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All Journal Journal of General Education and Humanities MARAS : Jurnal Penelitian Multidisplin
Astiti, Widya Tasya
Unknown Affiliation
Humanities Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Other

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Peran Pengelolaan Sarana dan Prasarana Pendidikan yang Efektif dalam Mendukung Efektivitas Pembelajaran: Kajian Teoritis Sapitri, Nurul Alya; Astiti, Widya Tasya; Munayah, Nailal; Yanuarsari, Revita
MARAS : Jurnal Penelitian Multidisiplin Vol. 4 No. 1 (2026): MARAS : Jurnal Penelitian Multidisiplin, Maret 2026
Publisher : Lumbung Pare Cendekia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.60126/maras.v4i1.1455

Abstract

Artikel ini dilatarbelakangi oleh peran vital sarana dan prasarana sebagai faktor lingkungan yang membentuk perilaku belajar, meskipun dalam praktiknya masih terhambat oleh anggaran dan kompetensi manajerial. Artikel ini bertujuan menganalisis secara teoritis hubungan pengelolaan fasilitas tersebut dengan efektivitas pembelajaran. Menggunakan metode kualitatif melalui studi literatur, ditemukan bahwa pengelolaan sistematis berbasis fungsi manajemen dengan dukungan teori ekologi serta konstruktivisme mampu menciptakan mikrosistem belajar yang optimal. Hasil kajian menunjukkan bahwa ketersediaan fisik yang memadai dapat memberikan kontribusi keberhasilan belajar secara efektif. Disimpulkan bahwa efektivitas pembelajaran merupakan hasil sinergi antara standar fasilitas pemerintah, manajemen operasional yang rapi, serta adaptasi terhadap teknologi digital.
Teacher Strategies and Parental Involvement in Supporting the Transition from Early Childhood Education to Primary School in West Java: A Survey Study Maulani, Susan; Puspita, Shinta Mutiara; Ruswandi, Agus; Susanti, Cucu; Astiti, Widya Tasya; Hamidah, Siti Nasriatul; Munayah, Nailal
Journal of General Education and Humanities Vol. 5 No. 2 (2026): April
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i2.1250

Abstract

The transition from early childhood education to primary school remains a critical yet underexamined phase, particularly in contexts where school readiness is narrowly defined in academic terms. Despite increasing attention to early childhood education, limited research has explored how teacher strategies and parental involvement jointly shape children’s transition. This study aims to examine the strategies employed by PAUD teachers and the role of parental involvement in supporting children’s transition to primary school in West Java. A cross-sectional survey was conducted involving 132 teachers and 182 parents. Data were analyzed using descriptive statistics and the Kruskal–Wallis H test. Findings indicate that teachers predominantly implement classroom-based strategies focused on pre-literacy, numeracy, behavioral regulation, and independence. However, these practices are more strongly influenced by parental expectations for early academic achievement than by child-centered pedagogical approaches. Collaboration between early childhood and primary school teachers remains limited, contributing to a fragmented understanding of school readiness. Parental involvement is largely home-based, with relatively low participation in school-based programs. These findings highlight the need for structured institutional collaboration and more balanced approaches to school readiness that integrate academic and developmental dimensions to support children’s holistic transition.
Co-Authors Agus Ruswandi Hamidah, Siti Nasriatul Maulani, Susan Munayah, Nailal Puspita, Shinta Mutiara Revita Yanuarsari Sapitri, Nurul Alya Susanti, Cucu