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All Journal Tunas Siliwangi : Jurnal Program Studi Pendidikan Guru PAUD STKIP Siliwangi Bandung Jurnal El Audi
Ratna Dwi Nurcahyani
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Teachers' perspectives on picture books themed on disasters for early childhood Ratna Dwi Nurcahyani; Azhar, Aghnia Farrassyania; Musfita, Regita; Rizkita, Diantifani
Tunas Siliwangi Vol 10 No 2 (2024): VOL 10 NO 2, OKTOBER 2024
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/ts.v10i2.5171

Abstract

In this study, the author discusses teachers' perspectives on illustrated storybooks in introducing disaster preparedness to young children. This research employed a descriptive design. The objective of this study is to provide a detailed or systematic description of teachers' perspectives on the development of illustrated storybook learning media with a disaster theme to be introduced to young children, The data collection technique used by the author is an interview with a Focus Group Discussion (FGD) approach. The analysis technique used is by transcribing the results of interviews conducted with experts in detail. A transcript is a process of transferring data from audio recordings or field notes into a descriptive text. The research results can serve as a basis for researchers in developing illustrated storybooks on disaster themes for young children.
Teachers' perspectives on picture books themed on disasters for early childhood Ratna Dwi Nurcahyani; Azhar, Aghnia Farrassyania; Musfita, Regita; Rizkita, Diantifani
Tunas Siliwangi Vol 10 No 2 (2024): VOL 10 NO 2, OKTOBER 2024
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/ts.v10i2.5171

Abstract

In this study, the author discusses teachers' perspectives on illustrated storybooks in introducing disaster preparedness to young children. This research employed a descriptive design. The objective of this study is to provide a detailed or systematic description of teachers' perspectives on the development of illustrated storybook learning media with a disaster theme to be introduced to young children, The data collection technique used by the author is an interview with a Focus Group Discussion (FGD) approach. The analysis technique used is by transcribing the results of interviews conducted with experts in detail. A transcript is a process of transferring data from audio recordings or field notes into a descriptive text. The research results can serve as a basis for researchers in developing illustrated storybooks on disaster themes for young children.
Konstruksi Inovasi Pembelajaran Dalam Membangun Kesiapan Bersekolah Anak Usia Dini Regita Musfita; Ratna Dwi Nurcahyani
Jurnal El-Audi Vol. 6 No. 1 (2025): Vol. 6 No. 1 Maret 2025
Publisher : Institut Madani Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

School readiness is often understood merely as children's academic readiness, leading learning innovations in early childhood education to focus more on individual achievement rather than on fostering learning experiences that support a successful transition to primary school. This condition reflects the limited research examining how learning innovations are constructed as pedagogical processes to build comprehensive school readiness. This study aims to analyze the construction of learning innovations in building school readiness at TK Cendani Bandung. Employing a qualitative approach with a case study design, this research involved one school principal, one classroom teacher, and 18 children from Group B aged 5–6 years. Data were collected through non-participant observation, in-depth interviews, and documentation review, and subsequently analyzed using Grounded Theory stages, including open coding, axial coding, and selective coding. The findings indicate that learning innovations are constructed through four dimensions: exploratory, contextual, collaborative, and habituative. These four dimensions are integrated to shape learning experiences that foster curiosity, critical thinking skills, social adaptation, self-regulation, independence, and responsibility as the foundation of school readiness. The study expands the understanding that school readiness is not solely determined by academic competence but is constructed through holistic learning experiences.
Co-Authors Azhar, Aghnia Farrassyania Musfita, Regita Regita Musfita Rizkita, Diantifani