<![CDATA[ABSTRACT Instructional communication plays a strategic role in fostering self-confidence in early childhood, particularly within the context of inclusive education, which requires adaptive approaches to address the diversity of learners’ needs. Along with the increasing number of children with special needs in early childhood education settings, the demand for teachers’ readiness to implement effective, responsive, and learner-centered communication has become increasingly prominent. This study aims to describe and analyze the instructional communication practices employed by teachers at PAUD Cikal Gemilang, Sekolah Interaktif Gemilang Mutafannin, West Bandung Regency, in developing students’ self-confidence. A qualitative approach with a descriptive method was employed. Data were collected through in-depth interviews and non-participant observations involving five purposively selected informants. Data validity was ensured through source triangulation and member checking, while data analysis followed the stages of data reduction, data display, and conclusion drawing. The findings reveal that teachers apply classical communication methods, individual interviews, and targeted stimulation tailored to students’ characteristics and needs. The study concludes that inclusive, flexible, and emotionally supportive instructional communication significantly contributes to enhancing self-confidence and socio-emotional development in early childhood learners. ABSTRAK Komunikasi instruksional guru memiliki peran strategis dalam membentuk kepercayaan diri anak usia dini, khususnya dalam konteks pendidikan inklusif yang menuntut pendekatan adaptif terhadap keberagaman kebutuhan peserta didik. Seiring dengan meningkatnya jumlah siswa berkebutuhan khusus di satuan PAUD, tuntutan terhadap kesiapan guru dalam menerapkan komunikasi yang efektif, responsif, dan berorientasi pada kebutuhan individu siswa pun semakin menguat. Berikan saya versi bahasa inggrisnya. Penelitian ini bertujuan untuk mendeskripsikan dan menganalisis komunikasi instruksional guru PAUD Cikal Gemilang di Sekolah Interaktif Gemilang Mutafannin, Kabupaten Bandung Barat, dalam membentuk kepercayaan diri siswa. Penelitian menggunakan pendekatan kualitatif dengan metode deskriptif. Data dikumpulkan melalui wawancara mendalam dan observasi non-partisipan terhadap lima informan yang dipilih secara purposive. Keabsahan data diuji melalui triangulasi sumber dan member check, sedangkan analisis data dilakukan melalui tahapan reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa guru menerapkan metode komunikasi klasikal, wawancara individu, dan stimulasi yang disesuaikan dengan karakteristik siswa. Simpulan penelitian menegaskan bahwa komunikasi instruksional yang inklusif, fleksibel, dan berorientasi pada hubungan emosional guru, siswa, dan berkontribusi signifikan dalam membangun kepercayaan diri dan perkembangan sosial-emosional anak usia dini.]]>
