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TUNAS CENDEKIA: Jurnal Program Studi Pendidikan Islam Anak Usia Dini Program Studi Pendidikan Islam Anak Usia Dini IAIN Palopo Jalan Agatis Balandai Kota Palopo, Indonesia, Postal Code 91914
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Tunas Cendekia : Jurnal Program Studi Pendidikan Anak Usia Dini
Published by Institut Agama Islam Negeri Palopo
ISSN : 26220849     EISSN : 26546051     DOI : https://doi.org/10.24256/cendekia.v4i1.1970
Core Subject : Humanities, Science, Education, Art, Social,
Arts Humanities Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Neuroscience Physics Social Sciences Other
TUNAS CENDEKIA: Jurnal Program Studi Pendidikan Anak Usia Dini is a double-blind peer-reviewed open access journal. This journal provides publication of articles covering the results of early childhood education research, including; development of moral and religious values, physical motor development, emotional social development, cognitive development, language development, artistic and creative development, parenting, parenting, management institution of early childhood education, early child development assessment, child development psychology, child empowerment, learning strategy, educational tool play, instructional media, innovation in early childhood education and various fields related to Early Childhood Education. The aim is to provide a platform for researchers, academics and practitioners to share, discuss and enrich knowledge and innovation in the field of early childhood education, in order to support the development of more effective and innovative educational policies, practices and theories.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 153 Documents
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PELAKSANAAN PENANAMAN SHARING BEHAVIOR TERHADAP KARAKTER PEDULI SOSIAL ANAK Mega Permata Sari; Delfi Eliza
Tunas Cendekia : Jurnal Program Studi Pendidikan Anak Usia Dini Vol. 4 No. 1 (2021): Tunas Cendekia : Jurnal Program Studi Pendidikan Anak Usia Dini
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/cendekia.v4i1.1984

Abstract

Penelitian ini berdasarkan pada pentingnya pelaksanaan penanaman sharing behavior terhadap karakter peduli sosial anak. Penelitian ini dilaksanakan penanaman sharing behavior anak pada umumnya bahwa anak-anak yang tidak mau berbagi dengan teman sebayanya di lingkungan sekitar. Hal ini terlihat pada anak yang masih enggan untuk saling berbagi terhadap segala hal yang mereka miliki. Contohnya masih banyak anak-anak yang tidak ingin berbagi makanan, meminjamkan alat tulis, dan berbagi benda-benda lain seperti mainan. Bahkan, untuk sekadar meminjamkan sesuatu kepada sesama anak tersebut masih saling enggan satu sama lain. Meskipun ada sebagian anak yang mudah berbagi, namun pada kenyataannya anak-anak yang berbagi tersebut menganggap bahwa mereka akan mendapatkan balasan berbagi pula dengan yang lainnya berupa benda lain. Maka dari itu, penanaman sharing behavior sangat perlu dikenalkan semenjak usia dini, sebab jika sejak usia dini sudah ditanamkan rasa peduli social pada anak, maka hingga dewasa anak akan peduli pada lingkungan sekitarnya. Penelitian ini dilakukan melalui pendekatan kualitatif dengan memakai metode deskriptif. Sumber informasi penelitian ini yakni dari anak yang ada sekitar rumah peneliti serta orang tua si anak. Penelitian memakai teknik pengumpulan data berupa observasi, wawancara, dan dokumentasi. Teknik keabsahan data pada penelitian ini ialah triangulasi. Dalam penelitian ini, peneliti memfokuskan pada penanaman sharing behavior yang dapat meningkatkan perilaku berbagi pada anak usia dini. Hasil penelitian yang didapatkan dari penelitian ini yakni dengan dilaksanakannya penanaman sharing behavior terhadap karakter peduli sosial anak, anak-anak dapat lebih meningkatkan perilaku berbagi terhadap sesama lingkungan sekitar. Hal ini juga tampak pada semua sumber yang telah ditelaah serta hasil penelitian yang relevan dengan penelitian pelaksanaan penanaman sharing behavior untuk meningkatkan karakter peduli social pada anak usia dini.
Mental Well-Being and Teaching Quality as Predictors of Educator Performance: Implications for Early Childhood Educators Wiwik Suatin; Dimas Zuhri Ahmad
Tunas Cendekia : Jurnal Program Studi Pendidikan Anak Usia Dini Vol. 9 No. 1 (2026): Tunas Cendekia : Jurnal Program Studi Pendidikan Anak Usia Dini
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/tunascendekia.v9i1.12118

Abstract

The performance of educators is a decisive determinant of educational quality in Islamic educational institutions, yet it is shaped simultaneously by internal psychological conditions and external instructional practices that are rarely examined together. Although teacher welfare and professional development have attracted growing scholarly attention, empirical studies that test mental well-being and teaching quality jointly as predictors of educator performance in Islamic educational institutions, within which early childhood provision (RA/TK) is nested, remain scarce. This study examines the extent to which mental well-being and teaching quality, individually and jointly, predict the performance of educators at Baitun Naim Islamic Education Institute. Mental well-being was conceptualised through Ryff’s six dimensions of self-acceptance, personal growth, purpose in life, positive relations with others, environmental mastery, and autonomy, whereas teaching quality was operationalised through lesson planning, instructional implementation, assessment of learning outcomes, classroom management, and interpersonal relations with students. A cross-sectional quantitative survey design was employed. Sixty educators were drawn from a population of 82 through purposive sampling, and data were collected using a five-point Likert questionnaire whose reliability coefficients ranged from .904 to .951. The data were analysed using multiple linear regression in SPSS after classical assumption testing. Mental well-being (β = .398, t = 3.619, p = .001) and teaching quality (β = .487, t = 4.428, p < .001) were each positively and significantly associated with educator performance, and together the two predictors accounted for 68.2% of its variance, F(2, 57) = 61.03, p < .001. Teaching quality carried the larger standardised coefficient, although the confidence intervals of the two estimates overlap and the ordering is therefore reported as indicative rather than conclusive. Because the design is cross-sectional and all measures were self-reported, the findings are interpreted as associations rather than causal effects. The study integrates psychological and pedagogical predictors within a single multivariate framework and informs welfare and instructional-quality policy across the units of Islamic educational institutions, including early childhood provision.
Evaluation of the New Generation PAUD Kit for Early Childhood Teacher Education: First-Year Findings from a Multiyear Study Esti Kurniawati Mahardika; Muktia Pramitasari; Erna Risnawati
Tunas Cendekia : Jurnal Program Studi Pendidikan Anak Usia Dini Vol. 9 No. 1 (2026): Tunas Cendekia : Jurnal Program Studi Pendidikan Anak Usia Dini
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/tunascendekia.v9i1.12129

Abstract

Educational Play Materials (APEs) are essential in supporting practice-based learning and preparing prospective early childhood teachers with the pedagogical competencies required for effective classroom practice. Although numerous studies have evaluated individual instructional media, limited empirical evidence is available regarding the formative evaluation of integrated educational kits designed for pre-service teachers, particularly within open and distance learning environments. This study aimed to conduct a formative evaluation of the New Generation Early Childhood Education (PAUD) Kit developed by the Early Childhood Teacher Education Program (PGPAUD), Universitas Terbuka, during the first year of a multiyear research project. A mixed-methods formative evaluation design was employed to examine the kit's practicality, usefulness, relevance, implementation, and distribution as a basis for product refinement. Data were collected through online questionnaires, tutorial observations, focus group discussions, and workshops involving 2,877 students, 87 tutors, and 17 Learning Material Coordinators across Indonesia. The findings revealed that the PAUD Kit effectively supported practice-based learning, particularly in the Cognitive Development Methods and Children's Play and Games courses. Among students who received the kit, 93% reported understanding its intended use; however, the overall utilization of the kit remained inconsistent due to unequal distribution and varying levels of tutor encouragement. Tutors considered the PAUD Kit relevant, practical, and safe for instructional use while recommending improvements in user guidelines, curriculum alignment, and instructional content. The study concludes that the New Generation PAUD Kit demonstrates considerable potential to strengthen practice-based learning in early childhood teacher education. More importantly, this formative evaluation provides evidence-based feedback for refining the PAUD Kit and supporting its broader implementation in the subsequent stages of the multiyear development project.

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