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All Journal JURNAL PENDIDIKAN TAMBUSAI Jurnal Pendidikan Anak Exploration In Early Childhood Research
Dhieni , Nurbiana
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Education Languange, Linguistic, Communication & Media Social Sciences Other

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Pembinaan Berkelanjutan Profesional Guru PAUD melalui Program Microlearning dengan Pendekatan TPACK (Technological Pedagogical Content Knowledge) dalam Kurikulum Bermain Murtafiah, Murtafiah; Sumantri, M. Syarif; Dhieni , Nurbiana
Jurnal Pendidikan Tambusai Vol. 6 No. 2 (2022): Agustus 2022
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jptam.v6i2.4018

Abstract

Pembinaan berkelanjutan profesi guru difokuskan sebagai hal penting untuk peningkatan pendidikan termasuk Pendidikan Anak Usia Dini (PAUD). Kurikulum bermain merupakan bagian dari isu internasional dalam pengembangan profesi guru PAUD yang terjadi di berbagai negara, termasuk Indonesia. Penelitian dilakukan menggunakan metode penelitian tindakan kelas melalui program microlearning dengan pendekatan TPACK (Technological Pedagogical Content Knowledge). Pengumpulan data dilakukan melalui observasi, wawancara dan analisis dokumen. Partisipan terdiri dari 5 guru RA Asy-Syafi`, Banten, Indonesia. Hasil penelitian menemukan bahwa program ini menjadi salah satu alternatif pilihan untuk membantu guru melakukan peningkatan kinerja profesional berkesinambungan, juga menjadi agen perubahan pengetahuan dan keterampilan pedagogik guru, terutama dalam menerapkan kurikulum berbasis permainan. Program microlearning dengan pendekatan TPACK secara terintegrasi juga merupakan wahana guru untuk melakukan pembelajaran transformatif tentang berbagai pengetahuan dan keterampilan pedagogik
Integration of Pedagogical Content Knowledge (PCK) and Montessori Approach in Inclusive Learning in Early Childhood Education Pamularsih, Yustina Tri Budi; Dhieni , Nurbiana; Pujiastuti , Sri Indah
Jurnal Pendidikan Anak Vol. 14 No. 2 (2025): Jurnal Pendidikan Anak
Publisher : Department of Early Childhood Education, Faculty of Education, Universitas Negeri Yogyakarta in in cooperation with in cooperation with the Perkumpulan Pengelola Jurnal PAUD (PPJ PAUD) Indonesia based on the MoU Number: 030/PPJ-PAUD/VIII/2020.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpa.v14i2.1849

Abstract

Inclusive education in early childhood requires adaptive and meaningful teaching strategies to accommodate the diverse needs of students. This study aims to explore the integration of Pedagogical Content Knowledge (PCK) in the Montessori approach by PAUD teachers in inclusion classes. The method used was qualitative descriptive, involving six teachers at Aluna Montessori School through observation, semi-structured interviews, and documentation studies. Data analysis was performed using Miles & Huberman's interactive model and triangulation. The results showed that teachers were able to integrate Content Knowledge (CK), Pedagogical Knowledge (PK), and Pedagogical Content Knowledge (PCK) in each stage of the learning context in a contextual and multisensory manner. This integration strengthens the independence, emotional engagement, and conceptual understanding of children, including children with special needs. These findings highlight the importance of teacher professional development, based on formative observation and collaborative reflection, in the context of Montessori inclusive education
Assessing Kindergarten Teachers' Competence in Integrating Character Education into Lesson Plans Istiana, Yuyun; Dhieni , Nurbiana; Supena, Asep
Exploration in Early Childhood Research Vol. 1 No. 1 (2024): Exploration in Early Childhood Research
Publisher : Sekolah Pascasarjana Universitas Negeri Jakarta

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Abstract

This study aims to develop a conceptual framework and a preliminary assessment instrument to measure kindergarten teachers' competence in integrating character education into their lesson plans. Character education, the deliberate cultivation of positive ethical and moral values in students, is increasingly recognized as essential for holistic child development. However, there is a lack of standardized tools to evaluate teachers' abilities in this domain. This research will employ a comprehensive literature review to identify the key components of teacher competence in character education lesson planning. The review will examine existing research, theoretical frameworks, and best practices in character education and early childhood pedagogy. The findings will inform the development of a conceptual framework that outlines the knowledge, skills, and dispositions necessary for effective character education lesson planning in kindergarten. Based on this framework, a preliminary assessment instrument will be designed. The expected outcome of this study is a preliminary assessment instrument grounded in a robust conceptual framework. This instrument will be ready for further refinement and validation through pilot testing and feedback from experts and practitioners in the field. This study will contribute to the field of early childhood education by providing a foundation for developing a standardized tool to evaluate and enhance teacher competence in character education, ultimately leading to improved character development outcomes for young children.
Co-Authors Asep Supena. Istiana, Yuyun Mohamad Syarif Sumantri Murtafiah, Murtafiah Pamularsih, Yustina Tri Budi Pujiastuti , Sri Indah