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All Journal Cakrawala Pendidikan Edufisika: Jurnal Pendidikan Fisika Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini Cakrawala Dini : Jurnal Pendidikan Anak Usia Dini Generasi Emas: Jurnal Pendidikan Islam Anak Usia Dini Education and Human Development Journal AS-SABIQUN: Jurnal Pendidikan Islam Anak Usia Dini BERNAS: Jurnal Pengabdian Kepada Masyarakat Jurnal Inovasi Pengabdian Masyarakat Pendidikan Hadlonah : Jurnal Pendidikan dan Pengasuhan Anak PAUDIA: JURNAL PENELITIAN DALAM BIDANG PENDIDIKAN ANAK USIA DINI
Perdana Afif Luthfy
Universitas PGRI Semarang
Religion Agriculture, Biological Sciences & Forestry Humanities Decision Sciences, Operations Research & Management Dentistry Education Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Mathematics Neuroscience Nursing Physics Public Health Social Sciences Veterinary Other

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Management of Multimedia Learning Media in Early Childhood Education Classes Luthfy, Perdana Afif; Munawar, Muniroh; Prasetiyawati D.H., Dwi; Karmila, Mila
JURNAL PENDIDIKAN DAN PENGEMBANGAN MANUSIA Vol 10 No 2 (2025): Education and Human Development Journal
Publisher : Universitas Nahdatul Ulama Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aims to analyse the management of multimedia learning media in early childhood classes, with the components of planning, development, implementation, evaluation and feedback, maintenance and updating, and training and support. This study uses a survey method with a quantitative approach. The research used a structured questionnaire with closed questions for getting the data distributed to 303 respondents of early childhood teachers. They were analysed using SPSS application. The findings show that in managing multimedia learning tools, most teachers—whether they design their own media or adapt it from other sources—share several common views. First, multimedia planning should be aligned with the learning objectives and context. Second, the development process needs to emphasize student engagement, which involves conducting needs analysis, considering learner characteristics, applying multimedia principles (such as coherence, redundancy, temporal contiguity, and modality), and integrating sound instructional design. Third, the use of multimedia is seen as highly beneficial for students. Fourth, regular evaluation is essential to measure its effectiveness and to give students opportunities to provide feedback. Fifth, teachers must ensure that multimedia content stays relevant and updated in line with current themes. Finally, teachers highlight the importance of adequate training in effective multimedia use, as well as broader support to ensure accessibility, including for students with special needs. The researchers recommend that results of this study be a guideline for teachers in managing multimedia learning media in early childhood classes
Penguatan Kompetensi Guru PAUD melalui Program Pengabdian Masyarakat Berbasis Pembelajaran Mendalam (Deep Learning) Munawar, Muniroh; Hariyanti, Dwi Prasetiyawati Diyah; Luthfy, Perdana Afif; Nursyahbani, Coryza; Sary, Oktavia Indah Permata
Jurnal Inovasi Pengabdian Masyarakat Pendidikan Vol. 6 No. 1 (2025): Vol. 6 No. 1 (2025)
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jurnalinovasi.v6i1.44530

Abstract

Pendidikan Anak Usia Dini (PAUD) merupakan fase emas perkembangan yang sangat menentukan kualitas sumber daya manusia di masa depan. Namun, di sejumlah wilayah Indonesia, layanan PAUD masih menghadapi tantangan serius, seperti rendahnya kompetensi guru, minimnya fasilitas, dan kurangnya dukungan kelembagaan, sehingga pembelajaran cenderung bersifat dangkal (surface learning). Urgensi kegiatan ini terletak pada kebutuhan mendesak untuk meningkatkan pemahaman dan keterampilan guru PAUD dalam merancang pembelajaran yang bermakna, kontekstual, dan menyenangkan sesuai prinsip mindful learning. Kegiatan pengabdian ini bertujuan mengembangkan kapasitas guru PAUD desa melalui penerapan model pembelajaran mendalam (deep learning) berbasis kesadaran, kebermaknaan, dan kegembiraan. Metode pelaksanaan meliputi workshop interaktif, simulasi perencanaan, pendampingan implementasi kelas, dan asesmen formatif-reflektif. Hasil kegiatan menunjukkan peningkatan signifikan kompetensi pedagogis guru, pergeseran pendekatan dari instruksional ke fasilitatif, serta meningkatnya partisipasi aktif anak. Anak tidak hanya menghafal informasi, tetapi juga mengaitkan konsep dengan kehidupan sehari-hari, menerapkannya dalam proyek tematik, dan merefleksi pengalaman belajar. Program ini membuktikan bahwa deep learning mampu memperkuat keterampilan berpikir tingkat tinggi (HOTS) sejak dini serta dapat direplikasi di satuan PAUD lain dengan penyesuaian konteks lokal.
Perencanaan Engineering Design Process Pada Pembelajaran outdoor di PAUD Luthfy, Perdana Afif; Munawar, Muniroh; Setyoadi, Yuris; D. H., Dwi Prasetiyawati Diyah
Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini Vol. 7 No. 6 (2023)
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/obsesi.v7i6.5561

Abstract

Engineering dapat mengembangkan ketrampilan 4C (communication, collaboration, critical thinking, and creativity) anak usia dini. Namun, banyak guru yang belum dapat merencanakan pembelajaran Engineering dengan baik. Penelitian ini bertujuan mendeskripsikan langkah-langkah perencanaan Engineering dalam pembelajaran outdoor anak usia dini. Jenis penelitian ini adalah kualitatif deskriptif. Subjek penelitian ini adalah 34 sekolah TK se-Jawa Tengah. Metode pengumpulan data dilakukan dengan cara observasi, dokumentasi dan wawancara kepada guru. Teknik analisis data yang digunakan yaitu reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan terdapat lima langkah perencaaan Engineering dalam  pembelajaran outdoor di PAUD yaitu a) identifikasi tema di lingkungan outdoor yang bisa diselidiki anak-anak; b) identifikasi masalah dalam tema tersebut; c) menggali minat anak terhadap tema tersebut; d) macam-macam gagasan dan solusi yang mungkin berhasil untuk mengatasi masalah tersebut dan e) mempersiapkan material/bahan-bahan yang bisa digunakan anak untuk menyelesaikan masalah tersebut. Implikasi dari penelitian ini yaitu sebagai panduan guru PAUD dalam melakukan perencanaan  Enngineering  dalam pembelajaran outdoor
MANAJEMEN KURIKULUM FISIKA PEMBELAJARAN BERBASIS PROYEK UNTUK MENDUKUNG KREATIVITAS SISWA Fauzan, Rizki; Luthfy, Perdana Afif
EduFisika: Jurnal Pendidikan Fisika Vol 10 No 3 (2025): EduFisika: Jurnal Pendidikan Fisika Volume 10 Nomor 3 December 2025
Publisher : Program Studi Pendidikan Fisika FKIP Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59052/edufisika.v10i3.48191

Abstract

The decline in creativity indicators, as evidenced in education reports, indicates the necessity of improved instructional management of project-based learning (PjBL) to foster student creativity. This study used an explanatory sequential mixed-methods design. Quantitative data were collected from 108 students (total sampling) using a creativity questionnaire, followed by a qualitative case study through classroom observations and documentation and through interviews involving 12 informants. Quantitative findings reveal that student creativity falls into the moderate category (mean: 87.90), with Originality (19.04%) being the lowest indicator, whereas Flexibility (20.56%) was the highest. Qualitative evidence illustrates the contribution of instructional management practices to creativity indicators through four distinct stages. Planning is executed in a structured, goal-based manner, while Organizing establishes collaborative learning environments. Subsequently, Implementation drives project implementation that encourages discovery and reflection, and continuous Monitoring through authentic assessment that can strengthen student engagement to develop flexibility, elaboration, and problem-solving competencies. However, the originality component requires further improvement through enhanced teacher facilitation. Recommendations emphasize improving teacher competency in project design and authentic assessment to support the development of sustainable student creativity. 
Media Edu Fun Space Untuk Meningkatkan Kemampuan Menyimak Anak Usia 5-6 Tahun Ima Mar'atusholihah; Anita Chandra Dewi Sagala; Perdana Afif Luthfy; Muniroh Munawar
PAUDIA: Jurnal Penelitian dalam Bidang Pendidikan Anak Usia Dini Vol 15 No 2 Periode Maret-Mei 2026
Publisher : Pendidikan Guru PAUD Universitas Persatuan Guru Republik Indonesia Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/paudia.v15i2.3683

Abstract

Penelitian ini dilatarbelakangi oleh rendahnya kemampuan menyimak anak usia 5–6 tahun serta terbatasnya penggunaan media pembelajaran yang menarik di PAUD. Penelitian bertujuan mengembangkan media “Edu Fun Space” berbasis video bertema antariksa untuk meningkatkan kemampuan menyimak anak di TK Al Azhar 22 Semarang. Metode yang digunakan yaitu Research and Development (R&D) dengan model ADDIE pada 26 anak usia 5–6 tahun. Data dikumpulkan melalui observasi, wawancara, angket validasi ahli, dan dokumentasi, kemudian dianalisis secara deskriptif kuantitatif menggunakan persentase dan gain score sederhana. Hasil penelitian menunjukkan media memperoleh kategori layak dengan persentase validasi ahli sebesar 78,67%. Rata-rata kemampuan menyimak anak meningkat dari 76,8% pada uji coba I menjadi 86,4% pada uji coba II, terutama pada aspek perhatian dan recalling. Kebaruan penelitian terletak pada integrasi storytelling, karakter animasi, visualisasi konkret, dan aktivitas recalling dalam satu media berbasis edu-fun. Penelitian ini menunjukkan bahwa media audio-visual yang dirancang sesuai karakteristik anak usia dini dapat membantu meningkatkan kemampuan menyimak secara lebih menarik dan bermakna.
The Role of Female Principals in Early Childhood Education on Children’s Social-Emotional Development in Supporting SDG 4 Dwi Prasetiyawati Diyah Hariyanti; Sri Suciati; Muniroh Munawar; Irma Yuliantina; Perdana Afif Luthfy
Hadlonah: Jurnal Pendidikan dan Pengasuhan Anak Vol. 7 No. 1 (2026): Hadlonah: Jurnal Pendidikan dan Pengasuhan Anak
Publisher : Program Studi Pendidikan Islam Anak Usia Dini Fakultas Tarbiyah UI BBC

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47453/hadlonah.v7i1.4129

Abstract

This study investigates the role of female principals in early childhood education (ECE) in fostering children’s social-emotional development toward achieving Sustainable Development Goal 4 (SDG 4). A convergent mixed-method survey was conducted with 164 female ECE principals in Central Java, Indonesia. Quantitative data were analyzed using descriptive statistics, while qualitative responses were examined through thematic analysis to explain contextual challenges. The findings reveal that democratic leadership is the most dominant style (78% “always”), followed by delegative (70%), transformational (68%), and authoritarian leadership (42%). The relatively high use of authoritarian leadership indicates that principals often combine participatory and directive approaches in response to contextual challenges, including limited teacher competence and institutional constraints. The novelty of this study lies in three aspects. First, unlike previous Indonesian studies that mainly focused on teacher performance and administrative effectiveness, this study directly links female leadership styles with children’s social-emotional development outcomes. Second, this study integrates gender-based leadership analysis with the Socio-Ecological Model, emphasizing that children’s development is influenced not only by school leadership but also by collaboration among schools, families, and communities. Third, this study proposes a categorized framework of structural, human resource, and socio-cultural barriers that mediate leadership effectiveness in ECE institutions. The findings demonstrate that leadership effectiveness in ECE cannot be measured solely through managerial success, but through its contribution to holistic child development. This study also challenges the assumption that democratic leadership alone guarantees educational quality, showing that systemic support, teacher readiness, and parental involvement significantly shape leadership outcomes. The study repositions female leadership in ECE as outcome-oriented leadership that prioritizes children’s developmental well-being in line with SDG 4.
Co-Authors Anisa Aditya Larasati Anita Chandra Dewi Sagala, Anita Chandra Dewi Aulia, Tasya Nur Bagus Ardi Saputro D. H., Dwi Prasetiyawati Diyah Dewi. S, Anita Chandra Dwi Prasetiyawati D.H. Dwi Prasetiyawati Diyah Hariyanti Fenny Roshayanti Hariyanti, Dwi Prasetiyawati Diyah Hidayah, Rizka Ima Mar'atusholihah Irma Yuliantina Mila Karmila Muniroh Munawar Nurina Happy Nursyahbani, Coryza Prasetiyawati, Dwi Purwadi Ratna Wahyu Pusari . . Rizki Fauzan, Rizki Rohmah, Nur Hanifatul Sabilla, Carissa Trissiasal Sary, Oktavia Indah Permata Setyoady, Yuris Sri Suciati Yuris Setyoadi Yuris Setyoadi