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All Journal International Journal of Education and Teaching Zone Jurnal Pengabdian Masyarakat dan Riset Pendidikan
Siti Mariah Ulfah
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Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Educational Significance of Father–Child Play Interactions: Implications for Early Cognitive and Socioemotional Development bangsawan, Indra; Husin; Siti Mariah Ulfah
International Journal of Education and Teaching Zone Vol. 4 No. 3 (2025): October 2025 Edition
Publisher : Yayasan Nurul Yakin Bunga Tanjung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57092/ijetz.v4i3.527

Abstract

This study investigates fathers’ unique contributions to the cognitive and emotional development of young children a dimension of early childhood education often overshadowed by maternal-focused research. It examines the evolving role of fathers from traditional authority figures to responsive play partners, the adaptive interaction strategies they employ, and the developmental outcomes of their engagement. Using a qualitative exploratory case study design, data were collected from 12 purposively selected fathers in Teluk Rendah Pasar Village, Tebo Regency, through in-depth interviews, participant observation, and documentation. Thematic analysis validated through source triangulation (fathers, mothers, and children) revealed three major findings. First, fathers experienced a meaningful transformation toward emotionally engaged and pedagogically responsive caregivers. Second, they developed adaptive strategies emphasizing intentional quality time, play integration into daily routines, and symbolic family rituals such as “Saturday morning adventures.” Third, paternal play fostered children’s cognitive growth (problem-solving, focus) and socioemotional competence (self-regulation, confidence, and social skills). These findings highlight the educational significance of paternal play as a catalyst for holistic child development and call for father-education initiatives and family-friendly workplace policies that support sustained paternal engagement in early learning.
Kecerdasan Emosional Guru dan Implikasinya Terhadap Motivasi Belajar Anak Usia Dini: Penelitian Diana Aprianti; Siti Mariah Ulfah; Nurlinda
Jurnal Pengabdian Masyarakat dan Riset Pendidikan Vol. 4 No. 4 (2026): Jurnal Pengabdian Masyarakat dan Riset Pendidikan Volume 4 Nomor 4 Tahun 2026
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jerkin.v4i4.5568

Abstract

Penelitian ini bertujuan untuk mendeskripsikan peran emosional guru dalam meningkatkan motivasi belajar anak kelompok bermain di Pendidikan Anak Usia Dini (PAUD) Cinta Kasih Desa Siau Dalam, Kabupaten Tanjung Jabung Timur. Penelitian ini dilatarbelakangi oleh rendahnya motivasi belajar sebagian anak yang ditandai dengan kurangnya fokus, partisipasi aktif, serta keberanian menyampaikan pendapat dalam kegiatan pembelajaran. Pendekatan yang digunakan adalah kualitatif dengan metode deskriptif. Subjek penelitian terdiri dari guru dan anak kelompok bermain. Teknik pengumpulan data dilakukan melalui observasi, wawancara, dan dokumentasi. Analisis data dilakukan melalui reduksi data, penyajian data, dan penarikan kesimpulan, dengan uji keabsahan data menggunakan triangulasi sumber dan metode. Hasil penelitian menunjukkan bahwa peran emosional guru memiliki kontribusi signifikan dalam meningkatkan motivasi belajar anak. Guru yang menunjukkan sikap empati, kesabaran, perhatian, dan kehangatan emosional mampu menciptakan iklim pembelajaran yang kondusif dan suportif. Strategi yang dilakukan guru meliputi membangun kedekatan emosional dengan anak, memberikan penguatan positif berupa pujian dan dukungan, serta merespons kebutuhan emosional anak secara tepat selama proses pembelajaran. Kondisi tersebut membuat anak merasa aman dan nyaman sehingga lebih berani berpartisipasi, menunjukkan antusiasme, dan terlibat aktif dalam kegiatan belajar. Penelitian ini menegaskan bahwa penguatan kompetensi emosional guru merupakan faktor penting dalam menumbuhkan motivasi belajar anak usia dini secara optimal dan berkelanjutan.
Co-Authors Bangsawan, Indra Diana Aprianti Husin Nurlinda