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All Journal Early Stage CHILD KINGDOM : Jurnal Pendidikan Anak Usia Dini
Ariq Nurjannah Irbah
IAI Ngawi
Education

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Merdeka Curriculum: Early Childhood Teachers' Perceptions of the New Paradigm Curriculum Ariq Nurjannah Irbah; I’in Anggryani; Ucik Hidayah Binsa
Child Kingdom : Jurnal Pendidikan Anak Usia Dini Vol 2 No 1 (2024): May
Publisher : LP3M STAI MA'ARIF MAGETAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53961/childom.v2i1.141

Abstract

This research aims to obtain information regarding teachers' perceptions of the independent curriculum in early childhood education. The method used in this research is a qualitative descriptive method, namely a method that explores the situation and data of the subject that will be studied thoroughly, broadly and in depth. This research provides an overview and explanation of teachers' perceptions of the independent curriculum in Paron District. The data collection technique used was interviews via questionnaires. Then the data analysis technique in this research uses reduction, display and verification techniques. The results of this research indicate that the overall perception of teachers in the independent curriculum is good. This is proven from the results of interviews via questionnaires with many expressions that support the implementation of the independent curriculum. This good and supportive perception is reflected in the teacher's knowledge of the Merdeka curriculum, the implementation of the Merdeka-merdeka play curriculum and how teachers make efforts towards the Merdeka-merdeka learning curriculum
Peran Metode Montessori dalam Mengembangkan Kemandirian Anak Usia Dini: Studi Literatur Viny Anggradini Puspitaloka; Siti Nur Azizah; Ariq Nurjannah Irbah
Early Stage Vol. 4 No. 1 (2026): Volume 4 Nomor 1 Januari 2026 : Jurnal Early Stage
Publisher : Institut Agama Islam Ngawi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56997/earlystage.v4i1.2838

Abstract

Independence in early childhood is a critical aspect of social-emotional development and decision-making, yet systematic evidence regarding the influence of the Montessori method on child independence across different contexts remains limited. This study aims to synthesize the impact of Montessori through a literature review of national and international research. The analyzed literature includes journal articles from the last five years and relevant books from the last ten years, focusing on guided freedom, practical life activities, and the teacher’s role as a facilitator. The synthesis reveals that the Montessori method consistently supports self-regulation, decision-making, and personal responsibility in children, both locally and internationally. Teachers play a crucial role in providing proportional guidance, allowing children to learn independently while staying on track. The study also identifies gaps in the literature, including the lack of systematic comparative studies between national and international findings and limited integration of empirical results with the theoretical Montessori framework. Consequently, this synthesis strengthens the theoretical concept of auto-education and provides practical guidance for early childhood educators in designing learning environments that foster sustainable child independence.
Implementasi Pembelajaran Antre sebagai Upaya Penguatan Regulasi Emosi Anak Usia Dini Khoirun Nisa; Nurul Azizah; Ariq Nurjannah Irbah; Desika Putri Mardiani
Child Kingdom : Jurnal Pendidikan Anak Usia Dini Vol 3 No 2 (2025): October
Publisher : LP3M STAI MA'ARIF MAGETAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53961/childom.v3i2.478

Abstract

This study aims to describe the implementation of queue-based learning as an effort to strengthenemotional regulation in early childhood. The study employed a qualitative approach with a descriptivedesign. The subjects were children aged 4–6 years in an early childhood education setting, with teachersserving as supporting informants. Data were collected through observation, interviews, anddocumentation. Data analysis used an interactive model consisting of data reduction, data display, andconclusion drawing, with data validity ensured through source and technique triangulation. The resultsshowed that initially, children demonstrated limited emotional regulation skills, characterized byimpatience, emotional outbursts, and difficulty waiting for their turn. After consistent implementation ofqueuing activities, there was a noticeable improvement in children’s emotional regulation, includingincreased ability to wait calmly, follow rules, and reduce impulsive behavior. Queuing activities alsofacilitated the internalization of social values such as discipline, patience, and respect for others. Thesefindings indicate that queue-based learning can serve as an effective strategy to develop emotionalregulation in early childhood through direct social experiences. This study implies that simple dailyactivities can be optimized as meaningful tools for social-emotional learning in early childhood education.
Co-Authors Desika Putri Mardiani I’in Anggryani Khoirun Nisa Nurul Azizah Siti Nur Azizah Ucik Hidayah Binsa Viny Anggradini Puspitaloka