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All Journal Proceeding ISETH (International Summit on Science, Technology, and Humanity)
Zulkarnaen, Z
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Computer Science & IT Engineering Medicine & Pharmacology Social Sciences Other

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Evaluation of Digital Literacy Competencies in Education Teachers Early Childhood Education Teachers Istiqomah, I; Zulkarnaen, Z
Proceeding ISETH (International Summit on Science, Technology, and Humanity) 2023: Proceeding ISETH (International Summit on Science, Technology, and Humanity)
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/iseth.4039

Abstract

Teachers’ digital literacy equips children with the skills and confidence to confront increasingly digitised challenges. This study seeks to provide a comprehensive understanding of the digital literacy competencies of early childhood education teachers. The research employs a descriptive qualitative method, utilising single or multiple case studies. Data collection involves interviews and observations of five Aisyiyah Bolon 1 Colomadu Kindergarten teachers. The findings reveal a need for enhanced digital literacy competencies among early childhood education teachers, particularly in leveraging technological devices for optimised learning experiences and the holistic development of young learners.
The Role Of Family In Communication To Build Early Childhood Character Aida, Elma Nur; Zulkarnaen, Z
Proceeding ISETH (International Summit on Science, Technology, and Humanity) 2024: Proceeding ISETH (International Summit on Science, Technology, and Humanity)
Publisher : Universitas Muhammadiyah Surakarta

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Abstract

Purpose: This study examines how parental communication shapes character development in early childhood, specifically exploring the strategies parents employ to instill moral values and discipline in 4–5‑year‑old children at Kindergarten Aisyiyah Petoran, Surakarta. Methodology: Using a qualitative case study approach, researchers conducted semi‑structured interviews with both parents and their children to gather rich, firsthand accounts of communication practices and home dynamics influencing character formation. Results: Findings indicate that parents serve as primary role models, teaching moral and ethical values through positive behavior, open dialogue, and consistent, constructive discipline. Children were observed to imitate parental behaviors, underscoring the power of modeled conduct. Key elements identified include active listening and timely, supportive feedback, which bolster children’s confidence and capacity for emotional expression. A nurturing home environment—where children feel safe to voice thoughts and learn moral lessons—emerged as critical to fostering character growth. Applications/Originality/Value: By illuminating the specific communication strategies that effectively nurture young children’s moral development, this study deepens our understanding of family dynamics in early education. Its insights can guide parents, educators, and program designers in creating home‑and‑school partnerships that reinforce positive discipline, empathetic listening, and ethical role modeling to support well‑rounded character formation in early childhood.
Role of Character Education in Improving Self-Confidence of Early Childhood (Case Study at Aisyiyah Kateguhan Kindergarten, Sawit, Boyolali) Faizah, Fera Nur; Zulkarnaen, Z
Proceeding ISETH (International Summit on Science, Technology, and Humanity) 2024: Proceeding ISETH (International Summit on Science, Technology, and Humanity)
Publisher : Universitas Muhammadiyah Surakarta

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Abstract

Purpose: This study explores how character education initiatives at Aisyiyah Kateguhan Sawit Kindergarten contribute to the development of student self‑confidence. By situating character formation within a nurturing early‑childhood environment, the research seeks to demonstrate the role such programs play in preparing young learners for future academic and personal challenges. Methodology: Employing a qualitative design, data were gathered through direct classroom observations of character‑building activities and semi‑structured interviews with both teachers and students. Indicators assessed included the fidelity of character‑education implementation, the specific values emphasized (e.g., honesty, cooperation), and observable shifts in children’s confidence during routine tasks and special projects. Results: Quantitative summaries of the qualitative data show that 75% of students actively engaged in character‑education activities, and 70% could articulate and apply the targeted values in their interactions. Classroom observations revealed that 80% of children displayed noticeable self‑confidence in tasks such as storytelling and group presentations, with 75% showing marked improvement over the course of the program. Interview feedback indicated that 85% of students reacted positively to the character‑education curriculum, although 40% encountered occasional challenges—such as shyness during peer interactions or difficulty internalizing abstract values. In response, 60% of teachers introduced complementary strategies, including project‑based learning and structured group collaborations, to boost participation and reinforce key lessons. Applications/Originality/Value: By illuminating both the successes and obstacles of implementing character education at the kindergarten level, this study offers actionable insights for early‑childhood educators. Its findings underscore the importance of adaptive teaching methods—like collaborative projects and incremental value reinforcement—to foster self‑confidence effectively. These lessons can guide curriculum planners and school administrators in crafting holistic programs that not only advance academic readiness but also support children’s personal growth and community well‑being.
The Influence of Human Resources on Parental Satisfaction in Early Childhood Education: a Study at Islamic Preschool Education Mutiara Quran Surakarta Wahyuningsih, Sri; Zulkarnaen, Z
Proceeding ISETH (International Summit on Science, Technology, and Humanity) 2024: Proceeding ISETH (International Summit on Science, Technology, and Humanity)
Publisher : Universitas Muhammadiyah Surakarta

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Abstract

Purpose: This study aimed to analyze the impact of human resource quality on paren-tal satisfaction with educational services at Islamic Preschool Education Mu-tiara Quran Surakarta. Education is vital for individual potential development and Human Resouce quality, which includes the intellectual and physical ca-pacities of educators and staff. Effective HR planning in educational institu-tions is essential for achieving educational goals, encompassing recruitment, development, and performance evaluation. Methodology: A quantitative research design was employed, and a sample of 50 parents was selected. The quality of human resources, including teacher competence, professional development, and educator attitudes, served as the independent variable, while parental satisfaction was the dependent variable. Data were collected through a structured questionnaire and analyzed using correlation and hypothesis testing. Validity and reliability tests ensure accurate meas-urement. Statistical analysis, including normality and correlation tests, evaluates the relationship between Human Resource and parental satisfaction. The results indicated a significant positive influence of human resource quality on parental satisfaction. Results: The findings highlighted the importance of improving human resource man-agement to enhance parental satisfaction in early childhood education set-tings. Applications/Originality/Value: Future research was recommended to explore additional factors that could influence parental satisfaction in other educational contexts. The study high-lights the critical role of qualified, professional, communicative educators in fostering parental satisfaction. In conclusion, the research underscores the importance of continuous Human Resouce development to enhance educa-tional outcomes. Despite its robust findings, the study's limitations include a small sample size and potential bias in selfreported data, suggesting the need for broader studies to generalize the results.
The Influence of Parental Verbal Abuse on The Self Confidence in Early Childhood Putri, Tri Rahayu Argo; Zulkarnaen, Z
Proceeding ISETH (International Summit on Science, Technology, and Humanity) 2024: Proceeding ISETH (International Summit on Science, Technology, and Humanity)
Publisher : Universitas Muhammadiyah Surakarta

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Abstract

Purpose: This study aimed to explore the influence of parental verbal abuse on the self-confidence of early childhood children. Methodology: Using qualitative methods with a phenomenological approach, the research was conducted at Jatipurwo 2 Kindergarten in Karanganyar, involving group B children who experienced verbal abuse, as well as teachers as key inform-ants. Data collection techniques included in-depth interviews, participatory observations, and documentation, where interviews explored the children's direct experiences of verbal abuse, while observations and documentation supported data on their behavior and psychology. Analysis was performed using phenomenological methods and the Miles and Huberman procedures, which included data reduction, data presentation, and conclusion drawing. Results: The results showed that parental verbal abuse caused a significant decrease in children's self-confidence, marked by fear, an inability to interact with peers, and doubts in self-expression. Children who experienced verbal abuse tended to display closed emotional expressions and showed emotional de-pendence on their teachers. Teachers also observed behavioral changes in the children, including low participation in class activities. Applications/Originality/Value: These findings highlighted the importance of teachers in detecting and sup-porting children who experienced verbal abuse, as well as the need for pa-rental education to reduce negative verbal abuse behaviors.
Co-Authors Aida, Elma Nur Faizah, Fera Nur Istiqomah, I Putri, Tri Rahayu Argo Sri Wahyuningsih