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All Journal Jurnal Pendidikan Usia Dini Biopsikososial: Jurnal Ilmiah Psikologi Fakultas Psikologi Universitas Mercubuana Jakarta AL-ATHFAL : JURNAL PENDIDIKAN ANAK Jurnal Pendidikan Terbuka Dan Jarak Jauh VOX EDUKASI: Jurnal Ilmiah Ilmu Pendidikan Atfaluna: Journal of Islamic Early Childhood Education Kumawula: Jurnal Pengabdian Kepada Masyarakat TEMATIK: Jurnal Pemikiran dan Penelitian Pendidikan Anak Usia Dini Jurnal Media dan Teknologi Pendidikan Indonesian Journal of Early Childhood Educational Research PAUDIA: JURNAL PENELITIAN DALAM BIDANG PENDIDIKAN ANAK USIA DINI
Mustapa, Noviana
Universitas Terbuka
Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Neuroscience Social Sciences Other

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PENGUATAN KOMPETENSI GURU KELOMPOK BERMAIN MELALUI PELATIHAN PENGEMBANGAN MEDIA EDUKASI SEKSUALITAS UNTUK ANAK USIA DINI Magta, Mutiara; Risnawati, Erna; Kartikawati, Etty; Pramitasari, Muktia; Mustapa, Noviana
Kumawula: Jurnal Pengabdian Kepada Masyarakat Vol 7, No 3 (2024): Kumawula: Jurnal Pengabdian Kepada Masyarakat
Publisher : Universitas Padjadjaran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24198/kumawula.v7i3.53927

Abstract

The lack of information and opportunities to participate in training related to sexual education for early childhood experienced by teachers makes this activity worth implementing. The target of the activity was 21 Playgroup teachers in the Ciputat District area. The aim is to increase teacher competence in developing sex education media for school children. The method used was seminars and training assistance. The results of the training showed that 88% of participants stated that they were very satisfied with the activity because this activity could help them improve their professionalism as teachers. Other data also showed that 94% of participants were very satisfied; the material presented could add to their insights about sexuality education for early childhood; besides that, the data also showed that 86% of participants stated that they were very satisfied with the activity because this activity could improve the skills of teachers in developing learning media. It can be concluded that this activity has a positive impact on Playgroup teachers in increasing teacher competence in developing learning media, especially for learning sexuality in children.Minimnya informasi serta kesempatan dalam mengikuti pelatihan terkait pendidikan seksual untuk anak usia dini yang dialami oleh mitra menjadikan kegiatan ini patut dilaksanakan. Sasaran kegiatan adalah guru-guru kelompok bermain yang ada di wilayah Kecamatan Ciputat sebanyak 21 guru. Target yang ingin dicapai adalah untuk meningkatkan kompetensi guru dalam mengembangkan media edukasi seksualitas pada anak di sekolah. Metode yang digunakan adalah dengan seminar dan pendampingan pelatihan. Hasil pelatihan menunjukkan bahwa, 88% peserta menyatakan sangat puas terhadap kegiatan karena kegiatan ini dapat membantu mereka dalam meningkatkan profesionalisme mereka sebagai guru. Data lain juga menunjukkan bahwa 94% peserta menyatakan sangat puas karena materi yang disajikan dapat menambah wawasan mereka tentang pendidikan seksualitas untuk anak usia dini, selain itu data juga menunjukkan 86% peserta menyatakan sangat puas karena kegiatan ini dapat meningkatkan keterampilan guru dalam mengembangkan media pembelajaran. Dapat disimpulkan, kegiatan ini memberikan dampak yang positif kepada guru kelompok bermain dalam  meningkatkan kompetensi mereka untuk mengembangkan media pembelajaran, khususnya pembelajaran seksualitas pada anak.
Examining Teachers’ Roles in Early Childhood Sex Education: Insights from Indonesian Playgroups Magta, Mutiara; Mustapa, Noviana; Pramitasari , Muktia; Risnawati , Erna; Kartikawati , Etty
JURNAL PENDIDIKAN USIA DINI Vol 18 No 2 (2024): Jurnal Pendidikan Usia Dini Volume 18 Number 2 November 2024
Publisher : Program Studi Magister Pendidikan Anak Usia Dini

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jpud.v18i2.49656

Abstract

This study investigates the roles of teachers in implementing sex education in Indonesian playgroups, focusing on their opinions, experiences, and methods. The research addresses the psychological effects of child sexual abuse and emphasizes the need for preventative measures through early education. Utilizing a qualitative approach, interviews were conducted with 13 teachers from various playgroups in Ciputat, Indonesia, and analyzed using Colaizzi’s method. The findings highlight two main themes: teachers' recognition of the importance of sex education and their practical experiences in implementing it. Most teachers agreed on the necessity of early sex education to promote awareness and protection against sexual violence. However, their understanding of the subject varied, with many expressing discomfort discussing sensitive topics. Teaching methods ranged from storytelling to demonstrations, but materials addressing reproductive organs were rarely included. The study underscores the importance of collaboration between teachers and parents to align educational goals. The findings contribute to the broader discourse on integrating comprehensive sex education into early childhood curricula, offering practical insights for policymakers and educators. Future research should explore the scalability of these approaches and their long-term impact on children’s safety and well-being.
Kelayakan dan Kepraktisan Media Game Virtual Reality Pengelolaan Kelas Pendidikan Anak Usia Dini Magta, Mutiara; Risnawati, Erna; Amini, Mukti; Pramitasari , Muktia; Mustapa, Noviana
Jurnal Media dan Teknologi Pendidikan Vol. 4 No. 4 (2024): October
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jmt.v4i4.82944

Abstract

Mengelola kelas merupakan salah satu kompetensi yang harus dikuasai oleh mahasiswa Pendidikan Guru Pendidikan Anak Usia Dini (PGPAUD) sebagai calon guru. Untuk menunjang kompetensi tersebut, dikembangkan sebuah media game virtual reality yang memuat materi pengelolaan kelas PAUD. Tujuan penelitian ini adalah untuk menguji kelayakan dan kepraktisan media game virtual reality Pengelolaan Kelas PAUD agar dapat diimplementasikan secara luas. Jenis dan pendekatan penelitian yang digunakan adalah model pengembangan ADDIE. Fokus tahapan penelitian berada pada tahap development, yaitu tahap pengembangan produk yang diujicobakan pada kelompok kecil. Produk media ini diujicobakan di tiga daerah, yaitu Jakarta, Serang, dan Yogyakarta, dengan melibatkan total 30 mahasiswa. Data dikumpulkan menggunakan kuesioner dan dianalisis secara kuantitatif. hasil penelitian menunjukkan nilai persentase rata-rata di atas 50%. Oleh karena itu, dapat disimpulkan bahwa inovasi produk media game virtual reality Pengelolaan Kelas PAUD layak dan praktis diimplementasikan ke dalam pembelajaran. Penelitian ini berimplikasi pada pengembangan media game virtual reality yang lebih baik agar dapat meningkatkan keterampilan mahasiswa dalam mengelola kelas secara efektif.
HUBUNGAN INTERAKSI EMPATIK DAN BUDAYA LOKAL DENGAN HASIL BELAJAR PPKN PADA SISWA SEKOLAH DASAR DI KABUPATEN SINTANG Rolanda, Tirza Rythma; Sabri, Tahmid; Mustapa, Noviana
VOX EDUKASI: Jurnal Ilmiah Ilmu Pendidikan Vol 16, No 1 (2025): APRIL
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/ve.v16i1.4608

Abstract

ABSTRAKLatar belakang penelitian ini adalah rendahnya hasil belajar PPKn pada siswa kelas 2 SD di Kabupaten Sintang, dengan ketuntasan masih di bawah 75%. Salah satu faktor yang mempengaruhi hasil belajar adalah interaksi empatik dan pemahaman budaya lokal siswa. Penelitian ini menggunakan metode kuantitatif dengan instrumen angket kuesioner dan tes hasil belajar pada 52 siswa. Tujuan penelitian adalah menganalisis hubungan antara interaksi empatik (X1) dan budaya lokal (X2) terhadap hasil belajar PPKn (Y). Hasil penelitian menunjukkan adanya hubungan signifikan antara interaksi empatik dan hasil belajar PPKn dengan koefisien korelasi 0,550, serta hubungan positif antara budaya lokal dan hasil belajar dengan koefisien korelasi 0,596. Analisis korelasi berganda menunjukkan bahwa kedua variabel tersebut secara simultan menjelaskan 36,2% variasi hasil belajar PPKn. Pengembangan keterampilan guru agar menciptakan interaksi empatik dan memanfaatkan budaya lokal dalam pembelajaran disarankan oleh penelitian ini.Kata Kunci: Interaksi empatik, budaya lokal, hasil belajar PPKNABSTRACTThe background to this research is the low PPKn learning outcomes for grade 2 elementary school students in Sintang Regency, with completeness still below 75%. One of the factors that influences learning outcomes is empathetic interaction and understanding of students' local culture. This research used quantitative methods with questionnaire instruments and learning outcomes tests on 52 students. The aim of the research is to analyze the relationship between empathetic interaction (X1) and local culture (X2) on Civics learning outcomes (Y). The research results show that there is a significant relationship between empathic interaction and Civics learning outcomes with a correlation coefficient of 0.550, as well as a positive relationship between local culture and learning outcomes with a correlation coefficient of 0.596. Multiple correlation analysis shows that these two variables simultaneously explain 36.2% of the variation in Civics learning outcomes. Developing teacher skills to create empathetic interactions and utilize local culture in learning is suggested by this research.Keywords: Empathic interaction, local culture, Civic Education learning outcomes
Utilizing E-book Storytelling and Meal Preparation Activities to Foster Food Literacy in Early Childhood: A Systematic Literature Review Andriani, Mia; Mustapa, Noviana; Syarah, Erie Siti
TEMATIK: Jurnal Pemikiran dan Penelitian Pendidikan Anak Usia Dini Vol 11, No 1 (2025): TEMATIK: Jurnal Pemikiran dan Penelitian Pendidikan Anak Usia Dini
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/tematik.v11i1.73746

Abstract

Using a Systematic Literature Review (SLR) approach, this study aims to examine how e-book-based storytelling and meal preparation tasks help to boost food literacy in young children. Food literacy is essential for promoting lifelong well-being and establishing good eating patterns. Still, especially in early childhood education in Indonesia, integrated pedagogical methods combining digital storytelling with actual cooking activities are hardly ever used. This review analyzed fifteen peer-reviewed papers published between 2020 and 2025, gathered from Scopus, ScienceDirect, and Mendeley Research as well as other sources. According to the data, preschoolers are much more inclined to recognize, taste, and embrace nutritious food selections like fruits and vegetables when interactive e-books with vibrant photos and customized stories are employed. Concurrently, experiential learning helps kids develop their practical abilities, attitudes, and food knowledge through hands-on involvement in food preparation chores. Combining these two methods helps us to develop a comprehensive, interesting, and developmentally appropriate plan to promote food literacy in young children. This review offers insightful viewpoints for educators and politicians wanting to develop more participative and contextually suitable strategies in early childhood settings.
Exploring the Impact of Digital Literacy on Cognitive Development in Early Childhood Education: A Systematic Literature Review Karnita, Anggun; Aisyah, Siti; Mustapa, Noviana; Siti Syarah, Erie; Raymena Jovanka , Della; bt Mahamud, Samihah
Al-Athfal: Jurnal Pendidikan Anak Vol. 11 No. 1 (2025)
Publisher : Islamic Early Childhood Education Study Program, Faculty of Tarbiyah and Education, UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/al-athfal.2025.111-08

Abstract

Purpose – This systematic literature review explores the development of digital literacy among children in the post-typographic era, where digital technology increasingly dominates daily life. The purpose of this study is to identify the impact of digital literacy on various dimensions of cognitive development in young children, including early numeracy, executive functioning, critical thinking, and creativity. By broadening the conceptualization of cognitive development, this study aims to provide a comprehensive understanding of how digital literacy contributes to children's intellectual growth in early childhood education.Design/methods/approach – Analysis of 33 studies obtained from the period between 2019 and 2024 indicates that children engage in multimodal practices, using technology for both play and learning. This highlights the importance of educators' understanding of digital literacy practices at home. Factors such as children's age, family structure, household income, and Human Development Index (HDI) significantly contribute to predicting preschool children's early digital literacy.Findings – The findings show that while children's literacy skills may benefit from access to digital resources, their mathematical skills do not demonstrate significant improvement. However, this study recommends that teachers collaborate with parents to enhance digital literacy and awareness of digital data security. Additionally, the use of interactive digital media can increase children's engagement and motivation in learning, allowing for more differentiated and inclusive learning approaches.Research implications/limitations – Future research should prioritize the development of age-appropriate, culturally relevant, and innovative digital content that can support effective teaching and learning in the digital age. Additional longitudinal studies are needed to explore the long-term cognitive and socio-emotional effects of digital media exposure in early childhood.Practical implications – Digital literacy can help children develop critical thinking, problem-solving, and creativity skills. However, exposure to age-inappropriate content can hinder their social-emotional development. The conclusion of this study emphasizes the need for training and support for educators in using digital media, as well as close collaboration with parents to ensure the successful implementation of digital literacy in early childhood education.Originality/value – This review offers a novel contribution by integrating multiple dimensions of cognitive development with the concept of digital literacy. It provides valuable insights into the future of educational practices, emphasizing the importance of digital competencies as foundational elements in early childhood education in the digital era.Paper type Literature review
The Impact of the Emo-Sisi Board Game on Emotional Self-Regulation in Preschool Children: A Quasi Experimental Study Mustapa, Noviana; Risnawati, Erna; Syarah, Erie Siti; Pramitasari, Muktia; Mahamud, Samihah
Biopsikososial: Jurnal Ilmiah Psikologi Fakultas Psikologi Universitas Mercubuana Jakarta Vol 9, No 1 (2025): VOL. 9 NO. 1 APRIL 2025
Publisher : Universitas Mercu Buana Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22441/biopsikososial.v9i1.32908

Abstract

Emotional self-regulation plays an essential role within early childhood education, laying the groundwork for children to cope with emotions and build healthy interactions with others. This research analyses the improvement of preschool aged children’s emotional self-regulation using a quantitative quasi-experimental approach with a pre-test post-test group design with the Emo-Sisi “Understanding Emotion” Board Game. Emo-Sisi Board Game, by Watiek Ideo is an interactive educational game for preschoolers to identify, understand, and regulate emotions. The sample included 50 preschool children, 25 in an intervention group who engaged in structured board game sessions and 25 in a control group who received standard classroom activities. PreBERS scale was utilized to assess emotional self-regulation via pre-test as well as post-test measures. Two-tailed paired independent t- tests and the Wilcoxon signed rank test were used to analyse data. The results demonstrated that the intervention group performed significantly better than the control group on emotional recognition, emotional expression, and application of self-regulation strategies. These insights indicate that the Emo-Sisi Board Game helps to enhance emotional self-regulation skills for preschool children. Future studies are warranted to explore the long-term consequences of these interventions and their effects on wider developmental domains.
Stimulasi Kreativitas Anak Usia Dini melalui Pembelajaran STEAM Berbasis Media Loosparts: Tinjauan Naratif Sistematis Qoumariah, Siti; Mustapa, Noviana; Aisyah, Siti; Ulfah, St. Maria; Chandrawati, Titi
PAUDIA: Jurnal Penelitian dalam Bidang Pendidikan Anak Usia Dini Vol 14 No 3 Periode Juni-Agustus 2025
Publisher : Pendidikan Guru PAUD Universitas Persatuan Guru Republik Indonesia Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/paudia.v14i3.1746

Abstract

The integration of STEAM (Science, Technology, Engineering, Art, and Mathematics) learning in Early Childhood Education is increasingly recognized as essential for cultivating 21st-century skills. This systematic narrative review explores how STEAM learning, when combined with loose parts media, stimulates creativity in early childhood. A total of 515 articles were initially identified through four databases (ProQuest, ERIC, Open Knowledge Map, and Elicit) covering the years 2019–2024. After applying strict inclusion and exclusion criteria, eight peer-reviewed studies were selected for analysis. These studies vary in method, including qualitative, quasi-experimental, and review-based designs, and focus on children aged 3–6 years. The review reveals that loose parts media flexible, open-ended materials enhance key dimensions of creativity such as imagination, originality, problem-solving, collaboration, and innovation when implemented within the STEAM framework. Children engaged in these activities exhibit higher levels of critical thinking and exploratory learning. The findings also highlight the importance of teacher facilitation, cultural context, and long-term developmental impact. This review enriches both practical and theoretical understanding of creative learning strategies based on loose parts within the STEAM framework in early childhood education. It contributes new insights by synthesizing studies that explicitly connect both components, which are often examined separately. Educators and policymakers are encouraged to incorporate this integrative approach into early learning environments to maximize children’s cognitive and creative growth.
Implementasi Komponen Manajemen Berbasis Sekolah pada Jenjang Pendidikan Anak Usia Dini: Tinjauan Pustaka Sistematis Ginting, Septiana Br; Mustapa, Noviana; Aisyah, Siti; Maharani, Laila
PAUDIA: Jurnal Penelitian dalam Bidang Pendidikan Anak Usia Dini Vol 14 No 3 Periode Juni-Agustus 2025
Publisher : Pendidikan Guru PAUD Universitas Persatuan Guru Republik Indonesia Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/paudia.v14i3.1807

Abstract

The concept of School-Based Management (SBM) has emerged as a key strategy for improving the quality of education in the context of regional autonomy. It offers potential solutions to various challenges faced by educational institutions. A systematic literature review was conducted to analyze the components of school-based management that have been discussed, researched or evaluated at the early childhood education institution level over the past decade (2019-2024). A total of nine studies were included in this review and it was found that principals' professionalism, teachers' performance, curriculum development, learning methods and innovations, learners' potential, procurement of facilities and infrastructure, control of school operational costs, school programs, school and community partnerships and school culture and character were discussed aspects in the implementation of school-based management. This review also shows positive views and evaluations of the implementation of school-based management elements. In addition, the results show that the implementation of the components of school-based management improves the quality of the education unit. However, more in-depth studies will be needed in the future to provide authors with clear guidelines for assessing the implementation of school-based management at the specific education unit level.
Unlocking Imagination through Living Books: A Case Study on Deep Literacy Engagement in Early Childhood within a Charlotte Mason Community in Indonesia Mustapa, Noviana; Syarah, Erie Siti; Risnawati, Erna; Pramitasari, Muktia; Kassim, Siti Kholijah
Atfaluna Journal of Islamic Early Childhood Education Vol 8 No 1 (2025): January-June 2025
Publisher : Atfaluna: Journal of Islamic Early Childhood Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/atfaluna.v8i1.11136

Abstract

This study examines the perceptions of parents adhering to the Charlotte Mason educational philosophy regarding the use of living books in fostering literacy engagement among children. A total of 119 parents participated in this study, selected through purposive sampling based on specific inclusion criteria: their active practice of the Charlotte Mason method and experience in reading living books aloud to their children. The participants predominantly comprised mothers (79.8%), aged between 21 and 50 years, and were predominantly residing in urban areas throughout Indonesia. Employing a quantitative descriptive research design, data were collected through a self-constructed questionnaire consisting of 38 items categorized into four dimensions: perceptions of the benefits of reading living books aloud, reasons for encouraging children to retell stories, rationale for selecting living books, and methods of reading living books. The questionnaire was distributed via Google Forms, and the collected data were analyzed using descriptive statistics with SPSS version 26. The results indicated that respondents possessed highly positive perceptions regarding the cognitive, emotional, and social benefits of reading living books aloud to children. Additionally, parents perceived the practice of asking children to retell stories as beneficial for enhancing language skills, self-confidence, and narrative abilities. The study revealed that living books play a significant role in fostering deep literacy engagement and socio-emotional development in early childhood. The findings provide significant insights for educators, parents, and policymakers in designing effective literacy programs that integrate living books as an essential pedagogical tool and resources.
Co-Authors Andriani, Mia bt Mahamud, Samihah Chandrawati, Titi Euis Kurniati Ginting, Septiana Br Hanafi Harefa, Severlina Mulyawati Himphinit, Musakkid Karnita, Anggun Kartikawati , Etty Kartikawati, Etty Kassim, Siti Kholijah Khalid, Nursyahidah binti Laila Maharani Linawati Linawati Mahamud, Samihah Mukti Amini Mutiara Magta Pramitasari , Muktia Pramitasari, Muktia Puspitasari, Kristanti Ambar Qoumariah, Siti Raymena Jovanka , Della Risnawati, Erna Rolanda, Tirza Rythma Siti Aisyah Sudirman Sudirman Syarah, Erie Siti Tahmid Sabri Ulfah, St. Maria Wardhani, Wahju Dyah Laksmi