Article Per Year (5 Year)
p-Index From 2021 - 2026
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This Author published in this journals
All Journal Proceeding of International Conference on Science, Education, and Technology Indonesian Science Education Journal (ISEJ)
Edi Waluyo
Universitas Negeri Semarang, Indonesia
Agriculture, Biological Sciences & Forestry Education Other

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The Importance of Curriculum Management in ECE Institutions Edi Waluyo; Eko Supraptono; Agus Hermanto; Fakhruddin Fakhruddin
International Conference on Science, Education, and Technology Vol. 7 (2021)
Publisher : Universitas Negeri Semarang

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Abstract

This research aimed to describe curriculum management in ECE institutions systematically. A survey research design was used in this research. The research samples were principals and teachers from the state, private, and religious-based ECE institutions in Semarang. The data collection technique was carried out through questionnaires, observations, and interviews. Based on the findings, curriculum management in ECE institutions gives good contributions to the development of curriculum documents, annual programs, semester programs, weekly programs, and daily programs. Curriculum management creates effective work steps in designing, organizing, implementing, and evaluating a curriculum.
Strengthening Nutrition Literacy and Scientific Skills through Multisensory Food Experience among Children at Al-Faruq Kindergarten in Kawahmanuk Village, Kuningan Regency Teti Nurhayati; Daesylina Daesylina; Edi Waluyo; Ali Forman
ISEJ : Indonesian Science Education Journal Vol. 7 No. 2 (2026): February-May
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/isej.v7i2.2364

Abstract

Nutrition literacy in early childhood should not be reduced to the memorisation of healthy and unhealthy foods; it should be developed through concrete, sensory, affective, and socially supported experiences that help children observe, classify, communicate, and make simple food-related decisions. This study aims to describe how multisensory food experience learning contributes to nutrition literacy and basic science process skills among children aged 5-6 years. A descriptive qualitative design was implemented at Al-Faruq Kindergarten, Kawahmanuk Village, Kuningan Regency, West Java, over eight weekly sessions from February 2 to March 30, 2026. Participants consisted of 15 children, two classroom teachers, and eight parents. Data were collected through participant observation, semi-structured interviews, children’s work, teacher reflection notes, and activity documentation. The data were analysed through data condensation, thematic display, and conclusion verification, supported by source and method triangulation. The findings reveal four interrelated themes: improved nutrition understanding through sensory engagement, more positive emotional responses and willingness to try healthy foods, the emergence of simple healthy lifestyle practices, and the decisive role of school-family collaboration. The activities also stimulated basic science process skills, especially observation, classification, comparison, causal explanation, and communication. The study contributes a context-based pedagogical model that integrates early childhood science education, nutrition literacy, and health education through experiential and multisensory learning. Because the study is qualitative, single-site, and short-term, the findings should be interpreted as process evidence rather than causal effectiveness evidence.
Differentiated Instruction to Stimulate Multiple Intelligences in Early Childhood Science Learning: A Phenomenological Study in Inclusive Kindergartens Evi Yulidawati; Diana Diana; Edi Waluyo; Ali Formen
ISEJ : Indonesian Science Education Journal Vol. 7 No. 2 (2026): February-May
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/isej.v7i2.2380

Abstract

Early childhood science learning in inclusive kindergarten classrooms requires pedagogical practices that are responsive to children's differences in readiness, interests, communication modes, sensory needs, and ways of demonstrating understanding. However, empirical accounts of how teachers translate differentiated instruction into daily science activities while stimulating children's multiple intelligences remain limited. This phenomenological study explored the lived experiences of four kindergarten teachers in implementing differentiated instruction to support early science learning in an inclusive kindergarten. Data were collected through participatory classroom observation, semi-structured interviews, and document analysis of lesson plans, children's learning products, portfolios, and progress notes. The data were analyzed through phenomenological procedures involving repeated reading, horizonalization, meaning-unit coding, clustering of themes, and synthesis of textural and structural descriptions. Five essential themes emerged: responsive planning based on children's interests and needs, multisensory inquiry as process differentiation, flexible representation of learning products, adaptive classroom ecology and peer support, and continuous teacher reflection as real-time pedagogical adjustment. The findings indicate that differentiated science instruction was not implemented as a separate program, but as a dynamic pedagogical stance through which teachers adjusted content, process, product, and learning environment. Multiple intelligences functioned as a practical lens for recognizing children's diverse strengths, while hands-on science activities provided an inclusive space for observation, prediction, classification, questioning, communication, and collaboration. This study contributes to early childhood science education by showing how differentiation, inclusive pedagogy, and multiple-intelligence-oriented learning can be integrated in everyday kindergarten science practices. The findings imply that teacher professional development should move beyond general knowledge of inclusion toward concrete strategies for designing accessible, multisensory, and culturally meaningful science experiences for diverse young learners.
Pedagogical Competence of PPG Graduate Teachers in Phase A Science Learning: A Phenomenological Study on the PAUD–Primary School Transition Novia Wiranti; Edi Waluyo; Ali Formen
ISEJ : Indonesian Science Education Journal Vol. 7 No. 2 (2026): February-May
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/isej.v7i2.2394

Abstract

The transition from early childhood education (PAUD) to the first years of primary school is a decisive period for developing children's early scientific literacy. In Indonesia, graduates of the Teacher Professional Education Program (Pendidikan Profesi Guru/PPG) with a PAUD background are increasingly required to teach Phase A students in Grades 1 and 2, where play-based pedagogy must be reconciled with more structured science learning under the Kurikulum Merdeka. This phenomenological study explored the lived experiences of six PPG graduate teachers with PAUD academic backgrounds who taught Phase A classes in rural mountainous public primary schools in Magetan, East Java. Data were collected through semi-structured in-depth interviews, non-participant classroom observations, and document analysis. The data were analyzed using the Stevick-Colaizzi-Keen procedure as modified by Moustakas, involving bracketing, horizontalization, meaning-unit construction, thematic clustering, textural-structural description, and synthesis of the essence of experience. Four themes emerged: theoretical pedagogical awareness that was not fully translated into practice, monotonous learning with limited exploratory science activities, structural constraints in facilities and school support, and weak post-PPG mentoring. The findings show that PPG enhanced teachers' conceptual awareness of child development, lesson planning, and active learning; however, the enactment of these competencies remained constrained by limited science resources, administrative teaching routines, conventional school culture, and the absence of sustained professional assistance. The study contributes to early science education by showing that pedagogical competence is not an individual attribute alone, but a situated professional practice shaped by institutional, geographical, and cultural conditions. Strengthening post-PPG mentoring, inquiry-based science resources, and contextual transition curricula is therefore essential for improving Phase A science learning in rural mountainous schools.
Teacher–Principal Collaborative Inquiry in AI-Assisted Early Science Learning at PAUD Sekar Nagari Rita Sulistyorini; Ali Formen; Edi Waluyo
ISEJ : Indonesian Science Education Journal Vol. 7 No. 2 (2026): February-May
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/isej.v7i2.2396

Abstract

Artificial intelligence (AI) has begun to reshape teachers’ professional work, including lesson planning, media design, assessment preparation, and collaborative reflection. However, the integration of AI in early childhood science learning remains pedagogically sensitive because young children require concrete, play-based, sensory, and teacher-mediated inquiry experiences rather than technology-driven instruction. This study examined how teacher-principal collaborative inquiry supported the contextual use of simple AI tools in early science learning at PAUD Sekar Nagari, Universitas Negeri Semarang. Using a qualitative case study design, data were collected from seven participants consisting of one principal, one PAUD coordinator, and five classroom teachers through open-ended online interviews, participant observation, and document analysis. The data were analyzed thematically through data condensation, data display, and conclusion drawing, with trustworthiness strengthened through triangulation, member checking, audit trails, and thick description. The findings reveal five interrelated themes: teachers’ cautious but positive initial perceptions of AI, transformational and digital leadership as an enabling condition, collaborative inquiry as AI-mediated professional learning, perceived improvement in teacher creativity and administrative efficiency, and continuing pedagogical-ethical boundaries in AI-assisted early science learning. Simple AI tools supported teachers in transforming science ideas into visual, concrete, and developmentally appropriate learning media, while collaborative inquiry helped them verify, adapt, and contextualize AI outputs. The principal’s leadership was decisive in creating psychological safety, facilitating infrastructure, and sustaining a professional learning community. The study concludes that AI can strengthen early science learning when positioned as a teacher-support tool rather than a substitute for hands-on inquiry, direct child observation, and teacher-child interaction.
Co-Authors Agus Hermanto Ali Forman Ali Formen Daesylina Daesylina Diana Diana Eko Supraptono Evi Yulidawati Fakhruddin Fakhruddin Novia Wiranti Rita Sulistyorini Teti Nurhayati