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All Journal Socius: Social Sciences Research Journal Jurnal Medika: Medika
Listia, Yovita Befi
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Religion Arts Humanities Dentistry Economics, Econometrics & Finance Education Health Professions Languange, Linguistic, Communication & Media Medicine & Pharmacology Nursing Public Health

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The Role of Montessori Learning Assessment in Early Childhood Education 3-6 years old Furwanti, Erni; Krismayanti, Yanti; Apriani, Nanin; Listia, Yovita Befi; Sofiah, Yofi Siti
Socius: Jurnal Penelitian Ilmu-Ilmu Sosial Vol 3, No 9 (2026): April 2026
Publisher : Penerbit Yayasan Daarul Huda Kruengmane

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.19601567

Abstract

This study aims to analyze the role of assessment in Montessori-based learning for early childhood (aged 3–6 years), particularly within the practical life area, and its implications for the development of prosocial behavior. The study is grounded in the issue that early childhood education practices remain largely dominated by conventional, teacher-centered approaches that emphasize academic achievement while providing limited opportunities for fostering children’s independence and social skills. In addition, the assessment dimension within Montessori education has not been extensively explored, particularly in relation to authentic assessment practices aligned with children’s developmental characteristics. This research employed a qualitative approach with a descriptive design. Data were collected through documentation studies and literature review, supported by secondary data on the Gross Enrollment Rate (GER) of early childhood education in Indonesia from 2021 to 2025. Data analysis was conducted using an interactive model involving data reduction, data display, and conclusion drawing. The validity of the findings was ensured through source and theoretical triangulation. The findings reveal that the implementation of Montessori learning integrated with authentic assessment significantly enhances children’s prosocial behavior, including helping, cooperation, sharing, and honesty. There is a clear shift in developmental categories from “not yet developed” and “beginning to develop” to “developing as expected” and “very well developed” across all indicators. Authentic assessment conducted through continuous observation enables educators to capture children’s development holistically and contextually. Furthermore, concrete activities within the practical life area effectively facilitate the internalization of social values through direct experience.
Pelatihan Pengelolaan Emosi bagi Guru dan Karyawan dalam Meningkatkan Kesejahteraan Psikologis dan Produktivitas di Kota Bandung Furwanti, Erni; Krismayanti, Yanti; Apriani, Nanin; Adiningsih, Neni Utami; Listia, Yovita Befi
Jurnal Medika: Medika in progres
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/tz3r8g04

Abstract

Kegiatan pengabdian kepada masyarakat ini dilatarbelakangi oleh tingginya tekanan kerja yang dialami guru dan tenaga kependidikan, yang berdampak pada menurunnya kesejahteraan psikologis dan produktivitas kerja. Oleh karena itu, diperlukan upaya peningkatan kemampuan pengelolaan emosi sebagai bentuk penguatan kapasitas individu di lingkungan kerja pendidikan. Tujuan kegiatan ini adalah untuk meningkatkan kemampuan regulasi emosi guru dan karyawan melalui pelatihan yang aplikatif dan kontekstual. Metode pelaksanaan menggunakan pendekatan partisipatif berbasis pelatihan yang meliputi tahap analisis kebutuhan, perancangan materi, pelaksanaan pelatihan interaktif, serta evaluasi dan refleksi. Kegiatan dilaksanakan di PAUD Adinda Kota Bandung dengan melibatkan 25 peserta yang terdiri dari guru dan tenaga kependidikan. Pelatihan dilakukan melalui ceramah interaktif, diskusi, simulasi, dan praktik langsung. Hasil kegiatan menunjukkan adanya peningkatan pemahaman peserta mengenai emosi, kemampuan mengelola stres, kesadaran diri, serta kualitas interaksi sosial di lingkungan kerja. Selain itu, peserta juga menunjukkan perubahan sikap yang lebih adaptif dan produktif dalam menghadapi tekanan kerja. Kegiatan ini memberikan dampak positif terhadap peningkatan kesejahteraan psikologis dan produktivitas kerja peserta. Pelatihan pengelolaan emosi dapat menjadi salah satu bentuk intervensi yang efektif dan relevan dalam mendukung penguatan kapasitas tenaga pendidik dan kependidikan secara berkelanjutan.
Co-Authors Adiningsih, Neni Utami Apriani, Nanin Furwanti, Erni Krismayanti, Yanti Sofiah, Yofi Siti