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All Journal Jurnal Eduscience (JES) Jurnal Inovasi, Kreatifitas Anak Usia Dini Early Childhood and Family Parenting Journal
Mujiyat, Mujiyat
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STRATEGI PEMBELAJARAN DALAM MENGEMBANGKAN BAHASA RESEPTIF ANAK Fitriani, Dina Aulia; sulistiyana, sulistiyana; Mujiyat, Mujiyat
Jurnal Inovasi, Kreatifitas Anak Usia Dini (JIKAD) Vol 4, No 1 (2024): Februari
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jikad.v4i1.11746

Abstract

Permasalahan yang didapat pada penelitian ini ialah rendahnya kemampuan bahasa reseptif anak dalam menceritakan kembali apa yang didengar dengan kosakata lebih. Hal ini diisebabkan karena anak mengalami kesulitan dalam memfokuskan perhatian untuk mendengarkan apa yang disampaikan oleh guru serta metode dan media pembelajaran yang digunakan kurang bervariasi. Tujuan dari penelitian ini adalah untuk mendeskripsikan aktivitas guru, serta menganalisis aktivitas anak dan hasil perkembangan bahasa anak dalam menceritakan kembali apa yang didengar dengan kosa kata lebih menggunakan model time token dan metode bercerita dengan media digital. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian tindakan kelas, yang dilaksanakan tiga kali pertemuan. Hasil penelitian menunjukkan bahwa aktivitas guru pada pertemuan 3 dengan kriteria sangat baik. Aktivitas anak pada pertemuan 3 mendapat kategori seluruh anak aktif. Hasil perkembangan anak Pertemuan 3 mencapai 100% dengan kategori berkembang sangat baik (BSB). Hasil penelitian ini dapat dijadikan sebagai bahan masukan dan informasi untuk memilih model pembelajaran.
TEACHER’S INNOVATION IN IMPROVING CHILDREN’S COGNITIVE ASPECT Sarah, Sitti; Darmiyati, Darmiyati; Mujiyat, Mujiyat
E-CHIEF Journal Vol 3, No 2 (2023)
Publisher : Pendidikan Guru Pendidikan Anak Usia Dini (PG PAUD) Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/e-chief.v3i2.10070

Abstract

The currect problem that takes place is the low cognitive abilities of children in Group B of Kindergarten Kenanga Banjarmasin in solving everyday problems and acting creatively. Efforts to improve developmental activities and outcomes, particularly through a combination of direct instruction, demonstration, problem-based learning, and experimentation were done. This study aims to analyse teacher activities, children's activities, and children's development outcomes. Three meetings were used to conduct the qualitative classroom action research (CAR) portion of this study. Ten children from Group B of Kindergarten Kenanga Banjarmasin were used as research subjects. The research results showed that the teacher's activities received a score of 22 for quite good criteria at meeting I and a score of 34 for very good criteria at meeting III. 40% of children's activity occurs at meeting I, 60% at meeting II, and 100% at meeting III. At the first meeting, the child's cognitive development was 40 percent, and at the third meeting, it was 100 percent.
LEARNING MANAGEMENT IN THE DEVELOPMENT FINE MOTOR ASPECT AND CHILDREN’S INDEPENDENCE Purwanti, Ratna; Rizkieya, Rizkieya; Mujiyat, Mujiyat
E-CHIEF Journal Vol 4, No 2 (2024)
Publisher : Pendidikan Guru Pendidikan Anak Usia Dini (PG PAUD) Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/e-chief.v4i2.13366

Abstract

The problem in this research is the results of the fine motor development of children in group A2. This research approach uses qualitative with the type of classroom action research, carried out in 4 meetings, research setting on 12 children in group A2. Data collection techniques use observation, documentation and interviews. Data analysis was carried out using qualitative descriptive techniques which were explained using cross tabulations and graphs which were presented with established indicators of development success. This research aims to describe teacher activities, as well as analyze children's activity, independence and fine motoric aspects. The results of this research show that the teacher's activities reach the very good category, the children's activities reach the very active category, the children's independence reaches the very independent category, and the children's fine motoric aspects reach the very well developed category. It is recommended that school principals, teachers and researchers can then provide input for information to improve children's learning.
EMPOWERING TEACHERS THROUGH CONTINUOUS PROFESSIONAL DEVELOPMENT: HOW AN EMPOWERMENT-ORIENTED SCHOOL CULTURE STRENGTHENS TEACHER PROFESSIONALISM? Mujiyat, Mujiyat; Suriansyah, Ahmad; Bachri, Ahmad Alim; Aslamiah, Aslamiah
JURNAL EDUSCIENCE Vol 13, No 1 (2026): Jurnal Eduscience (JES), (Authors from Australia, Taiwan, and Indonesia)
Publisher : Universitas Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jes.v13i1.8496

Abstract

Purpose –This study addresses this gap by examining how an empowerment-oriented school culture strengthens teacher professionalism through CPD in public junior high schools.Methodology – This study employed a qualitative, multi-site case study design across three public junior high schools (SMPN 1, SMPN 3, and SMPN 4 Marabahan) in South Kalimantan, Indonesia. Data were collected through in-depth interviews with principals and teachers, nonparticipant observations of CPD practices, and document analysis of school policies and professional development programs. Data analysis followed Miles and Huberman's interactive model, involving data reduction, data display, and conclusion drawing, with single-site and cross-site thematic analysis to identify patterns and contextual variations.Findings – An empowerment-oriented school culture—characterized by shared values, participatory decision-making, collegial trust, and psychological safety—acts as a key mediating mechanism between CPD and teacher professionalism. When teachers are actively involved in designing and implementing CPD, professional development shifts from isolated training activities to embedded learning practices. This condition enhances teachers' professional agency, reflective practice, instructional innovation, and collaborative learning through professional learning communities, peer mentoring, and reflective supervision.Contribution – This study contributes to the literature by positioning empowerment-oriented school culture as an active mediator linking CPD to teacher professionalism. The findings suggest that empowering school environments is essential for fostering meaningful, context-responsive, and sustainable professional development.
Co-Authors Ahmad Alim Bachri Ahmad Suriansyah Aslamiah Aslamiah Darmiyati Fitriani, Dina Aulia Purwanti, Ratna Rizkieya, Rizkieya Sarah, Sitti Sulistiyana, Sulistiyana