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All Journal Takuana: Jurnal Pendidikan, Sains, dan Humaniora
Yanti WE, Asfi
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Peran Kompetensi Profesional Guru PAUD dalam Meningkatkan Kualitas Pembelajaran Berbasis Teknologi Edriano, Ayesha Nayra; Sandrina, Mutia; Auliya, Rifa Aska; Sari, Sherly Purnama; Kurnia, Rita; Yanti WE, Asfi
Takuana: Jurnal Pendidikan, Sains, dan Humaniora Vol. 4 No. 3 (2025): Takuana (October-December)
Publisher : MAN 4 Kota Pekanbaru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56113/takuana.v4i3.216

Abstract

This research aims to explain the role of the professional competence of PAUD teachers in improving the quality of technology-based learning. The focus of the study is directed to the teacher's ability to master teaching materials and integrate digital media in accordance with the child's development stage. The research uses a descriptive qualitative approach with the main data in the form of class observation results and interviews, involving three informants, namely class teachers, accompanying teachers, and the head of the institution. Data analysis is carried out through reduction techniques, presentation, and drawing conclusions. The findings show that teachers have mastered the material and are able to design relevant learning experiences, but the utilization of technology is still limited due to lack of technical skills and low confidence in operating digital devices. This research confirms the need for a continuous professional development (PKB) program that specifically strengthens the literacy and technology skills of PAUD teachers.
Analisis Kompetensi Pedagogis dan Profesional Guru PAUD di Abad-21 Santoso, Jalianti Rizkina; Chalina, Tiara Magfirah; Hazura, Wita; Kurnia, Rita; Yanti WE, Asfi
Takuana: Jurnal Pendidikan, Sains, dan Humaniora Vol. 4 No. 3 (2025): Takuana (October-December)
Publisher : MAN 4 Kota Pekanbaru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56113/takuana.v4i3.217

Abstract

This study aims to analyze the pedagogical and professional competencies of early childhood teachers in 21st-century learning, particularly regarding the integration of technology and obstacles to creativity in the development of learning media. The study was conducted at Kindergarten “A” involving 10 teachers using qualitative descriptive methods through observation, semi-structured interviews, and documentation. The results showed that teachers had fairly good pedagogical and professional competencies, including in formulating activity objectives, preparing lesson plans, and delivering material in language appropriate for children. However, teachers' creativity in utilizing media was still limited, especially in the use of simple technology and modification of conventional media. Teachers tended to use the same tools repeatedly without innovation. The lack of training and professional support also hampered the development of creative media. This study recommends improving competence through training, mentoring, and strengthening institutional support to encourage learning innovations that are appropriate for children's development.
Optimalisasi Pemahaman PTK Guru PAUD melalui Workshop Berbasis Praktik Reflektif: Studi Pra-Eksperimental Yanti WE, Asfi; Hukmi, Hukmi; Nor, Muhammad; Yohana, Nova
Takuana: Jurnal Pendidikan, Sains, dan Humaniora Vol. 4 No. 3 (2025): Takuana (October-December)
Publisher : MAN 4 Kota Pekanbaru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56113/takuana.v4i3.299

Abstract

Education is the cornerstone of a nation's development, heavily reliant on the proficiency of its educators. Despite this, many teachers face obstacles in executing their roles as defined by teacher competencies, particularly in conducting classroom action research (CAR), which entails identifying developmental issues in children and formulating suitable interventions. This research aims to bolster teachers' grasp of CAR through workshops that emphasize practice and reflection. The research process involves several stages: introducing relevant material, engaging in reflective practice based on personal experience, participating in group discussions, and creating follow-up learning strategies. This study employed a pre-experimental one-group pretest–posttest design involving 10 early childhood teachers. Data from pretest and posttest were analyzed using descriptive statistics, paired-sample t-test, and N-Gain analysis. The effectiveness of this training is assessed by comparing pretest and posttest results. Findings reveal that reflective practice-based workshops significantly enhance early childhood teachers' understanding of CAR. While the improvement in comprehension is considered moderately effective, these workshops offer a valuable framework for advancing other areas of teacher competency.
Co-Authors Auliya, Rifa Aska Chalina, Tiara Magfirah Edriano, Ayesha Nayra Hazura, Wita Hukmi Hukmi, Hukmi Muhammad Nor Nova Yohana Rita Kurnia Sandrina, Mutia Santoso, Jalianti Rizkina Sari, Sherly Purnama