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p-Index From 2020 - 2025
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All Journal ihyaulum E-MAS
Andi Al Muhammad Ardiansyah
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Religion Humanities Education Languange, Linguistic, Communication & Media Other

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Implementasi Kurikulum Merdeka di Taman Kanak-kanak Andi Al Muhammad Ardiansyah; Ismail, Tolla; Azizah, Amal; Gusnaini; Sumarni; Hilda, Sofiana
Ihya Ulum: Early Childhood Education Journal Vol 1 No 3 (2023): Ihya Ulum: Early Childhood Education Journal
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Islam Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59638/ihyaulum.v1i3.138

Abstract

This research aims to find out the description of the implementation of the independent curriculum as well as the supporting and inhibiting factors. The resource persons of this research are 2 teachers and 1 principal. The research method used is descriptive qualitative using observation, interviews, and documentation as data collection techniques. The results of the analysis showed that As' Adiyah Lompengeng Kindergarten was initially selected as a driving school and was required to use the independent curriculum. The teaching tools used are obtained from the government and have been developed by the school before use such as teaching modules, P5 modules, and guidebooks for teachers. Learning is divided into intracurricular, co-curricular, and extracurricular. The development of the Pancasila profile is carried out with project activities, namely with the theme I love Indonesia and with the topic of making typical bugis cakes that are not cooked. The assessments carried out are diagnostic assessments during PPDB, formative assessments during learning, and summative assessments at the end of the semester. The conclusion of this study is that the implementation of the independent curriculum at As' Adiyah Lompengeng Kindergarten, Soppeng Regency is going well because the teachers and Principal have a good understanding of the independent curriculum and thanks to the support of the government even though there are still obstacles experienced.
Gender Equality In Early Childhood Education: A Literature Review Of Global Practices and Challenges Andi Al Muhammad Ardiansyah; Saqjuddin Saqjuddin
Jurnal E-MAS (Edukasi dan Pembelajaran Anak Usia Dini) Vol. 1 No. 2 (2025): Edisi Juli 2025
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/e-mas.v1i2.240

Abstract

Gender equality in Early Childhood Education (ECE) is a fundamental aspect of building an inclusive and just society from the earliest stages of life. This literature review aims to examine global practices and challenges related to gender equality in ECE, with a particular focus on how gender stereotypes are formed and reinforced in early learning environments. Using a systematic literature review (SLR) approach, this study analyzes 25 recent peer-reviewed articles and policy documents published between 2019 and 2024, sourced from reputable academic databases and institutional reports. The findings reveal that gender bias is often reproduced in teaching materials, classroom interactions, and role modeling, largely due to a lack of teacher awareness and insufficient gender-sensitive pedagogy. Moreover, the dominance of female educators and the underrepresentation of male teachers in ECE contribute to limited gender role diversity for children. Cultural and social norms, particularly in traditional societies, further hinder the promotion of gender equality in early education. In contrast, several countries, particularly in Scandinavia and Canada, have successfully implemented inclusive gender pedagogies supported by policy and teacher training. This study emphasizes the urgent need for integrating gender equality into ECE curricula, enhancing teacher competence, and developing national policies that support equitable and inclusive early learning. The implications highlight the importance of transforming early childhood settings into spaces that actively deconstruct gender stereotypes and promote fairness and diversity from the outset of a child's educational journey.
Co-Authors Azizah, Amal Gusnaini Hilda, Sofiana Ismail, Tolla Saqjuddin Saqjuddin SUMARNI