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<![CDATA[Gambaran Parenting Stres Pada Ibu yang Menikah di Usia Muda terhadap Perilaku Kekerasan pada Anak Usia Dini: Description of Parenting Stress in Mothers Who Married at a Young Age on Violent Behavior in Early Childhood ]]>
<![CDATA[Hasiana, Isabella]]>;
<![CDATA[Aisyah]]>
<![CDATA[ Indonesian Journal of Early Childhood: Jurnal Dunia Anak Usia Dini Vol. 6 No. 1 (2024) ]]>
Publisher : <![CDATA[Universitas Ngudi Waluyo ]]>
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DOI: 10.35473/ijec.v6i1.2766
<![CDATA[The role of mother in the family is very important. For mothers who marry at a young age, it can be assumed that they will be psychologically prepared and mature. The majority of studies explain that parenting stress is experienced more by mothers. The immaturity of mothers who marry at a young age will lead to parenting stress, which is a psychological condition that occurs when a mother cannot adapt to her role as a mother. This study aims to describe parenting stress in mothers who marry at a young age towards violent behavior in children. This research is important to do because parenting stress experienced by mothers will have an impact on their child's upbringing and has the potential to cause violence in children. This study uses a qualitative method. The research subjects were 5 young mothers aged between 20-25 years and had children aged 3-6 years. From the results of this study it was concluded that mothers who have high levels of parenting stress have a tendency to commit acts of violence against children compared to mothers who have lower levels of stress. In addition, support from the family, especially partners, is needed to reduce the level of stress experienced so that it can minimize the occurrence of violence in children ABSTRAK Peran ibu dalam keluarga sangat penting. Pada ibu yang menikah di usia muda, dapat diasumsikan bahwa ia akan memiliki kesiapan dan kematangan secara psikologis. Mayoritas penelitian menjelaskan bahwa parenting stress lebih banyak dialami oleh ibu. Ketidakmatangan kondisi ibu yang menikah usia muda akan memunculkan parenting stress yaitu kondisi psikologis yang terjadi ketika ibu tidak bisa beradaptasi dengan perannya sebagai seorang ibu. Penelitian ini bertujuan untuk mendeskripsikan parenting stress pada ibu yang menikah di usia muda terhadap perilaku kekerasan pada anak. Penelitian ini penting untuk dilakukan karena parenting stress yang dialami ibu akan berdampak pada pengasuhan anaknya dan memiliki potensi untuk menimbulkan kekerasan pada anak. Penelitian ini menggunakan metode kualitatif. Subyek penelitian berjumlah 5 orang ibu muda yang berusia antara 20-25 tahun dan memiliki anak dengan rentang usia 0-6 tahun. Dari hasil penelitian tersebut disimpulkan bahwa ibu yang memiliki tingkat parenting stress yang tinggi memiliki kecenderungan untuk melakukan tindakan kekerasan pada anak dibandingkan ibu yang memiliki tingkat stress yang lebih rendah. Selain itu dukungan dari keluarga terutama pasangan sangat dibutuhkan untuk mengurangi tingkat stres yang dialami sehingga dapat meminimalisisr terjadinya kekerasan pada anak.]]>
<![CDATA[KESIAPAN PSIKOLOGIS ANAK DAN ORANGTUA DALAM MENGHADAPI PEMBELAJARAN TATAP MUKA ]]>
<![CDATA[Ervin Nurul Affrida]]>;
<![CDATA[Isabella Hasiana]]>
<![CDATA[ Kanigara Vol 2 No 2 (2022): Kanigara ]]>
Publisher : <![CDATA[Universitas PGRI Adi Buana Surabaya ]]>
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DOI: 10.36456/kanigara.v2i2.5991
<![CDATA[Psychological preparation for face-to-face learning requires deep focus. This is because each individual has different readiness related to learning not only from parents but also from children. Therefore, assistance is needed for parents and children to be able to adapt in facing face-to-face learning. The method used in this PPM activity is lectures and discussions with parents. The result of this PPM activity is that parents have new understanding and knowledge that can be used as a reference for them how to behave psychologically in dealing with face-to-face learning. In addition, life in a family that is conducive and mutually supportive of one another will create a happy and comfortable atmosphere so that children are motivated to participate in face-to-face learning. Therefore, parents are expected to be able to control emotions, think positively, modify the environment and build positive energy.]]>
<![CDATA[Efektivitas Model Pembelajaran Berbasis Project (PBL) untuk Meningkatkan Kemampuan Berpikir Kritis Reflektif pada Mahasiswa ]]>
<![CDATA[Aisyah]]>;
<![CDATA[Mudhar]]>;
<![CDATA[Hartanti, Jahju]]>;
<![CDATA[Hasiana, Isabella]]>;
<![CDATA[Firda Mufidah, Elia]]>
<![CDATA[ utile: Jurnal Kependidikan Vol. 10 No. 2 (2024): utile: Jurnal Kependidikan ]]>
Publisher : <![CDATA[FKIP Universitas Muhammadiyah Sukabumi ]]>
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DOI: 10.37150/jut.v10i2.3140
<![CDATA[This study aims to examine the effectiveness of the project-based learning (PBL) model in improving critical-reflective thinking skills in students. The PBL model was applied to two groups of students: an experimental group that followed project-based learning and a control group that followed conventional learning. This study used an experimental design with a pre-test and post-test to measure changes in critical-reflective thinking skills. Data were also collected through observation sheets and students' reflective journals. The results showed that the experimental group that applied the PBL model experienced a significant increase in critical-reflective thinking skills, with a significant difference in pre-test and post-test scores (p < 0.05). Meanwhile, the control group that followed conventional learning did not show a significant change. Analysis of the reflective journal showed that students in the experimental group were able to identify strengths and weaknesses in their thinking process, as well as evaluate the solutions they chose in the project. Based on these results, it can be concluded that project-based learning is effective in improving students' critical-reflective thinking skills, as well as encouraging active involvement and collaboration. This study recommends the use of the PBL model as an alternative to improving critical-reflective thinking skills in higher education.]]>
<![CDATA[EDUKASI ORANGTUA DAN GURU DALAM MENCIPTAKAN LINGKUNGAN YANG MENDUKUNG KEMANDIRIAN ANAK ]]>
<![CDATA[Aisyah]]>;
<![CDATA[Isabella Hasiana]]>
<![CDATA[ Paradigma Mandiri : Jurnal Pengabdian Kepada Masyarakat Vol. 2 No. 01 (2024): Paradigma Mandiri ]]>
Publisher : <![CDATA[STISIP Widyapuri Mandiri Sukabumi ]]>
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DOI: 10.37949/pm.v2i01.125
<![CDATA[This community service program aims to increase the role of parents and teachers in creating an environment that supports children's independence. Independence is a crucial aspect in children's development that allows them to develop the skills of self-regulation, decision making and responsibility. This activity was carried out in a kindergarten in the city of Surabaya. The method used in this program is providing counseling and assistance to parents and teachers. The results of this program show that the awareness and ability of parents and teachers to support children's independence. This program concludes that close collaboration between parents and teachers is the key to creating an environment conducive to the development of children's independence. Continuous support and provision of practical skills to parents and teachers has proven effective in achieving this goal. Recommendations for future programs include expanding coverage to more schools and communities and developing more comprehensive training modules.]]>
<![CDATA[Implementasi Digital Literasi dengan Menggunakan Aplikasi Canva dalam Pembuatan Buku Cerita Digital Pada Guru PAUD: Implementation of Digital Literacy Using the Canva Application in Making Digital Story Books for PAUD Teachers ]]>
<![CDATA[Fatimah]]>;
<![CDATA[Hasiana, Isabella]]>
<![CDATA[ Indonesian Journal of Early Childhood: Jurnal Dunia Anak Usia Dini Vol. 6 No. 2 (2024) ]]>
Publisher : <![CDATA[Universitas Ngudi Waluyo ]]>
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DOI: 10.35473/ijec.v6i2.3221
<![CDATA[The purpose of this study was to determine the implementation of digital literacy in Early Childhood Education. Teachers through the use of Canva application in making digital storybooks. The participants in this study were teachers in kindergartens in Waru sub-district, Sidoarjo. Data analysis used experimental quantitative statistical methods to compare differences between experimental and control groups. The results of the study are expected to provide insight into the improvement of digital literacy skills of early childhood teachers, the effectiveness of digital storybooks in improving early childhood children's concept understanding, and the collaborative impact of using technology in early childhood learning. The evaluation results show that digital storybooks created using Canva have a much higher visual and interactive appeal than conventional storybooks. On digital skills improvement, the t-test results showed a significant increase (p<0.05) in digital literacy skills in the experimental group after the training using Canva. The percentage of preschool children who liked digital storybooks reached 85%. Preschool children who interacted with digital storybooks showed a significant increase in concept understanding. ABSTRAK Tujuan penelitian ini untuk mengetahui implementasi digital literasi pada Guru PAUD melalui penggunaan aplikasi Canva dalam pembuatan buku cerita digital. Partisipan dalam penelitian ini adalah guru di TK di Kecamatan Waru, Sidoarjo. Analisis data menggunakan metode statistik kuantitatif eksperimen untuk membandingkan perbedaan antara kelompok eksperimen dan kontrol. Hasil penelitian diharapkan dapat memberikan wawasan tentang peningkatan keterampilan digital literasi guru PAUD, efektivitas buku cerita digital dalam meningkatkan pemahaman konsep anak-anak PAUD, dan dampak kolaboratif dalam penggunaan teknologi dalam pembelajaran anak usia dini. Hasil evaluasi menunjukkan bahwa buku cerita digital yang dibuat dengan menggunakan Canva memiliki daya tarik visual dan interaktif yang jauh lebih tinggi daripada buku cerita konvensional. Pada peningkatan keterampilan digital hasil uji t menunjukkan peningkatan signifikan (p<0.05) dalam keterampilan digital literasi pada kelompok eksperimen setelah pelatihan menggunakan Canva. Persentase anak-anak PAUD yang menyukai buku cerita digital mencapai 85%. Anak-anak PAUD yang berinteraksi dengan buku cerita digital menunjukkan peningkatan pemahaman konsep yang signifikan.]]>
<![CDATA[Efektivitas Model Pembelajaran Berbasis Project (PBL) untuk Meningkatkan Kemampuan Berpikir Kritis Reflektif pada Mahasiswa ]]>
<![CDATA[Aisyah]]>;
<![CDATA[Mudhar]]>;
<![CDATA[Hartanti, Jahju]]>;
<![CDATA[Hasiana, Isabella]]>;
<![CDATA[Firda Mufidah, Elia]]>
<![CDATA[ utile: Jurnal Kependidikan Vol. 10 No. 2 (2024): utile: Jurnal Kependidikan ]]>
Publisher : <![CDATA[FKIP Universitas Muhammadiyah Sukabumi ]]>
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DOI: 10.37150/jut.v10i2.3140
<![CDATA[This study aims to examine the effectiveness of the project-based learning (PBL) model in improving critical-reflective thinking skills in students. The PBL model was applied to two groups of students: an experimental group that followed project-based learning and a control group that followed conventional learning. This study used an experimental design with a pre-test and post-test to measure changes in critical-reflective thinking skills. Data were also collected through observation sheets and students' reflective journals. The results showed that the experimental group that applied the PBL model experienced a significant increase in critical-reflective thinking skills, with a significant difference in pre-test and post-test scores (p < 0.05). Meanwhile, the control group that followed conventional learning did not show a significant change. Analysis of the reflective journal showed that students in the experimental group were able to identify strengths and weaknesses in their thinking process, as well as evaluate the solutions they chose in the project. Based on these results, it can be concluded that project-based learning is effective in improving students' critical-reflective thinking skills, as well as encouraging active involvement and collaboration. This study recommends the use of the PBL model as an alternative to improving critical-reflective thinking skills in higher education.]]>
<![CDATA[SELF-CONFIDENCE OF 5-6 YEAR-OLD CHILDREN REVIEWED FROM PERMISSIVE AND AUTHORITARY PARENTING PATTERNS ]]>
<![CDATA[Nadhifah, Vita]]>;
<![CDATA[Hasiana, Isabella]]>
<![CDATA[ As-Sulthan Journal of Education Vol. 1 No. 2 (2024): November ]]>
Publisher : <![CDATA[As-Sulthan Journal of Education ]]>
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<![CDATA[This study utilizes qualitative methods to explore the impacts of permissive and authoritarian parenting styles on the self-confidence of 5-6-year-old children. Self-confidence is crucial to develop from early childhood due to its long-term effects on their subsequent growth. One significant outcome is that children become more capable of facing challenges and difficult situations. The subjects of this research are children aged 5-6 years raised under permissive and authoritarian parental styles. Data collection methods include observations and interviews, with data analysis conducted using the Miles and Huberman model. The findings reveal that parents employing permissive parenting styles tend to create environments conducive to exploration and bolstering their children's self-confidence. In contrast, parents using authoritarian parenting styles tend to raise children who are less confident, feeling constrained by strict rules. The implications of these findings underscore the need for more responsive and supportive parenting approaches to aid positive self-confidence development in early childhood.]]>
<![CDATA[Pelatihan Orang Tua dalam Meningkatkan Kemandirian Anak Usia Dini Melalui Aktivitas Harian di Rumah ]]>
<![CDATA[Aisyah]]>;
<![CDATA[Hasiana, Isabella]]>
<![CDATA[ Journal of Smart Community Service Vol. 2 No. 2 (2024): JSCS NOV 2024 ]]>
Publisher : <![CDATA[PT. Cahya Edupreneur Indonesia ]]>
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<![CDATA[This community service activity in the form of training for parents aims to provide insight and practical skills to parents in supporting the development of early childhood independence. The method used is a direct question and answer to parents regarding children's independence. The tools used to assist in the implementation of this community service activity are in the form of images and videos. The implementation of the activity is carried out through six methods, namely lecture and discussion methods, practical training and simulation, demonstration methods, group guidance, provision of modules and supporting media as well as evaluation and monitoring. This training was given to parents of 25 students of Pamiwahan Putra II Wahyu Luhur Kindergarten. As a result of this training, parents know and can adopt a more positive and consistent approach to educating children so that they can become more independent and ready to face challenges in the future. Full support from parents in this process is very important to shape the character of children who are independent, creative, and confident.]]>
<![CDATA[PELATIHAN PENGEMBANGAN KEGIATAN LITERASI KURIKULUM MERDEKA BELAJAR MERDEKA BERMAIN DI TK AISYIAH BUSTANUL ATHFAL 14 KECAMATAN KARANGPILANG SURABAYA ]]>
<![CDATA[Hasiana, Isabella]]>;
<![CDATA[Aisyah, Aisyah]]>
<![CDATA[ Devote: Jurnal Pengabdian Masyarakat Global Vol. 2 No. 1 (2023): Devote : Jurnal Pengabdian Masyarakat Global, Juni 2023 ]]>
Publisher : <![CDATA[LPPM Institut Pendidikan Nusantara Global ]]>
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DOI: 10.55681/devote.v2i1.1085
<![CDATA[The use of the concept of independent learning in education provides great potential for the development of better education in Indonesia. Through community service activities, the Early Childhood Education Teacher Education Study Program (PG-PAUD) provides training to encourage and train PAUD teachers at TK Aisyiyah Bustanul Athfal 14 Surabaya to be able to have knowledge and skills in planning literacy-based learning as part of the implementation of independence Study. This community service activity is in the form of literacy-based learning preparation training as an implementation of the independent learning curriculum for Aisyiyah Bustanul Athfal 14 Surabaya Kindergarten teachers. The use of the concept of independent learning in education provides great potential in the development of better education in Indonesia. Through independent learning, students are expected to be able to have Aisyiyah Bustanul Athfal 4C that is competencies, namely communication, creativity, collaboration and critical thinking. By having these 4C competencies, children will not only memorize lessons, but will be able to create new things or new innovations for Indonesia in all fields, have social skills to work together and have character, ethics and normalcy.]]>
<![CDATA[Storytelling with Puzzle Media to Develop Critical Thinking Abilities in Early Childhood ]]>
<![CDATA[Hasiana, Isabella]]>;
<![CDATA[Mufidah, Elia Firda]]>;
<![CDATA[Aisyah, Aisyah]]>;
<![CDATA[Pamungkas, Aristya Septi]]>
<![CDATA[ BUHUTS AL ATHFAL: Jurnal Pendidikan dan Anak Usia Dini Vol 4, No 2 (2024) ]]>
Publisher : <![CDATA[UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan ]]>
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DOI: 10.24952/alathfal.v4i2.13626
<![CDATA[This research aims to determine the critical thinking abilities of young children through telling stories using puzzle media. So far, the storytelling method has only been used to develop abilities in language and cognitive aspects which are limited to knowledge and understanding. Current educational demands encourage students to be able to think more complexly and at a higher level than just understanding and knowledge. These skills are what are called high order thinking skills (HOTS). One of the skills that surrounds HOTS is critical thinking skills. Critical thinking skills can be developed from an early age. This research uses descriptive qualitative methods. Data was collected through observation, interviews and documentation for 5 (five) kindergartens. The research results show that storytelling using puzzle media has promising potential for developing critical thinking skills in early childhood. Telling stories using puzzle media can help children analyze information, evaluate ideas, and draw conclusions. This research provides a new contribution to the field of early childhood education, especially in the development of critical thinking skills. The findings from this research can be used by educators and parents to design more effective and enjoyable learning activities for young children.]]>
