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All Journal Publikasi Pendidikan PSYMPATHIC Jurnal Pendidikan Usia Dini Biopsikososial: Jurnal Ilmiah Psikologi Fakultas Psikologi Universitas Mercubuana Jakarta JOIV : International Journal on Informatics Visualization Jurnal SOLMA Jurnal Pendidikan Terbuka Dan Jarak Jauh JOURNAL OF SCIENCE AND SOCIAL RESEARCH Surya Abdimas Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Atfaluna: Journal of Islamic Early Childhood Education Jurnal Ilmiah Psikologi Mind Set Kumawula: Jurnal Pengabdian Kepada Masyarakat Jurnal Abdi Masyarakat (JAM) MURHUM : JURNAL PENDIDIKAN ANAK USIA DINI Kognitif: Jurnal Riset HOTS Pendidikan Matematika Jurnal Media dan Teknologi Pendidikan Jurnal Psikologi : Media Ilmiah Psikologi International Journal of Theory and Application in Elementary and Secondary School Education (IJTAESE) Dinika: Academic Journal of Islamic Studies. Merpsy Journal Jurnal Pendidikan Progresif
Risnawati, Erna
Universitas Terbuka
Religion Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Library & Information Science Mathematics Neuroscience Physics Public Health Social Sciences Other

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Preparing for the School Readiness of Early Childhood by Enhancing the Well-Being and Family Support Saputri, Wenny Hikmah; Risnawati, Erna
JURNAL PENDIDIKAN USIA DINI Vol 18 No 1 (2024): Jurnal Pendidikan Usia Dini Volume 18 Number 1 April 2024
Publisher : Program Studi Magister Pendidikan Anak Usia Dini

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/JPUD.181.19

Abstract

School readiness during early childhood establishes the fundamental basis for prospective academic achievement, emphasizing the necessity for a comprehensive preparation that encompasses both mental and physical readiness. The current study examines the impact of child well-being and family support on school readiness among young learners. This Study used a correlational quantitative approach, the research involved 139 children between the ages of 4 and 7, along with their parents and 30 teachers selected through purposive sampling based on their socioeconomic status. The participants included 54.7% boys (n=76) and 45.3% girls (n=63) from families with varying income levels – low-income (25%), middle-income (29%), and upper-middle-income (46%). The results of the regression analysis indicated that both family support and child well-being have a significant influence on children's school readiness. Particularly, there is a notable positive association among all factors, a correlation between school readiness and child well-being at 42% (r = 0.420, p < 0.001), highlighting that higher levels of child well-being are linked to increased school readiness. Furthermore, family support exhibits a positive contribution to school readiness at 37% (r = 0.370, p < 0.001). The findings suggest that preparing children for school should extend beyond academic and motor skills development to include substantial psychological support, thus enhancing their ability to thrive in an academic environment. Keywords: early childhood, Emotion, Emotion regulation, parenting, happiness References: Atkins, R., Deatrick, J. A., Bocage, C., Huc, R., Aromolaran, D., Besseir, E., Hinckson, A., Joseph, M., Kim, D., Lagman, D., Gladsden, V. L., & Lipman, T. H. (2022). School Readiness and Social Determinants of Health: A Collaboration with Community Teachers and Parents. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.4090268 Ayriza, Y., Setiawati, F. A., Nurhayati, S. R., Gumelar, S. R., & Sholeha, E. P. D. R. (2019). Does sleep quality serve as a mediator between well-being and academic achievement? Cakrawala Pendidikan, 38(1), 63–74. https://doi.org/10.21831/cp.v38i1.22181 Azra, A., Risnawati, E., Hermaini, B., Hendra, M., Kartikawati, E., Buana, U. M., & Terbuka, U. (2023). How family communication pattern affect a family ’ s capacity for resilience during covid-19 pandemic. 11(1), 117–137. Barnett, M. A., Paschall, K. W., Mastergeorge, A. M., Cutshaw, C. A., & Warren, S. M. (2020). Influences of Parent Engagement in Early Childhood Education Centers and the Home on Kindergarten School Readiness. Early Childhood Research Quarterly, 53, 260–273. https://doi.org/10.1016/j.ecresq.2020.05.005 Borualogo;, Ihsana Sabriani, F. C. (2020). Subjective Well-Being of Indonesian Children:A Perspective of Material Well-Being. ANIMA Indonesian Psychological Journal, 44–47. https://doi.org/10.1515/9783111634487-006 Borualogo, I. S., & Casas, F. (2022). The children’s worlds psychological well-being scale: Adaptation and fit in the Indonesian context. Cogent Psychology, 9(1), 1–17. https://doi.org/10.1080/23311908.2022.2053377 Cress, C. J., Synhorst, L., Epstein, M. H., & Allen, E. (2012). Confirmatory factor analysis of the preschool behavioral and emotional rating scale (PreBERS) with preschool children with disabilities. Assessment for Effective Intervention, 37(4), 203–211. https://doi.org/10.1177/1534508411433499 Cress, C., Lambert, M. C., & Epstein, M. H. (2016). Factor Analysis of the Preschool Behavioral and Emotional Rating Scale for Children in Head Start Programs. Journal of Psychoeducational Assessment, 34(5), 473–486. https://doi.org/10.1177/0734282915617630 Diener, E., & Ryan, K. (2009). Subjective Well-Being: A General Overview. South African Journal of Psychology, 39(4), 391–406. https://doi.org/10.1177/008124630903900402 El Zaatari, W., & Maalouf, I. (2022). How the Bronfenbrenner Bio-ecological System Theory Explains the Development of Students’ Sense of Belonging to School? SAGE Open, 12(4), 1–18. https://doi.org/10.1177/21582440221134089 Golshirazi, F., & Sadeghi, A. (2021). The Effect of Home-to-School Transition Program on Social-Emotional Readiness of Preschool Students. Journal of Counseling Research. https://doi.org/10.18502/qjcr.v20i77.6147 Gómez-Leal, R., Holzer, A. A., Bradley, C., Fernández-Berrocal, P., & Patti, J. (2022). The relationship between emotional intelligence and leadership in school leaders: a systematic review. Cambridge Journal of Education, 52(1), 1–21. https://doi.org/10.1080/0305764X.2021.1927987 Gregory, T., Dal Grande, E., Brushe, M., Engelhardt, D., Luddy, S., Guhn, M., Gadermann, A., Schonert-Reichl, K. A., & Brinkman, S. (2021). Associations between School Readiness and Student Wellbeing: A Six-Year Follow Up Study. Child Indicators Research, 14(1), 369–390. https://doi.org/10.1007/s12187-020-09760-6 Halimah, N., & Kawuryan, F. (2010). Kesiapan Memasuki Sekolah Dasar Pada Anak Yang Mengikuti Pendidikan Tk Dengan Yang Tidak Mengikuti Pendidikan Tk Di Kabupaten Kudus. Jurnal Psikologi Universitas Muria Kudus, I(1), 1–8. http://www.pustaka.unpad.ac.id Harrington, E. M., Trevino, S. D., Lopez, S., & Giuliani, N. R. (2020). Emotion regulation in early childhood: Implications for socioemotional and academic components of school readiness. Emotion (Washington, D.C.), 20(1), 48–53. https://doi.org/10.1037/emo0000667 Holzer, J., Bürger, S., Lüftenegger, M., & Schober, B. (2022). Revealing associations between students’ school-related well-being, achievement goals, and academic achievement. Learning and Individual Differences, 95(March), 102140. https://doi.org/10.1016/j.lindif.2022.102140 Hughes, C., White, N., Foley, S., & Devine, R. T. (2018). Family support and gains in school readiness: A longitudinal study. British Journal of Educational Psychology, 88(2), 284–299. https://doi.org/10.1111/bjep.12188 Jung, S., & Choi, N. (2020). Effect of Family Functioning on Preschoolers’ School Readiness: Mediating Effects of Mothers’ Affective Parenting and Preschoolers’ Self-regulation. Family and Environment Research, 58(1), 1–12. https://doi.org/10.6115/fer.2020.001 Kokkalia, G., Drigas, A., Economou, A., & Roussos, P. (2019). School readiness from kindergarten to primary school. International Journal of Emerging Technologies in Learning, 14(11), 4–18. https://doi.org/10.3991/IJET.V14I11.10090 Lazarus, R. S. (1991). Emotion and Adaptation. Oxford University Press. https://doi.org/10.2307/2075902 Lin, M. L., & Faldowski, R. A. (2023). The Relationship of Parent Support and Child Emotional Regulation to School Readiness. International Journal of Environmental Research and Public Health, 20(6). https://doi.org/10.3390/ijerph20064867 Lombardi, C. M. (2023). Early Maternal Employment And Children’s School Readiness: Changing Associations Over Time? Journal of Child and Family Studies, 32(4), 1032–1047. https://doi.org/10.1007/s10826-022-02357-3 Lombardi, C. M., & Dearing, E. (2021). Maternal Support of Children’s Math Learning in Associations Between Family Income and Math School Readiness. Child Development, 92(1). https://doi.org/10.1111/cdev.13436 Luby, J. L., Barch, D. M., Belden, A., Gaffrey, M. S., Tillman, R., Babb, C., Nishino, T., Suzuki, H., & Botteron, K. N. (2012). Maternal support in early childhood predicts larger hippocampal volumes at school age. Proceedings of the National Academy of Sciences of the United States of America, 109(8), 2854–2859. https://doi.org/10.1073/pnas.1118003109 Mariyati, L. I. (2017). Usia dan Jenis Kelamin dengan Kesiapan Masuk Sekolah Dasar. Prosiding Seminar Nasional Psikologi UMG, 095, 331–344. Mashar, R., & Pudji Astuti, F. (2022). Correlation between Parenting Skills, Children’s Emotional and Intelligence Quotient with School Readiness. JPUD - Jurnal Pendidikan Usia Dini, 16(2), 215–223. https://doi.org/10.21009/JPUD.162.02 Nurmaria, H., & Risnawati, E. (2022). The Relationship of Loneliness and Internet Addiction To Psychological Well-Being in Adolescents. Biopsikososial: Jurnal Ilmiah Psikologi Fakultas Psikologi Universitas Mercubuana Jakarta, 5(2), 509. https://doi.org/10.22441/biopsikososial.v5i2.14644 Rahmawati. (2018). Kesiapan sekolah merupakan kesiapan anak untuk memasuki sekolah . Di Indonesia istilah kesiapan sekolah lazim digunakan untuk merujuk kesiapan anak masuk Sekolah Dasar ( SD ), sebagai sekolah f. Jurnal Pendidikan Usia Dini,12(November), 201–210. http://journal.unj.ac.id/unj/index.php/jpud Risnawati, E., Meiliyandrie, L., Wardani, I., Saputra, A. H., Pramitasari, M., Mercu Buana, U., Pendidikan, J., & Dini, U. (2023). Theory of Mind, Roles, and the Development of Emotion Regulation in Early Childhood. 17(2), 1693–1602. https://doi.org/10.21009/JPUD.172.01 Risnawati Erna, Arisandi Alfida, D. R. (2019). Peran Religiusitas dan Psychological Well-Being terhadap Resiliensi Korban KDRT. Journal.Univpancasila.Ac.Id, 10(2), 67–77. http://journal.univpancasila.ac.id/index.php/mindset/article/view/836 Ryff, C. D. (1989). Happiness is everything, or is it? Explorations on the meaning of psychological well-being. Journal of Personality and Social Psychology, 57(6), 1069–1081. https://doi.org/10.1037/0022-3514.57.6.1069 Ryff, C. D., & Keyes, C. L. M. (1995). The Structure of Psychological Well-Being Revisited. Journal of Personality and Social Psychology, 69(4), 719–727. https://doi.org/10.1037/0022-3514.69.4.719 Seran, T. N., Haryono, & Anni, C. T. (2017). School Readiness: Readiness Children Seen from The Whole Aspect of Early Childhood Development Article Info. Journel of Primary Education, 6(3), 224–232. http://journal.unnes.ac.id/sju/index.php/jpe St. Laurent, C. W., Burkart, S., Andre, C., & Spencer, R. M. C. (2021). Physical Activity, Fitness, School Readiness, and Cognition in Early Childhood: A Systematic Review. Journal of Physical Activity and Health, 18(8), 1004–1013. https://doi.org/10.1123/jpah.2020-0844 Turner, K. M. T., Dittman, C. K., Rusby, J. C., & Lee, S. (2017). Parenting Support in an Early Childhood Learning Context. In M. R. Sanders & T. G. Mazzucchelli (Eds.), The Power of Positive Parenting (pp. 242–251). Oxford University Press. https://doi.org/10.1093/med-psych/9780190629069.003.0021
SET YOUR GOALS AND GET YOUR SUCCES: THE IMPACT OF ACADEMIC GOAL ORIENTATION ON ONLINE LEARNING STUDENT ENGAGEMENT Risnawati, Erna; Wardhani, Indah Kususma; Kwasaning Gusti, Valeria Yekti; Diniyah Wathi, Ayu Fahimah
JOURNAL OF SCIENCE AND SOCIAL RESEARCH Vol 7, No 2 (2024): May 2024
Publisher : Smart Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54314/jssr.v7i2.1827

Abstract

Abstract: In today's digital era, online learning has become an important breakthrough in education. Student involvement in learning plays a crucial role in successful learning achievement. This research aims to examine the role of academic goal orientation in increasing student engagement in online learning. Correlational quantitative methodology was used to analyze data from 125 students who live in the Jabodetabek area, with respondents selected using stratified random sampling, which takes into account student characteristics. The instruments used in this research were the Achievement Goal Questionnaire (AGQ) developed by Elliot & McGregor and the Student Course Engagement Questionnaire (SCEQ) developed by Handelsman. The research results show a significant positive correlation between academic goal orientation and student engagement in online learning. This research also found that female students tend to be more actively involved in online courses than male students. Another finding from this research is that both men and women have the same goal orientation for achieving academic success. Through the results of this research, it is hoped that it can contribute to the development of educational strategies that encourage gender equality in education, as well as increase awareness of the importance of academic goal orientation in increasing student engagement in online learning. Keywords: Academic achivement, online learning, higher education, goal orientation Abstrak: Dalam era digital saat ini, pembelajaran online telah menjadi terobosan penting dalam pendidikan. Keterlibatan mahasiswa dalam pembelajaran memegang peranan krusial dalam keberhasilan prestasi belajar. Penelitian ini bertujuan untuk mengkaji peran academic goal orientation dalam meningkatkan student engagement dalam pembelajaran daring. Metodologi kuantitatif korelasional digunakan untuk menganalisis data dari 125 mahasiswa yang berdomisili di wilayah Jabodetabek, dengan responden dipilih menggunakan stratified random sampling yang memperhitungkan karakteristik mahasiswa. Instrument yang digunakan dalam penelitian ini adalah Achievement Goal Questionnaire (AGQ) yang dikembangkan oleh Elliot & McGregor dan Student Course Engagement Questionnaire (SCEQ) yang dikembangkan oleh Handelsman. Hasil penelitian menunjukkan korelasi positif yang signifikan antara orientasi tujuan akademik dan keterlibatan mahasiswa dalam pembelajaran daring. Penelitian ini juga menemukan bahwa mahasiswa perempuan cenderung lebih aktif terlibat dalam kursus daring dibandingkan mahasiswa laki-laki. temuan lainnya dari penelitian ini adalah baik laki-laki maupun perempuan memiliki orientasi tujuan yang sama untuk mencapai kesuksesan akademik. Melalui hasil penelitian ini, diharapkan dapat memberikan kontribusi pada pengembangan strategi pendidikan yang mendorong kesetaraan gender dalam pendidikan, serta meningkatkan kesadaran akan pentingnya orientasi tujuan akademik dalam meningkatkan keterlibatan mahasiswa dalam pembelajaran daring. Kata kunci: academic achivement, pembelajaran daring, perguruan tinggi, tujuan belajar  
PENGUATAN KOMPETENSI GURU KELOMPOK BERMAIN MELALUI PELATIHAN PENGEMBANGAN MEDIA EDUKASI SEKSUALITAS UNTUK ANAK USIA DINI Magta, Mutiara; Risnawati, Erna; Kartikawati, Etty; Pramitasari, Muktia; Mustapa, Noviana
Kumawula: Jurnal Pengabdian Kepada Masyarakat Vol 7, No 3 (2024): Kumawula: Jurnal Pengabdian Kepada Masyarakat
Publisher : Universitas Padjadjaran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24198/kumawula.v7i3.53927

Abstract

The lack of information and opportunities to participate in training related to sexual education for early childhood experienced by teachers makes this activity worth implementing. The target of the activity was 21 Playgroup teachers in the Ciputat District area. The aim is to increase teacher competence in developing sex education media for school children. The method used was seminars and training assistance. The results of the training showed that 88% of participants stated that they were very satisfied with the activity because this activity could help them improve their professionalism as teachers. Other data also showed that 94% of participants were very satisfied; the material presented could add to their insights about sexuality education for early childhood; besides that, the data also showed that 86% of participants stated that they were very satisfied with the activity because this activity could improve the skills of teachers in developing learning media. It can be concluded that this activity has a positive impact on Playgroup teachers in increasing teacher competence in developing learning media, especially for learning sexuality in children.Minimnya informasi serta kesempatan dalam mengikuti pelatihan terkait pendidikan seksual untuk anak usia dini yang dialami oleh mitra menjadikan kegiatan ini patut dilaksanakan. Sasaran kegiatan adalah guru-guru kelompok bermain yang ada di wilayah Kecamatan Ciputat sebanyak 21 guru. Target yang ingin dicapai adalah untuk meningkatkan kompetensi guru dalam mengembangkan media edukasi seksualitas pada anak di sekolah. Metode yang digunakan adalah dengan seminar dan pendampingan pelatihan. Hasil pelatihan menunjukkan bahwa, 88% peserta menyatakan sangat puas terhadap kegiatan karena kegiatan ini dapat membantu mereka dalam meningkatkan profesionalisme mereka sebagai guru. Data lain juga menunjukkan bahwa 94% peserta menyatakan sangat puas karena materi yang disajikan dapat menambah wawasan mereka tentang pendidikan seksualitas untuk anak usia dini, selain itu data juga menunjukkan 86% peserta menyatakan sangat puas karena kegiatan ini dapat meningkatkan keterampilan guru dalam mengembangkan media pembelajaran. Dapat disimpulkan, kegiatan ini memberikan dampak yang positif kepada guru kelompok bermain dalam  meningkatkan kompetensi mereka untuk mengembangkan media pembelajaran, khususnya pembelajaran seksualitas pada anak.
Examining Teachers’ Roles in Early Childhood Sex Education: Insights from Indonesian Playgroups Magta, Mutiara; Mustapa, Noviana; Pramitasari , Muktia; Risnawati , Erna; Kartikawati , Etty
JURNAL PENDIDIKAN USIA DINI Vol 18 No 2 (2024): Jurnal Pendidikan Usia Dini Volume 18 Number 2 November 2024
Publisher : Program Studi Magister Pendidikan Anak Usia Dini

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jpud.v18i2.49656

Abstract

This study investigates the roles of teachers in implementing sex education in Indonesian playgroups, focusing on their opinions, experiences, and methods. The research addresses the psychological effects of child sexual abuse and emphasizes the need for preventative measures through early education. Utilizing a qualitative approach, interviews were conducted with 13 teachers from various playgroups in Ciputat, Indonesia, and analyzed using Colaizzi’s method. The findings highlight two main themes: teachers' recognition of the importance of sex education and their practical experiences in implementing it. Most teachers agreed on the necessity of early sex education to promote awareness and protection against sexual violence. However, their understanding of the subject varied, with many expressing discomfort discussing sensitive topics. Teaching methods ranged from storytelling to demonstrations, but materials addressing reproductive organs were rarely included. The study underscores the importance of collaboration between teachers and parents to align educational goals. The findings contribute to the broader discourse on integrating comprehensive sex education into early childhood curricula, offering practical insights for policymakers and educators. Future research should explore the scalability of these approaches and their long-term impact on children’s safety and well-being.
Kelayakan dan Kepraktisan Media Game Virtual Reality Pengelolaan Kelas Pendidikan Anak Usia Dini Magta, Mutiara; Risnawati, Erna; Amini, Mukti; Pramitasari , Muktia; Mustapa, Noviana
Jurnal Media dan Teknologi Pendidikan Vol. 4 No. 4 (2024): October
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jmt.v4i4.82944

Abstract

Mengelola kelas merupakan salah satu kompetensi yang harus dikuasai oleh mahasiswa Pendidikan Guru Pendidikan Anak Usia Dini (PGPAUD) sebagai calon guru. Untuk menunjang kompetensi tersebut, dikembangkan sebuah media game virtual reality yang memuat materi pengelolaan kelas PAUD. Tujuan penelitian ini adalah untuk menguji kelayakan dan kepraktisan media game virtual reality Pengelolaan Kelas PAUD agar dapat diimplementasikan secara luas. Jenis dan pendekatan penelitian yang digunakan adalah model pengembangan ADDIE. Fokus tahapan penelitian berada pada tahap development, yaitu tahap pengembangan produk yang diujicobakan pada kelompok kecil. Produk media ini diujicobakan di tiga daerah, yaitu Jakarta, Serang, dan Yogyakarta, dengan melibatkan total 30 mahasiswa. Data dikumpulkan menggunakan kuesioner dan dianalisis secara kuantitatif. hasil penelitian menunjukkan nilai persentase rata-rata di atas 50%. Oleh karena itu, dapat disimpulkan bahwa inovasi produk media game virtual reality Pengelolaan Kelas PAUD layak dan praktis diimplementasikan ke dalam pembelajaran. Penelitian ini berimplikasi pada pengembangan media game virtual reality yang lebih baik agar dapat meningkatkan keterampilan mahasiswa dalam mengelola kelas secara efektif.
Is Radicalism The Key? Radicalism as A Moderator of The Consequentialist Moral Processing to Support Terrorism Risnawati, Erna; Wardani, Laila Meiliyandrie Indah; Pratana, Muhammad; Valeria Yekti Kwasaning Gusti; Sa'diah, Siti
DINIKA : Academic Journal of Islamic Studies Vol. 9 No. 2 (2024)
Publisher : Universitas Islam Negeri Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/dinika.v9i2.9726

Abstract

The fight against terrorism is is complex and multifaceted. Many factors can contribute to support for terrorism, with individual characteristics playing a significant role. Among these characteristics, the process of moral reasoning, pecifically, consequentialist moral processing—greatly influences an individual's decision-making, including their potential support for terrorism. This study explores the relationship between consequentialist moral processing, radicalism, and support for terrorism. 390 respondents were included consisting of 318 male and 72 female, aged 18-45 years, from various religious organizations (Islam, Catholic, Christian, Hindu and Buddhis). The sampling process conducted by Purposive sampling. Measuring instruments used were the Consequentialist Moral Processing questionnaire and a questionnaire in support of terrorism. This study uses a mediation analysis. The results of this study indicate that radicalism plays an effective role as mediator between consequentialist moral processing and support for terrorism. This means that consequentialist moral processing will contribute to supporting terrorism if through radicalism as a mediator. The results of the research become a paradox that radicalism and support for terrorism not only apply to Islamic organizations but also apply to all religious organizations. The results of this study enlighten us on the psychological literature, especially in the case of terrorism.
Analysis of Guru Penggerak Program: Teacher Satisfaction and Method Implementation Across Different Demographics Gusti, Valeria Yekti Kwasaning; Kandaga, Thesa; Nurhayati, Suci; Risnawati, Erna
Kognitif: Jurnal Riset HOTS Pendidikan Matematika Vol. 5 No. 1 (2025): January - March 2025
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/kognitif.v5i1.2815

Abstract

This study evaluates the impact of the "Guru Penggerak" program on teaching practices and participant satisfaction, focusing on educators from 36 cities across Indonesia. The program “Guru Penggerak”, initiated by the Indonesian Ministry of Education, empowers teachers to become leaders in educational transformation. It enhances pedagogical skills, leadership abilities, and the integration of local wisdom with global knowledge to develop reflective and innovative educators. This research examines the relationship between satisfaction levels and demographic factors—age, gender, and teaching experience—as well as the frequency of implementing learned methods. Participants (N = 119), predominantly female and experienced educators, rated program aspects, including content relevance, instructional quality, and overall satisfaction, using a Likert scale. Mean ratings ranged from 4.0 to 4.2, indicating a positive reception. Pearson correlation analysis assessed relationships between demographic factors, satisfaction, and implementation frequency. Results showed minimal correlations (age: r = -0.115, gender: r = -0.059, teaching experience: r = -0.006) for satisfaction and weak correlations (age: r = 0.066, gender: r = -0.062, teaching experience: r = 0.127) for implementation frequency, suggesting demographic factors had little influence. Findings indicate the program is well-received across diverse demographics, reinforcing its broad effectiveness. Future research should incorporate qualitative methods to explore additional factors, such as school infrastructure and individual teaching styles, that may influence satisfaction and practical application. Identifying these factors will contribute to optimizing teacher development programs and enhancing their impact on Indonesia’s education system.
Daily Living Skills in Children with Autism: The Impact of Gender, Parental Self-Efficacy, and Grandparenting Risnawati, Erna; Rochayu, Indriyani; Shofiyah, Khoiriyah; Sa'diah, Siti; Kurnia Putri, Prahastia
Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Vol. 10 No. 1 (2025)
Publisher : Program Studi Pendidikan Islam Anak Usia Dini, Fakultas Ilmu Tarbiyah dan Keguruan, UIN Sunan Kalijaga, Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jga.2025.101-04

Abstract

Daily Living Skills (ADLS) are essential for the independence and overall development of children. However, for children with autism, these skills often present significant challenges. This quantitative study examines the factors influencing the development of ADLS in autistic children, with a focus on gender, parental self-efficacy, and grandparent involvement. A total of 96 children with autism, aged 4 to 8 years, were recruited from therapy centers and special education schools in Indonesia. Two instruments were used for data collection: a parental self-efficacy scale adapted from Bandura's theory, and the WeeFIM Scale developed by Slomine to assess children’s ADLS performance. Pearson correlation analysis revealed a significant positive relationship between parental self-efficacy and the development of children’s ADLS, indicating that higher levels of parental confidence are associated with better daily functioning in children. Gender differences were also found, with girls outperforming boys in ADLS mastery. Interestingly, children raised in dual-caregiving environments involving grandparents demonstrated lower ADLS performance compared to those raised primarily by their parents. These findings highlight the importance of strengthening parental self-efficacy through targeted training and support programs. The study also emphasizes the influence of cultural practices, particularly the role of extended family in caregiving, which may impact children's skill development. Future research should further investigate the mechanisms through which grandparent involvement affects ADLS and explore these dynamics using longitudinal designs and cross-cultural comparisons. This study advocates for culturally responsive interventions that support both parents and extended family members in nurturing the daily living skills of children with autism.
Implementasi Rencana Pelaksanaan Pembelajaran Harian Kurikulum Merdeka Pada Lembaga Pendidikan Anak Usia Dini Hermaini, Budi; Tatminingsih, Sri; Pramitasari, Muktia; Risnawati, Erna; Novita, Dian; Sagita, Dony Darma
Surya Abdimas Vol. 9 No. 2 (2025)
Publisher : Universitas Muhammadiyah Purworejo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37729/abdimas.v9i2.5731

Abstract

Salah satu kendala yang dihadapi oleh guru-guru PAUD di desa Tegal yaitu dalam mengimplementasikan penulisan RPPH yang baik dan komprehensif, selain itu sebagian guru menulis RPPH tanpa tujuan pembelajaran yang jelas. Implementasi penulisan RPPH kurikulum merdeka pada guru PAUD di desa Tegal ini bertujuan untuk meningkatkan pemahaman dan kemampuan dari guru menulis RPPH kurikulum merdeka dengan baik dan komprehensif. Metode pelaksanaan implementasi ini adalah metode klasikal yang melibatkan guru PAUD di desa Tegal. Hasil dari pelaksanaan implementasi penulisan RPPH kurikulum merdeka ini yaitu guru dapat memahami dalam merumuskan, merancang, menyusun RPPH yang komprehensif dan ideal. Berdasarkan hasil eval__uasi terjadinya peningkatan pemahaman, pengetahuan dan pengaplikasianan oleh guru dalam penerapan kurikulum merdeka belajar, dengan demikian guru dapat menggabungkan metode pembelajaran yang tematik, eksploratif, dan kreatif, yang mendorong kemandirian serta pengembangan potensi anak secara menyeluruh.
The Impact of the Emo-Sisi Board Game on Emotional Self-Regulation in Preschool Children: A Quasi Experimental Study Mustapa, Noviana; Risnawati, Erna; Syarah, Erie Siti; Pramitasari, Muktia; Mahamud, Samihah
Biopsikososial: Jurnal Ilmiah Psikologi Fakultas Psikologi Universitas Mercubuana Jakarta Vol 9, No 1 (2025): VOL. 9 NO. 1 APRIL 2025
Publisher : Universitas Mercu Buana Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22441/biopsikososial.v9i1.32908

Abstract

Emotional self-regulation plays an essential role within early childhood education, laying the groundwork for children to cope with emotions and build healthy interactions with others. This research analyses the improvement of preschool aged children’s emotional self-regulation using a quantitative quasi-experimental approach with a pre-test post-test group design with the Emo-Sisi “Understanding Emotion” Board Game. Emo-Sisi Board Game, by Watiek Ideo is an interactive educational game for preschoolers to identify, understand, and regulate emotions. The sample included 50 preschool children, 25 in an intervention group who engaged in structured board game sessions and 25 in a control group who received standard classroom activities. PreBERS scale was utilized to assess emotional self-regulation via pre-test as well as post-test measures. Two-tailed paired independent t- tests and the Wilcoxon signed rank test were used to analyse data. The results demonstrated that the intervention group performed significantly better than the control group on emotional recognition, emotional expression, and application of self-regulation strategies. These insights indicate that the Emo-Sisi Board Game helps to enhance emotional self-regulation skills for preschool children. Future studies are warranted to explore the long-term consequences of these interventions and their effects on wider developmental domains.
Co-Authors Agnis Sombuling Alfida Arisandi Anwar Abidin, Achmad Aryaty, Unny Ayu Fahimah Diniyah Wathi Azahra, Adisa Dedy Juliandri Panjaitan Dian Novita Diniyah Wathi, Ayu Fahimah Dony Darma Sagita ESTI KURNIAWATI MAHARDIKA, ESTI KURNIAWATI Fatma Nur Aqmarina Fatma Nuraqmarina Fauziah, Nurul Isra Gusti, Valeria Yekti Kwasaning Hanafi Hanifah Alriyanti HERMAINI, Budi Himphinit, Musakkid Kartikawati , Etty Kartikawati, Etty Kassim, Siti Kholijah Khoiriyah Shoffiyah Tanjung Kurnia Putri, Prahastia Kurniawati Mahardika, Esti Kwasaning Gusti, Valeria Yekti Laila Meiliyandrie Indah Wardani Mahamud, Samihah Marisa, - Masbukhin, Faizal Akhmad Adi Minak Cenggara Ramadhani Depati Mukti Amini Mustapa, Noviana Mutiara Magta Popi Avati Pramitasari , Muktia Pramitasari, Muktia Pratana, Muhammad Putri, Prahastia Kurnia Rahmanadia, Hyunisa Rahmawati, Orizka Desmi Ratri Kartiningtyas Rizki Dawanti Rochayu, Indriyani sa'diah, siti Sapta, Andy Saputri, Wenny Hikmah Sari, Marliana Novita Shofiyah Tanjung, Khoiriyah Shofiyah, Khoiriyah Siti Utami Dewi Ningrum Sri Tatminingsih Suci Nurhayati Sunaryo Sunaryo Syarah, Erie Siti Tanjung, Khoriyah Shofiyah Thesa Kandaga Uliya Khoirun Nisa Valeria Yekti Kwasaning Gusti Wardhani, Indah Kususma Wenny Hikmah Syaputri Wulandari, Nisa A’rafiyah Tri