Local Wisdom in Response to Gardner’s Theory in Early Childhood Education Rosyida, Fatia; Joko Pamungkas; Muthmainah
Indonesian Values and Character Education Journal Vol. 8 No. 1 (2025): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ivcej.v8i1.87157

Abstract

The quality of early childhood education continues to face challenges in providing learning methods that optimally accommodate the diverse potentials of children. One potential alternative is to utilize local wisdom as a contextual approach to support the development of children's multiple intelligences. This study aims to analyze the potential of the Nyadran tradition as an educational medium in stimulating various intelligences in early childhood, based on Gardner’s theory of multiple intelligences. Employing a descriptive qualitative approach, this research involved 42 early childhood students and 4 teachers from two early childhood education institutions. Data were collected through participatory observation, semi-structured interviews, and documentation, then analyzed using Miles & Huberman’s interactive analysis model. The findings indicate that the Nyadran tradition facilitates activities that integrally develop visual-spatial, interpersonal, intrapersonal, naturalistic, musical, and bodily-kinesthetic intelligences. Activities within this tradition encourage children to actively engage, collaborate, express themselves, explore the environment, and reflect on themselves through various cultural practices. This study concludes that Nyadran has the potential to serve as an effective local wisdom-based pedagogical strategy to support the holistic development of early childhood learners. The implications encourage educators to integrate local cultural values into meaningful and relevant learning experiences for children.
Co-Authors Amir Syamsudin Muthmainah Pamungkas, Joko Yusuf, Lisanun Thoyyibah