Article Per Year (5 Year)
p-Index From 2021 - 2026
0.61
P-Index
This Author published in this journals
All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini PrimEarly : Jurnal Kajian Pendidikan Dasar dan Anak Usia Dini (Journal of Primary and Early Childhood Education Studies
Aprilia Kartika Sari
Unknown Affiliation
Religion Education Languange, Linguistic, Communication & Media Social Sciences Other

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
HUBUNGAN ANTARA DUKUNGAN SOSIAL DAN SELF – ESTEEM DENGAN RESILIENSI PADA KORBAN TOXIC RELATIONSHIP Aprilia Kartika Sari; Mochamad Widjanarko
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 03 (2025): Volume 10 No. 03 September 2025 Build
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i03.31527

Abstract

This study aims to empirically determine the relationship between social support and self-esteem with resilience in victims of toxic relationships. Resilience is an individual's ability to overcome and adapt to major challenges or problems in life. This includes the ability to survive under pressure and face difficulties or trauma that may be experienced throughout life. This study used a quantitative method with a purposive sampling technique and a total of 101 respondents involved. The measuring instruments used to obtain data were the social support scale, self- esteem scale, and resilience scale. The results of this study showed very significant results p = 0.000 (p <0.01) and a correlation coefficient (r) of 0.612, with an effective contribution of 37.4%. This means that there is a very significant positive relationship between social support and self-esteem with resilience in victims of toxic relationships so that this hypothesis is accepted.
Pembentukan Karakter Anak Usia Dini Dalam Perspektif Etika Profesi Keguruan Talitha Najma Nadifah; Aprilia Kartika Sari; Nur Khasanah
PrimEarly : Jurnal Kajian Pendidikan Dasar dan Anak Usia Dini Vol. 9 No. 1 (2026): Juni
Publisher : Fakultas Pendidikan, Universitas Sultan Muhammad Syafiuddin Sambas

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37567/primearly.v9i1.5258

Abstract

Fokus utama penelitian ini adalah mengkaji bagaimana karakter anak usia dini dibentuk, dengan menggunakan kacamata etika profesi keguruan sebagai landasan analisisnya. Penelitian ini krusial mengingat pendidikan karakter memegang andil besar dalam membentuk fondasi moral anak sejak dini, terutama di tengah derasnya arus perkembangan teknologi dan perubahan social. Metode yang diterapkan dalam penelitian ini adalah kualitatif deskriptif, dengan instrumen pengumpulan data yang bersumber dari studi literatur serta wawancara semi-terstruktur. Analisis data dilakukan dengan mengidentifikasi dan mengelompokkan tema-tema utama yang merepresentasikan kontribusi serta peran pendidik dalam memformulasikan karakter anak. Temuan penelitian ini mengindikasikan bahwa keteladanan, pembiasaan dalam proses pembelajaran, serta profesionalisme guru dalam mengemban tugas menjadi faktor-faktor determinan yang memengaruhi pembentukan karakter anak. Kecenderungan anak untuk mengadopsi perilaku yang mereka amati dari pendidik menempatkan aspek keteladanan sebagai instrumen paling krusial dalam proses pendidikan. Di samping itu, internalisasi perilaku positif yang diterapkan secara konsisten mampu mengonstruksi kepribadian baik pada anak, yang didukung oleh profesionalisme pendidik dalam mengoptimalkan proses transmisi nilai-nilai karakter tersebut. Studi ini turut mengonfirmasi bahwa etika profesi keguruan memegang eksistensi krusial dalam efektivitas konstruksi karakter anak usia dini, mengingat manifestasi guru tidak terbatas sebagai pengajar, melainkan juga sebagai figur teladan serta mentor bagi peserta didik.
Negotiating Curriculum Flexibility in Islamic Early Childhood Education: Merdeka Curriculum Enactment, Faith-Based Adaptation, and School Readiness Irsyad, Mohammad; Ridho Riyadi; Rafa Zahra Syaikha; Aprilia Kartika Sari; Rofiqotul Aini; Mohammed Khalil, Abdelmajid Idris
Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Vol. 11 No. 2 (2026)
Publisher : Program Studi Pendidikan Islam Anak Usia Dini, Fakultas Ilmu Tarbiyah dan Keguruan, UIN Sunan Kalijaga, Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jga.2026.112-10

Abstract

Curriculum flexibility is often presented as a route to more responsive early childhood education, yet less is known about how such flexibility is made workable in faith-based institutions where national reform, religious identity, local culture, and family expectations intersect. This study examines the enactment of the Merdeka Curriculum in a Raudhatul Athfal institution in Pekalongan, Indonesia, with attention to how teachers and school leaders negotiate project-based learning, differentiated instruction, Islamic educational values, children’s participation, and parental expectations of early academic readiness. Using an instrumental single-case study design, data were collected at RA Islamic Center Kedungwuni through four semi-structured interviews with the school principal and a Group B teacher, six non-participant classroom observations conducted from 1 to 14 April 2024, and document analysis. Fifteen Group B children provided contextual observational data, but they were not interviewed. The data were analyzed through open coding, axial coding, and iterative thematic development, with trustworthiness supported by triangulation, member checking, thick description, reflexive notes, and an audit trail. The findings show that curriculum enactment was shaped by four interrelated conditions: teachers’ uneven confidence in using digital learning platforms, a gap between P5 project practice and project-module documentation, the need for socio-emotional scaffolding in choice-based learning, and the negotiation of play-based literacy and numeracy with perceived parental expectations for visible school readiness. The study argues that curriculum reform in faith-based early childhood education depends on policy flexibility, institutional mentoring, practical documentation, emotionally responsive pedagogy, and sustained parent-school communication.
Co-Authors Irsyad, Mohammad Mochamad Widjanarko Mohammed Khalil, Abdelmajid Idris Nur Khasanah Rafa Zahra Syaikha Riyadi, Ridho Rofiqotul Aini Talitha Najma Nadifah