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All Journal Journal of Social Research Journal Research of Social Science, Economics, and Management
Agus Salim
Universitas PGRI Argopuro Jember, Indonesia
Humanities Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Social Sciences

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Reflection on Parenting Course Learning in Fostering Parent-Teacher Collaboration at PG-Paud UNIPAR Jember Agus Salim
Journal Research of Social Science, Economics, and Management Vol. 4 No. 11 (2025): Journal Research of Social Science, Economics, and Management
Publisher : Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59141/jrssem.v4i11.908

Abstract

Parent-teacher collaboration remains a challenge in many early childhood education settings in Indonesia, necessitating early preparation for prospective teachers. This article aims to examine the role of parenting education in shaping prospective early childhood education (PAUD) teachers who are capable of bridging collaboration between parents and teachers. Using a reflective approach to the Parenting course taught in the Early Childhood Teacher Education Program (PG-PAUD) at UNIPAR Jember, this paper highlights the importance of integrating positive parenting values, empathetic communication, and strengthening the role of the family in the early childhood education process. The method employed is descriptive qualitative, based on classroom reflections and student assignments. The results show that students are able to understand and apply fundamental parenting principles and design simple programs that can be implemented in real contexts. This reflection is significant as it provides a concrete picture of students’ readiness to bridge communication gaps between families and educational institutions, and it illustrates the transformation of the PAUD teacher’s role as a facilitator, mediator, and learning partner for parents. The implication is that parenting education at the tertiary level needs to be continuously strengthened as an integral part of the PG-PAUD curriculum, both theoretically and practically.
Constraints of Platform-Based Learning Among Mobile-Only Students in Regional Higher Education Institutions: A Qualitative Study in the PG-PAUD Study Program Agus Salim
Journal of Social Research Vol. 5 No. 3 (2026): Journal of Social Research
Publisher : International Journal Labs

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55324/josr.v5i3.3040

Abstract

Platform-based digital learning has become commonplace in higher education; however, its implementation often fails to accommodate students who depend on low-end smartphones as their primary learning device (mobile-only learners). This study examines the challenges of platform-based learning experienced by mobile-only students in the PG-PAUD (Pendidikan Guru Pendidikan Anak Usia Dini; Early Childhood Teacher Education) program at Universitas PGRI Argopuro Jember, representing a regional higher education context. Using a descriptive qualitative design, the study involved ten purposively selected students. Data were gathered through semi-structured online interviews and light observation of Google Classroom, Moodle/SPADA, and Zoom usage over one semester and were analyzed thematically. The results identify four key challenges: (1) low-end device limitations (restricted RAM/storage, app crashes, and difficulty accessing large files), (2) high internet data demands, particularly during synchronous sessions, (3) unstable network connectivity, and (4) platform navigation that is not mobile-friendly. These barriers are not merely technical; they contribute to an adaptive-passive participation pattern that affects engagement, timely assignment submission, and learning comprehension. The study argues that platform-based learning challenges among mobile-only students reflect structural digital inequality, thereby requiring more inclusive digital instructional design (lightweight materials, calibrated asynchronous dominance, and file-size standards) alongside institutionally responsive policies.
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