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All Journal Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Atfaluna: Journal of Islamic Early Childhood Education Journal of English in Academic and Professional Communication Indonesian Journal of Early Childhood Educational Research
Himphinit, Musakkid
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Education Languange, Linguistic, Communication & Media Social Sciences Other

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Darmasiswa Awardee’s Perceptions on the Implementation of Bahasa Indonesia bagi Penutur Asing (BIPA) Class Dewangga, Vigo; Binarkaheni, Suyik; Ihsan, Pramudana; Himphinit, Musakkid
Journal of English in Academic and Professional Communication Vol 10 No 2 (2024): July
Publisher : Politeknik Negeri Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25047/jeapco.v10i2.5020

Abstract

Politeknik Negeri Jember offers several scholarship programs that provide opportunities for foreign students to pursue degree and non-degree education in Indonesia. One such scholarship is the Darmasiswa program, which aims to enhance the awardees' knowledge of Indonesian culture and language through the Bahasa Indonesia Bagi Penutur Asing (BIPA) class. To achieve this goal, the campus collaborates with the Language Center and International Office to organize the class. The program is conducted in three phases: 1) preparation, 2) implementation, and 3) evaluation. The evaluation phase is crucial for improving the program's quality. This study aims to describe the evaluation phase by analyzing the awardees' perceptions of the program. A questionnaire was used as the primary instrument, followed by interviews for confirmation. The results indicate that awardees generally have a positive perception of the program, as evidenced by their enthusiasm for the class. These findings are expected to help maintain and improve the quality of the BIPA class.
Scaling Early Childhood Digital Practices Through a Design-Based Implementation Research Model in Rural Ecosystems Syarah, Erie Siti; Puspitasari, Kristanti Ambar; Aisyah, Siti; Mustapa, Noviana; Sudirman, Sudirman; Linawati, Linawati; Khalid, Nursyahidah binti; Himphinit, Musakkid
Indonesian Journal of Early Childhood Educational Research (IJECER) Vol. 4 No. 2 (2025)
Publisher : Universitas Islam negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/ijecer.v4i2.15911

Abstract

This study examines how a design-based implementation research (DBIR) approach can accelerate developmentally appropriate digitalization in early childhood education within a rural village ecosystem. We co-designed, piloted, and iteratively refined a practice-proximal package, professional learning and coaching, a contextualized digital lesson bank, implementation tools (rubrics/SOPs), and organizational supports, delivered through a stepped-wedge rollout across six ECE centers (310 children; 34 staff). Mixed methods integrated repeated surveys/logs, structured classroom observations and artefact audits, and interviews/FGDs; instruments covered teacher outcomes, classroom processes, center-level implementation outcomes, and system supports. Quantitatively (n=18 teachers), teachers strongly endorsed play-based pedagogy and age-appropriate management and reported high confidence to blend traditional–digital approaches, while routine device/app use and simple media creation were lower, indicating an enactment fluency gap. Qualitatively, key barriers were limited devices/media, uneven digital skills, and device-related classroom management; children’s engagement was predominantly positive. Triangulation suggests two proximal mechanisms, motivation and procedural clarity, by which coaching and SOPs (rotation/transition) convert enthusiasm into on-task behavior. Findings yield a feasible pathway for scale: prioritize shared-device solutions and offlineable media, intensify practice-based coaching on two workflow “kernels,” and institutionalize leadership-backed routines. Future work will test dose–response and moderation using longitudinal mixed-effects models and center-level interrupted time series to assess sustainment and generalizability.   
How Do Early Childhood Teachers Design Lesson Plans? A Professional Competency Analysis Pramitasari, Muktia; Risnawati, Erna; Mustapa, Noviana; Mahardika, Esti Kurniawati; Himphinit, Musakkid
Atfaluna Journal of Islamic Early Childhood Education Vol. 8 No. 2 (2025): July-December 2025
Publisher : Atfaluna: Journal of Islamic Early Childhood Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/atfaluna.v8i2.11015

Abstract

This study aims to analyze early childhood education (ECE) teachers’ professional competencies in designing lesson plans. A quantitative descriptive approach was employed using a survey method. The participants consisted of 100 ECE teachers from DKI Jakarta and Banten Provinces, selected through purposive sampling. Data were collected using closed-ended questionnaires to measure teachers’ professional competence and open-ended questionnaires to examine the lesson plans prepared by the teachers. The data were analyzed using descriptive statistical techniques. The results indicate that 98% of the ECE teachers were female, with 49% holding a high school qualification and 43% holding a bachelor’s degree. Teachers aged over 50 years demonstrated higher levels of professional competence compared to younger teachers. In terms of educational background, teachers with diploma-level qualifications exhibited higher professional competence than those holding bachelor’s degrees. Teachers with 4–6 years of teaching experience achieved the highest professional competence scores. However, analysis of the lesson plans revealed that most teachers relied heavily on student worksheets, resulting in limited variation and low creativity in learning activities. This study concludes that although ECE teachers demonstrate relatively high levels of professional competence, these competencies are not fully reflected in the quality of their lesson plan design. The findings highlight the need for continuous professional development programs that emphasize creative and innovative lesson planning practices. This study reveals a mismatch between teachers’ measured professional competence and their practical ability to design varied lesson plans within the Indonesian ECE context. Future research is recommended to employ mixed-methods or longitudinal designs to explore the underlying factors influencing this mismatch and to examine the effectiveness of targeted professional development interventions in improving lesson plan quality.
Mindful Parenting and Emotion Regulation in Early Childhood: A Relational Process Perspective from a Systematic Review Al Adawiyah, Robiah; Mustapa, Noviana; Tatminingsih, Sri; Maryatun, Ika Budi; Himphinit, Musakkid
Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Vol. 11 No. 1 (2026)
Publisher : Program Studi Pendidikan Islam Anak Usia Dini, Fakultas Ilmu Tarbiyah dan Keguruan, UIN Sunan Kalijaga, Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jga.2026.111-01

Abstract

Research on mindful parenting, caregiver emotion regulation, and children’s emotion regulation has expanded, yet the literature remains fragmented, especially in early childhood and across non-Western settings. Many studies treat these constructs as separate variables and therefore provide limited clarity on how they are linked within everyday caregiving relationships. This systematic literature review examined how mindful parenting, maternal emotion regulation, and children’s emotion regulation have been connected in recent scholarship on early childhood caregiving. Guided by PRISMA 2020, the review searched Scopus, ScienceDirect, Wiley Online Library, and Frontiers in Psychology for studies published between 2019 and 2024. Ten eligible studies were included and interpreted through narrative thematic synthesis. The findings suggest that mindful parenting is more convincingly understood as a relational orientation shaping the emotional climate of caregiving than as a discrete technique. Maternal emotion regulation emerges as an interactional mechanism operating through modeling, responsiveness, emotion socialization, and co-regulation, while children’s regulatory development appears within broader systems of attachment, executive functioning, and socio-emotional competence. The evidence, however, remains uneven. Variability in study design, modest effect sizes, reliance on cross-sectional and self-report data, and the continued dominance of Western samples indicate that these pathways are context-sensitive rather than universally causal. This review advances a relational process perspective that refines family-based models of emotion regulation and contributes to global debates on parenting and child development by showing why culturally responsive interpretations are necessary when translating evidence across diverse caregiving contexts.
Co-Authors Al Adawiyah, Robiah Binarkaheni, Suyik Dewangga, Vigo ESTI KURNIAWATI MAHARDIKA, ESTI KURNIAWATI Ika Budi Maryatun Khalid, Nursyahidah binti Linawati Linawati Mustapa, Noviana Pramitasari, Muktia Pramudana Ihsan, Pramudana Puspitasari, Kristanti Ambar Risnawati, Erna Siti Aisyah Sri Tatminingsih Sudirman Syarah, Erie Siti