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Relevance of Objectives, Activities, and Learning Media in the Learning Plan at RA Bani Adam Boyolali Anggraini, Dewi; Darsinah, D
Proceeding ISETH (International Summit on Science, Technology, and Humanity) 2024: Proceeding ISETH (International Summit on Science, Technology, and Humanity)
Publisher : Universitas Muhammadiyah Surakarta

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Purpose: This study aims to determine (1) the relevance between learning outcomes and learning activities, (2) the relevance between learning activities and media, and (3) the alignment among objectives, activities, and learning media in the context of early childhood education at RA Bani Adam Boyolali. Methodology: A qualitative content‐analysis design was employed, using RPPH (Daily Learning Implementation Plans) as the primary data source. Researchers extracted and examined documented learning objectives, activities, and media, and supplemented this with interviews. The analytic process involved formulating research questions, selecting and identifying relevant documents for review, and drawing conclusions based on observed patterns of relevance. Results: Out of 57 learning objectives and 53 activities, 49 activities (92.5%) matched their intended objectives, while 4 activities (7.5%) did not. In terms of media support, 46 out of 53 media items (86.7%) were deemed relevant to the corresponding play‐based activities, leaving 7 media items (13.3%) misaligned. Finally, when considering the triadic relationship among objectives, activities, and media, 44 media items (83.0%) supported both the core activities and their objectives, whereas 9 items (17.0%) failed to align across all three dimensions. Applications/Originality/Value: By systematically mapping alignment among objectives, activities, and media, this study provides a replicable framework for early childhood educators to audit and refine their daily learning plans. The high rates of alignment observed underscore the effectiveness of RA Bani Adam’s current practice, while the identified gaps highlight specific areas—such as media selection and activity design—where targeted adjustments and professional development can further enhance teaching quality and learning outcomes.

Teachers' Ability to Stimulate Children's Development Reviewed from the Status of Educators in TK Ngemplak District Alamsyah, Evi Nur; Darsinah, D
Proceeding ISETH (International Summit on Science, Technology, and Humanity) 2024: Proceeding ISETH (International Summit on Science, Technology, and Humanity)
Publisher : Universitas Muhammadiyah Surakarta

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Purpose: This study examines how kindergarten teachers’ educational qualifications in Ngemplak District relate to their ability to stimulate children’s developmental progress, aiming to determine whether higher educational status corresponds to more effective early childhood stimulation techniques. Methodology: Employing a quantitative descriptive design, the research collected data via structured questionnaires administered to kindergarten teachers across the Ngemplak area. Questions focused on teachers’ highest educational attainment and the specific methods they use to foster cognitive, social, emotional, and motor development in their students. Statistical analysis then compared stimulation‑method proficiency across differing education levels. Results: Findings reveal a clear, statistically significant association between teachers’ educational backgrounds and their stimulation effectiveness. Educators holding advanced qualifications demonstrated a deeper understanding of developmentally appropriate practices—such as targeted play activities, scaffolding techniques, and differentiated instruction—whereas those with lower formal training exhibited less varied and less responsive approaches. Applications/Originality/Value: By highlighting the pivotal role of teacher education in enhancing early childhood stimulation, this study underscores the need for targeted professional development and credentialing programs within Ngemplak District. Its insights can guide policymakers and school administrators in prioritizing higher-education pathways and in‑service training to ensure all kindergarten teachers are equipped with the pedagogical tools necessary to optimize children’s developmental outcomes.

Analysis of Teachers' Ability to Understand Early Childhood Development Based on Educational Backgrounds Rahmi, Fanisa Aulia; Darsinah, D
Proceeding ISETH (International Summit on Science, Technology, and Humanity) 2024: Proceeding ISETH (International Summit on Science, Technology, and Humanity)
Publisher : Universitas Muhammadiyah Surakarta

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Purpose: Early childhood education lays the groundwork for children’s lifelong learning, and teachers’ grasp of developmental stages is critical to program quality. This study examines whether teachers’ understanding of early childhood development differs according to their educational backgrounds in Sawit District, Boyolali Regency. Methodology: A quantitative descriptive design was adopted. The population comprised 96 early‑childhood educators affiliated with IGTKI and HIMPAUDI. Participants reported their highest qualification—ranging from D1, D3, non‑PAUD bachelor’s, PAUD bachelor’s, to high‑school equivalent—and completed a standardized assessment measuring knowledge of child‑development theory. Data were analyzed using the Mann–Whitney U test to compare score distributions across educational groups. Results: Statistical analysis revealed significant differences in developmental‑theory comprehension based on educational attainment (p < 0.05). The highest average score (20.54) was achieved by PAUD‑specialized bachelor’s graduates, followed by high‑school/equivalent teachers (18.70), non‑PAUD bachelor’s (18.09), D3 (18.00), and D1 (15.50) holders. These findings indicate that teachers with formal early‑childhood training demonstrate stronger theoretical understanding than those without specialized qualifications. Applications/Originality/Value: By mapping how educational background correlates with theoretical knowledge, this study highlights the need to tailor professional‑development programs to bridge gaps among educators. Its insights can guide district policymakers and training providers in designing targeted workshops and certification pathways, ensuring all early‑childhood teachers—regardless of prior qualification—attain the competencies necessary to support optimal child development.

Learning Management in Special Sports Junior High School in Surakarta Purnomo, Shodiq; Haryanto, Sigit; Darsinah, D
Proceeding ISETH (International Summit on Science, Technology, and Humanity) 2024: Proceeding ISETH (International Summit on Science, Technology, and Humanity)
Publisher : Universitas Muhammadiyah Surakarta

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Purpose: In order to better understand how special sports schools in Surakarta implement learning management at the junior high school level, this study concentrates on three key areas: (1) learning planning; (2) classroom/field learning implementation; and (3) evaluation implementation. Methodology: The method used in this study is qualitative. Observations, interviews, and documentation are some of the methods used to gather data. Results: The analysis results show that the learning management carried out by the school includes four stages, namely (1) learning planning, (2) implementation of learning in the classroom/field, and (3) evaluation implementation. In principle, the school has implemented that management. The implementation of lesson planning, from creating mapping to making lesson plans, has been carried out even though only photocopies made by the subject teacher working group (MGMP) were used. The implementation of learning has also been going well, although the teachers still haven't been able to make the best use of their time. In conducting evaluations, many teachers still focus on evaluating outcomes rather than the evaluation process, so these evaluations tend to measure achievements rather than the success of the learning implementation. Applications/Originality/Value: The suggestions that can be given are: the principal should require teachers to write their lesson plans by hand, the school should, if necessary, reward teachers who diligently carry out their duties, and for the teachers, it is hoped that they will always adhere to all established rules so that they can enjoy their duties more.

Analysis of Student Disruptive Behavior in Elementary Schools Masrurah, Ummie; Fauziati, Endang; Darsinah, D; Wulandari, Murfiah Dewi
Proceeding ISETH (International Summit on Science, Technology, and Humanity) 2024: Proceeding ISETH (International Summit on Science, Technology, and Humanity)
Publisher : Universitas Muhammadiyah Surakarta

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Purpose: The aim of the research is to analyze destructive behavior. Methodology: Type of research qualitative approach. The research method used is a case study. Data collection techniques in this research are observation, documentation and interviews. Data collection in the form of non-test instruments includes documentary research in the form of observations and interviews, as well as counseling guidance data from class teachers and religious teachers as a consultation tool. The data analysis technique used in this research is from the data analysis technique of the Miles and Huberman interaction model (including data reduction, data display, and data validation). The validity of the data was checked using technical triangulation. Using various data collection techniques, namely interviews, observation and documentation. Results: The results of research on disruptive behavior include: students behaving casually, often leaving class, walking around in class, lying on the floor, making noise, fighting, not obeying school rules, neglecting assignments, bullying friends, saying dirty words, throwing objects. at school, talking out of turn, disobeying teacher orders, calling friends by their parents' names, talking to friends during class, physically insulting. The factors that cause disruptive behavior are as follows, the first factor is the family, the second factor is the environment, the third factor is the school environment, the fourth factor is internal to the students. Applications/Originality/Value: Teacher strategies for overcoming disruptive behavior through counseling, collaborating with parents and psychologists, restitution approaches and modeling. In this research, a teacher modeling strategy was developed.

Integration of Cooperation Development in Learning Planning to Realize Pancasila Student Profiles Sejati, Andriyani Wahyu Puspo; Darsinah, D
Proceeding ISETH (International Summit on Science, Technology, and Humanity) 2024: Proceeding ISETH (International Summit on Science, Technology, and Humanity)
Publisher : Universitas Muhammadiyah Surakarta

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Purpose: This study aims to analyze the learning implementation plan in developing cooperative attitudes and to identify various activities that foster collaboration in early childhood education as part of realizing the Pancasila Student Profile. Methodology: The research was conducted at Aisyiyah 5 Semanggi Kindergarten, Surakarta, using a qualitative descriptive approach. Data sources included teacher interviews and documents in the form of Daily Learning Implementation Plans (RPPH) from 9 teaching modules representing four sub-themes: 3 on “Myself,” 1 on “My Motherland,” 3 on “Environment,” and 2 on “My Needs.” Data collection techniques included interviews, observation, and documentation. Data were validated through triangulation and analyzed using content analysis techniques. Results: The analysis showed that from a total of 115 learning activities reviewed, 21.7% were found to have the potential to foster cooperative attitudes. These activities were mostly embedded in gross motor activities, games, micro and macro role-playing, play development, and collaborative cognitive and artistic exercises involving two or more children interacting with positive interdependence. Applications/Originality/Value: This research contributes to early childhood learning design by highlighting the integration of cooperative values into various learning activities. It provides practical references for educators in aligning instructional planning with the development of social skills and national character values such as cooperation as part of the Pancasila Student Profile.

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