Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran JOLLT Journal of Languages and Language Teaching
Mustafa, Lily Muliana
Unknown Affiliation
Education Languange, Linguistic, Communication & Media Mathematics Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
An Analysis of Early Childhood Bilingual Program Implementation at Happy Hive Kindergarten, Malaysia Muthmainnah, Tsabita; Jayadinata, Asep Kurnia; Justicia, Risty; Ardhiyanti, Dhea; Mustafa, Lily Muliana
Journal of Languages and Language Teaching Vol. 13 No. 4 (2025): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i4.16176

Abstract

In the era of globalization, proficiency in international languages is a key factor for competitiveness and cross-cultural collaboration. Malaysia stands out as a significant global example by integrating bilingual education into the National Preschool Standard Curriculum (Kurikulum Standard Prasekolah Kebangsaan—KSPK) from the preschool level. This study analyzes the regulations, implementation, and challenges of the bilingual program at Happy Hive Malaysia as a learning model relevant to international contexts.Using a qualitative case study approach, data were collected through interviews with two educators, participatory observations, and documentation, then analyzed thematically. The main findings reveal that KSPK provides a strong foundation for early childhood language education, while Happy Hive successfully implements a balanced bilingual approach supported by interactive methods and educational media. The challenges encountered—including variations in children’s language proficiency, speech delays, and limited resources—were addressed through teacher training and adjustments to teaching methods. This study underscores the importance of curriculum integration, teacher competence, and child-centered methods for the success of bilingual programs. Policy recommendations include strengthening regulations, providing continuous teacher training, and enhancing support for bilingual resources and media. For practitioners, adaptive strategies and innovative learning media are suggested to improve the effectiveness of bilingual education, positioning Malaysia’s experience as a valuable reference for other countries.
Nap Practices and Social–Emotional Development in Early Childhood: Evidence from a Daycare Setting Salsabila, Annida; Jayadinata, Asep Kurnia; Ardiyanti, Dhea; Mustafa, Lily Muliana
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 11 No. 4 (2025): December
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v11i4.18024

Abstract

This study aims to describe the dynamics of changes in children’s social–emotional functioning before and after napping in early childhood education institutions that provide childcare services. Employing a qualitative approach with a descriptive case study design, the study investigates children’s behavioral patterns in a naturalistic setting through observations and semi-structured interviews. The participants comprised three children (two typically developing and one with special needs) along with three accompanying teachers, selected using convenience total sampling technique due to their availability at the research site. Data were analyzed using thematic analysis encompassing open coding, axial coding, and selective coding procedures. The findings identified three major themes: first, a significant improvement was observed in emotional regulation, autonomy, and social interaction following nap time. Second, substantial individual variations emerged, particularly in the child with special needs, who required more intensive co-regulation support. Third, the nap time experience was influenced by multifactorial interactions, including daily routines, physical environment, caregiver support, and parent, educator communication. These findings reinforce our understanding of emotional regulation, socio-emotional competence, and executive functioning in child development. The present study offers practical implications for policies regarding flexible nap time arrangements in full-day or daycare early childhood education settings and is aligned with SDG 3 (mental health and well-being) and SDG 4.2 (access to quality early childhood education).
Co-Authors Ardhiyanti, Dhea Ardiyanti, Dhea Jayadinata, Asep Kurnia Muthmainnah, Tsabita RISTY JUSTICIA, RISTY Salsabila, Annida