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All Journal Jurnal Berdaya Mandiri Journal of Early Childhood Education Research
Retno Utami, Novianti
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PELATIHAN PENERAPAN PEMBELAJARAN SAINTIFIK DAN PENATAAN LINGKUNGAN UNTUK MENFASILITASI MERDEKA BELAJAR PADA GURU-GURU KB TK GUGUS 7 KASIHAN BANTUL Titik, Titik Mulat Widyastuti; Novitasari, Khikmah; Retno Utami, Novianti
Jurnal Berdaya Mandiri Vol. 6 No. 2 (2024): JURNAL BERDAYA MANDIRI (JBM)
Publisher : Universitas PGRI Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31316/jbm.v6i2.5997

Abstract

This service is motivated by the problems faced by family planning teachers at Cluster 7 Kindergarten, Kasihan Bantul District, Yogyakarta regarding: 1). Teachers still lack understanding in implementing a scientific approach in learning at school. 2). Teachers do not understand the stages of implementing scientific learning such as observing, asking questions, collecting, associating and communicating information in class activities. This service aims to provide training and assistance in the application of scientific learning and environmental management to facilitate independent learning for early childhood. The method in this research uses: lectures, questions and answers, and supervisory actions carried out over 2 cycles. There are four stages in service activities and each cycle consists of: planning, implementation, observation and evaluation (reflection). The results of the training implementation show that the PAUD teachers at KB TK Gugus 7, Kasihan Bantul District, Yogyakarta, in implementing scientific learning and environmental arrangements to facilitate independent learning for early childhood improved after participating in training and mentoring activities. Keywords: Scientific learning, environmental management, independent learning.
PELATIHAN PENERAPAN PEMBELAJARAN SAINTIFIK DAN PENATAAN LINGKUNGAN UNTUK MENFASILITASI MERDEKA BELAJAR PADA GURU-GURU KB TK GUGUS 7 KASIHAN BANTUL Titik, Titik Mulat Widyastuti; Novitasari, Khikmah; Retno Utami, Novianti
Jurnal Berdaya Mandiri Vol. 6 No. 2 (2024): JURNAL BERDAYA MANDIRI (JBM)
Publisher : Universitas PGRI Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31316/jbm.v6i2.5997

Abstract

This service is motivated by the problems faced by family planning teachers at Cluster 7 Kindergarten, Kasihan Bantul District, Yogyakarta regarding: 1). Teachers still lack understanding in implementing a scientific approach in learning at school. 2). Teachers do not understand the stages of implementing scientific learning such as observing, asking questions, collecting, associating and communicating information in class activities. This service aims to provide training and assistance in the application of scientific learning and environmental management to facilitate independent learning for early childhood. The method in this research uses: lectures, questions and answers, and supervisory actions carried out over 2 cycles. There are four stages in service activities and each cycle consists of: planning, implementation, observation and evaluation (reflection). The results of the training implementation show that the PAUD teachers at KB TK Gugus 7, Kasihan Bantul District, Yogyakarta, in implementing scientific learning and environmental arrangements to facilitate independent learning for early childhood improved after participating in training and mentoring activities. Keywords: Scientific learning, environmental management, independent learning.
The Role of Mental Models in Addressing Academic Anxiety in Children Retno Utami, Novianti; Wulandari Iman Utama, Windy
Journal of Early Childhood Education Research Vol. 1 No. 1 (2025): Journal of Early Childhood Education Research
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/jecer.v1i1.344

Abstract

Purpose: Academic anxiety is a prevalent psychological challenge that negatively affects children’s academic performance and emotional well-being. Mental models, understood as cognitive–emotional frameworks encompassing executive function and emotional regulation, play a critical role in how children perceive, interpret, and manage academic stress. This study aims to synthesize empirical evidence on the role of mental models in addressing academic anxiety in children and to identify effective school-based strategies that support adaptive learning and well-being. Methodology: This study employed a narrative review approach with a systematic search strategy. Peer-reviewed empirical studies published between 2015 and 2025 were identified through major academic databases, including Scopus-indexed journals, PubMed, and Google Scholar. The review focused on studies examining academic anxiety, executive function, emotional regulation, and school-based interventions in children and early adolescents. Relevant findings were analyzed and synthesized thematically to identify consistent patterns and key mechanisms. Results: The thematic synthesis indicates that academic anxiety is consistently associated with impairments in executive function, emotional regulation, and academic engagement. Deficits in planning, organization, attentional control, and impulse regulation were frequently identified as mediating factors linking anxiety to poorer academic outcomes. Furthermore, school-based interventions—particularly cognitive-behavioral programs, mindfulness-based approaches, holistic stress management, and emotional intelligence training demonstrated effectiveness in reducing anxiety symptoms while simultaneously improving academic performance and psychosocial adjustment. Conclusions: Mental models constitute a central mechanism through which children experience and cope with academic anxiety. Strengthening executive function and emotional regulation as core components of these mental models is essential for mitigating academic anxiety and promoting educational success. The findings underscore the importance of integrating evidence-based, multifaceted interventions into school systems to support children’s cognitive, emotional, and academic development.
Co-Authors Novitasari, Khikmah Widyastuti, Titik Mulat Wulandari Iman Utama, Windy