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TINGKAT PENCEMARAN PERAIRAN MENGGUNAKAN METODE INDEKS PENCEMARAN (IP) DI DANAU TAMIYANG, KECAMATAN KARANG INTAN, KABUPATEN BANJAR, KALIMANTAN SELATAN Wati, Mastika; Asmawi, Suhaili; Sofarini, Dini
AQUATIC Jurnal Manajemen Sumberdaya Perairan Vol 7 No 2 (2024): Issue Desember 2024
Publisher : Program Studi Manajemen Sumberdaya Perairan Fakultas Perikanan dan Kelautan Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/aquatic.v7i2.3143

Danau Tamiyang memiliki inlet berasal dari aliran Sungai Riam Kanan dan memiliki outlet yang berada di bendungan karang intan. Informasi terkait tingkat pencemaran perairan di Danau Tamiyang masih sangat minim dengan adanya berbagai aktivitas masyarakat yang diperkirakan menyebabkan penurunan kualitas air. Penelitian berlandaskan pada parameter kualitas air secara fisika dan kimia menggunakan tujuh parameter seperti suhu, TSS, pH, DO, BOD, COD, dan nitrat. Tingkat pencemaran perairan Danau Tamiyang berdasarkan metode indeks pencemaran (IP) pada semua stasiun termasuk kategori cemar ringan dengan nilai indeks berkisar antara 3,03-4,37, yang diketahui bahwa parameter BOD adalah yang paling dominan menyebabkan pencemaran air. Hasil analisa menggunakan uji t pada taraf signifikan 0,05 terdapat parameter BOD yang menunjukkan nilai thitung>ttabel, yang artinya terdapat perbedaan antara stasiun 1 dan 2, sedangkan di taraf signifikan 0,01 perbandingan nilai semua parameter pada kedua stasiun tidak berbeda nyata.

Teachers’ Role in Developing Independence of Early Childhood Learners: Peran Guru dalam Mengembangkan Kemandirian Anak Usia Dini Lastari, Cendya; Wati, Mastika; Kompri, Kompri; Astria, Rani; Maruddani, Raoda Tul Jannah
Indonesian Journal of Education Methods Development Vol. 18 No. 3 (2023): August
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v18i3.926

General Background: Early childhood education is a critical foundation for character development and readiness for formal schooling. Specific Background: One essential competence to be cultivated is independence, which reflects children’s confidence and responsibility in daily tasks. Knowledge Gap: Although prior studies have examined independence in young learners, limited attention has been given to how teachers systematically foster independence through structured daily practices in specific PAUD institutions. Aim: This study aimed to describe the role of teachers in fostering independence among children aged 5–6 years at PAUD Teratai Putih Muaro Jambi. Results: Findings revealed that 75% of children were able to eat independently, 65% could tidy up toys, and 85% could wear shoes without assistance. Teachers acted as facilitators, motivators, and guides by applying consistent routines, gradual guidance, and positive reinforcement. Novelty: The study highlights how practical strategies in everyday routines can effectively stimulate independence, with contextual insights from a local PAUD setting. Implications: These findings emphasize the importance of teacher creativity and collaboration with parents in developing children’s autonomy, providing a useful reference for early childhood educators and policymakers. Highlights: Teachers foster independence through daily structured routines Parental support and learning environment strengthen outcomes Independence emerges through guided practice and motivation Keywords: Teacher Role, Early Childhood, Independence, Autonomy, PAUD

Principal Strategies for Strengthening Teachers’ Professional Competence in PAUD: Strategi Utama untuk Meningkatkan Kompetensi Profesional Guru di PAUD Umiyati, Siti; Nadiyah, Nadiyah; Wati, Mastika; Astria, Rani; Wati, Evi Sulistia
Indonesian Journal of Education Methods Development Vol. 18 No. 3 (2023): August
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v18i3.929

General Background: Teachers’ professional competence is a key determinant of education quality, particularly at the early childhood level. Specific Background: Principals play a pivotal role in designing and implementing strategies to foster teachers’ competence in lesson planning, classroom management, and innovative teaching practices. Knowledge Gap: While many studies have examined teacher development, limited research has explored principals’ systematic strategies in the context of community-based PAUD institutions. Aim: This study aims to describe the strategies implemented by the principal of PAUD Sejenis Pelita Bunda Muaro Jambi to improve teachers’ professional competence. Results: Using a descriptive qualitative approach with observation, interviews, and documentation, the findings reveal that five main strategies—academic supervision, internal workshops, teacher learning communities, motivation and appreciation, and performance evaluation—significantly supported teacher development. Additional initiatives such as literacy culture, digital learning, and benchmarking enriched teachers’ professional growth, with 80% of teachers reporting improved ability to design lesson plans (RPPH). Novelty: This study highlights the integration of formal and informal strategies, combining supervision with collaborative and motivational practices. Implications: The findings emphasize the importance of principals’ adaptive leadership in sustaining teacher professionalism and can serve as a model for early childhood institutions seeking to strengthen teaching quality. Highlights: Principals integrate supervision, training, and evaluation Collaborative communities foster teacher professional growth Literacy, technology, and benchmarking enrich competence Keywords: Principal Strategy, Professional Competence, Teacher Development, PAUD, Leadership

Teachers’ Role in Developing Independence of Early Childhood Learners: Peran Guru dalam Mengembangkan Kemandirian Anak Usia Dini Lastari, Cendya; Wati, Mastika; Kompri, Kompri; Astria, Rani; Maruddani, Raoda Tul Jannah
Indonesian Journal of Education Methods Development Vol. 18 No. 3 (2023): August
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v18i3.926

General Background: Early childhood education is a critical foundation for character development and readiness for formal schooling. Specific Background: One essential competence to be cultivated is independence, which reflects children’s confidence and responsibility in daily tasks. Knowledge Gap: Although prior studies have examined independence in young learners, limited attention has been given to how teachers systematically foster independence through structured daily practices in specific PAUD institutions. Aim: This study aimed to describe the role of teachers in fostering independence among children aged 5–6 years at PAUD Teratai Putih Muaro Jambi. Results: Findings revealed that 75% of children were able to eat independently, 65% could tidy up toys, and 85% could wear shoes without assistance. Teachers acted as facilitators, motivators, and guides by applying consistent routines, gradual guidance, and positive reinforcement. Novelty: The study highlights how practical strategies in everyday routines can effectively stimulate independence, with contextual insights from a local PAUD setting. Implications: These findings emphasize the importance of teacher creativity and collaboration with parents in developing children’s autonomy, providing a useful reference for early childhood educators and policymakers. Highlights: Teachers foster independence through daily structured routines Parental support and learning environment strengthen outcomes Independence emerges through guided practice and motivation Keywords: Teacher Role, Early Childhood, Independence, Autonomy, PAUD

Principal Strategies for Strengthening Teachers’ Professional Competence in PAUD: Strategi Utama untuk Meningkatkan Kompetensi Profesional Guru di PAUD Umiyati, Siti; Nadiyah, Nadiyah; Wati, Mastika; Astria, Rani; Wati, Evi Sulistia
Indonesian Journal of Education Methods Development Vol. 18 No. 3 (2023): August
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v18i3.929

General Background: Teachers’ professional competence is a key determinant of education quality, particularly at the early childhood level. Specific Background: Principals play a pivotal role in designing and implementing strategies to foster teachers’ competence in lesson planning, classroom management, and innovative teaching practices. Knowledge Gap: While many studies have examined teacher development, limited research has explored principals’ systematic strategies in the context of community-based PAUD institutions. Aim: This study aims to describe the strategies implemented by the principal of PAUD Sejenis Pelita Bunda Muaro Jambi to improve teachers’ professional competence. Results: Using a descriptive qualitative approach with observation, interviews, and documentation, the findings reveal that five main strategies—academic supervision, internal workshops, teacher learning communities, motivation and appreciation, and performance evaluation—significantly supported teacher development. Additional initiatives such as literacy culture, digital learning, and benchmarking enriched teachers’ professional growth, with 80% of teachers reporting improved ability to design lesson plans (RPPH). Novelty: This study highlights the integration of formal and informal strategies, combining supervision with collaborative and motivational practices. Implications: The findings emphasize the importance of principals’ adaptive leadership in sustaining teacher professionalism and can serve as a model for early childhood institutions seeking to strengthen teaching quality. Highlights: Principals integrate supervision, training, and evaluation Collaborative communities foster teacher professional growth Literacy, technology, and benchmarking enrich competence Keywords: Principal Strategy, Professional Competence, Teacher Development, PAUD, Leadership

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