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Integrasi Kearifan Lokal dalam Model Pembelajaran PAUD di Tenggarong Masdiana Maula; Lina Revilla Malik
Indo-MathEdu Intellectuals Journal Vol. 5 No. 6 (2024): Indo-MathEdu Intellectuals Journal
Publisher : Lembaga Intelektual Muda (LIM) Maluku

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54373/imeij.v5i6.2140

This study aims to describe the integration of local wisdom of Kutai culture in the learning model in Early Childhood Education, especially in kindergarten 02 Tenggarong. Using a descriptive qualitative approach, this study explores the application of Kutai cultural values in learning activities to strengthen children's cultural identity, character, and understanding of local cultural heritage. The focus of the research includes the implementation and challenges faced by teachers in integrating Kutai culture into the PAUD curriculum. Data collection is carried out through interviews, observations, and documentation by involving teachers and principals as the main informants. The data analysis technique uses a four-stage model, namely data collection, data condensation, data presentation, and conclusion drawn. The results of the study showed that the integration of local wisdom was carried out through various activities, such as the introduction of the jepen dance, the introduction of Erau traditional ceremonies, making dragon replicas, ornaments of hornbill hats, beseprah traditions, visits to the Mulawarman Museum, the introduction of cakes and traditional games in the learning process. This strategy not only improves children's understanding of local culture but also strengthens the skills of cognitive, motor, and social-emotional aspects in children. The main challenge in this implementation is the lack of structured references or guidelines regarding local culture-based learning, but it can be overcome with collaboration between schools and the community

Integrasi Kearifan Lokal dalam Model Pembelajaran PAUD di Tenggarong Masdiana Maula; Lina Revilla Malik
Indo-MathEdu Intellectuals Journal Vol. 5 No. 6 (2024): Indo-MathEdu Intellectuals Journal
Publisher : Lembaga Intelektual Muda (LIM) Maluku

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54373/imeij.v5i6.2140

This study aims to describe the integration of local wisdom of Kutai culture in the learning model in Early Childhood Education, especially in kindergarten 02 Tenggarong. Using a descriptive qualitative approach, this study explores the application of Kutai cultural values in learning activities to strengthen children's cultural identity, character, and understanding of local cultural heritage. The focus of the research includes the implementation and challenges faced by teachers in integrating Kutai culture into the PAUD curriculum. Data collection is carried out through interviews, observations, and documentation by involving teachers and principals as the main informants. The data analysis technique uses a four-stage model, namely data collection, data condensation, data presentation, and conclusion drawn. The results of the study showed that the integration of local wisdom was carried out through various activities, such as the introduction of the jepen dance, the introduction of Erau traditional ceremonies, making dragon replicas, ornaments of hornbill hats, beseprah traditions, visits to the Mulawarman Museum, the introduction of cakes and traditional games in the learning process. This strategy not only improves children's understanding of local culture but also strengthens the skills of cognitive, motor, and social-emotional aspects in children. The main challenge in this implementation is the lack of structured references or guidelines regarding local culture-based learning, but it can be overcome with collaboration between schools and the community

IMPLEMENTASI PEMBELAJARAN BERBASIS BAHAN BEKAS DALAM MENINGKATKAN KREATIVITAS DAN MOTIVASI BELAJAR DI TK BINA ANAPRASA CEMPAKA III Yami, Nuryami; Kartika Fajriyani; Lina Revilla Malik
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.44802

This study aims to explore the integration of recycled-material-based learning within the Early Childhood Education curriculum at TK Bina Anaprasa Cempaka III. The focus is on how this approach is implemented to support children’s learning activeness and learning motivation in classroom activities. A descriptive qualitative method was employed, involving 20 children aged 5–6 years and one classroom teacher. Data were collected through passive participatory observation, semi-structured interviews, and documentation. The analysis followed the Miles and Huberman model, including data reduction, data display, and conclusion drawing. This study is expected to provide insights into the use of recycled materials as learning media to create more engaging, interactive, and meaningful learning experiences, while encouraging children’s active participation in the learning process.

Optimalisasi Calming Corner untuk Meningkatkan Kemandirian Emosional Anak dalam Kurikulum PAUD Nisrina Mutia Afifah; Kartika Fajriani; Lina Revilla Malik
MASALIQ Vol 6 No 4 (2026): JULI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/masaliq.v6i4.10563

Although Calming Corner has begun to be used in early childhood education practice, in-depth studies on its role in supporting children’s emotional stability at school remain limited. This study aims to examine the role and strategies for utilizing Calming Corner as a means of supporting children’s emotional independence in the current early childhood education curriculum. This study used a library research method by reviewing fifteen scientific literature sources published in the last five years. The results of the review show that the most effective arrangement of Calming Corner is an integrated model that combines the Montessori principle of order, the flexibility of the Kaizen method, and the support of modern sensory teaching aids. The findings also reveal a shift in the function of Calming Corner, from merely a classroom display element to a recovery space that helps children recognize their own condition and calm themselves independently. The conclusion of this study affirms that Calming Corner serves as a “second teacher” that supports a shift in classroom management approaches, from strict external supervision toward the development of children’s internal self-regulation. Theoretically, this review enriches the literature on calming learning environments, while practically, it provides guidance for teachers in integrating a non-punitive emotional pause space into KOSP documents. These findings imply the strengthening of educational practices that care for children’s mental health and support the realization of the independent Profil Pelajar Pancasila.

PENDIDIKAN INKLUSIF BERBASIS WELL-BEING PESERTA DIDIK: TINJAUAN LITERATUR TERHADAP STRATEGI PEMBELAJARAN BERMAKNA BAGI ANAK BERKEBUTUHAN KHUSUS Takdir, Sindy; Wiwin Setiani; Masriah; Irmiani; Sai Handari; Lina Revilla malik
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 No. 03, September 2026 Processed
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.55471

Inclusive education strives to offer all kids, particularly those with special needs, fair chances to learn. However, limited teacher preparation, subpar curriculum changes, and a lack of social support are still obstacles in many inclusive early childhood education settings when it comes to developing learning experiences that promote student well-being. The purpose of this research is to investigate the correlation between student well-being, inclusive education, and effective learning strategies for young children with special needs. By examining academic journals issued between 2021 and 2025 using databases such Google Scholar, Scopus, ERIC, ScienceDirect, SpringerLink, and Garuda, the study used a literature review approach. Content analysis was used to analyze data in order to determine significant themes, similarities, differences, and implications throughout studies. The findings demonstrate that student well-being is a core element of effective inclusive education and is strongly correlated with feelings of security, social acceptance, engagement in learning, and positive connections with classmates and teachers. Children with special needs were shown to have increased learning engagement and psychological health when they used creative learning methods like play-based activities, direct experiences, exploration, and good social interactions. Inclusive educational achievement is greatly helped by supportive learning environments and close cooperation between teachers, parents, and experts. The research finds that incorporating important learning, social support, and well-being ideas is critical for creating inclusive early childhood education that promotes holistic child development. Keywords: Inclusive Education, Student Well-Being, Meaningful Learning, Children with Special Needs, Early Childhood Education.

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