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INDONESIA
EDUKIDS : Jurnal Inovasi Pendidikan Anak Usia Dini
Published by Pusat Pengembangan Pendidikan dan Penelitian Indonesia
ISSN : 28072308     EISSN : 28071816     DOI : https://doi.org/10.51878/edukids.v2i1
Core Subject : Education,
Education Other
EDUKIDS : Jurnal Inovasi Pendidikan Anak Usia Dini contains writings/articles on the results of thoughts and research results written by teachers, lecturers, experts, scientists, practitioners, and reviewers in all disciplines related to Early Childhood Education
Arjuna Subject : Umum - Umum
Articles 53 Documents
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STRATEGI GURU DALAM MENGEMBANGKAN KEMAMPUAN LITERASI BERBAHASA ANAK USIA 4–5 TAHUN DI PAUD TERPADU BANJARMASIN Shalihah, Shalihah; Nurhayati, Yuliana; Maulida, Maulida
EDUKIDS : Jurnal Inovasi Pendidikan Anak Usia Dini Vol. 5 No. 2 (2025)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/edukids.v5i2.7261

Abstract

ABSTRACT Language literacy skills in early childhood constitute an important foundation for learning readiness at subsequent levels of education; therefore, instructional strategies that are aligned with children’s developmental characteristics are required. This study aims to describe teachers’ strategies in developing language literacy skills among children aged 4–5 years at PAUD Terpadu At-Tibyan Banjarmasin. The study employed a descriptive qualitative approach involving the principal and three teachers of the 4–5-year-old group as research subjects. Data were collected through interviews, observations, and documentation and then analyzed using thematic analysis. The results indicate that language literacy development was implemented in an integrated manner within daily learning activities, including the habituation of story reading, role-playing, singing, small-group discussions, and the use of visual media and children’s songs. These strategies encouraged children’s active involvement, enriched their vocabulary, and increased their confidence in communication. The challenges encountered included differences in children’s language abilities, limited instructional time, and suboptimal parental support, which were addressed through activity adjustments, the use of simple learning media, and the strengthening of communication with parents. Overall, this study concludes that child-centered and play-based teacher strategies are effective in developing the language literacy skills of children aged 4–5 years. These findings emphasize the importance of integrating literacy into PAUD learning routines to build a sustainable foundation for children’s reading interest, vocabulary mastery, and communication skills. ABSTRAK Kemampuan literasi berbahasa pada anak usia dini merupakan fondasi penting bagi kesiapan belajar pada jenjang pendidikan selanjutnya, sehingga diperlukan strategi pembelajaran yang selaras dengan karakteristik perkembangan anak. Penelitian ini bertujuan untuk mendeskripsikan strategi guru dalam mengembangkan kemampuan literasi berbahasa anak usia 4–5 tahun di PAUD Terpadu At-Tibyan Banjarmasin. Penelitian menggunakan pendekatan kualitatif deskriptif dengan melibatkan kepala sekolah dan tiga guru kelompok usia 4–5 tahun sebagai subjek penelitian. Data dikumpulkan melalui wawancara, observasi, dan dokumentasi, kemudian dianalisis menggunakan analisis tematik. Hasil penelitian menunjukkan bahwa pengembangan literasi berbahasa dilakukan secara terintegrasi dalam kegiatan pembelajaran sehari-hari, meliputi pembiasaan membaca cerita, bermain peran, bernyanyi, diskusi kelompok kecil, serta pemanfaatan media visual dan lagu anak. Strategi tersebut mendorong keterlibatan aktif anak, memperkaya kosakata, dan meningkatkan keberanian anak dalam berkomunikasi. Hambatan yang dihadapi meliputi perbedaan kemampuan bahasa anak, keterbatasan waktu pembelajaran, serta dukungan orang tua yang belum optimal, yang diatasi melalui penyesuaian kegiatan, pemanfaatan media sederhana, serta penguatan komunikasi dengan orang tua. Secara keseluruhan, penelitian ini menyimpulkan bahwa strategi guru yang berpusat pada anak dan berbasis kegiatan bermain efektif dalam mengembangkan kemampuan literasi berbahasa anak usia 4–5 tahun. Temuan ini menegaskan pentingnya integrasi literasi dalam rutinitas pembelajaran PAUD untuk membangun fondasi minat baca, penguasaan kosakata, dan kemampuan komunikasi anak usia dini secara berkelanjutan.
STRATEGI KEPALA SATUAN PAUD UNTUK MENINGKATKAN KOMPETENSI PROFESIONAL GURU PAUD DI KOTA BANJARMASIN Isnaniah, Isnaniah; Maulidha, Maulidha; Nurhayati, Yuliana
EDUKIDS : Jurnal Inovasi Pendidikan Anak Usia Dini Vol. 5 No. 2 (2025)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/edukids.v5i2.7293

Abstract

ABSTRACT The improvement of professional competence among early childhood education (ECE) teachers has become a strategic challenge in response to increasing demands for adaptive, reflective, and child-oriented learning quality. Field conditions indicate variations in teachers’ educational qualifications, limited supporting facilities, and suboptimal implementation of creative learning practices, highlighting the need for leadership from ECE principals who are capable of managing teacher development in a structured and sustainable manner. This study aims to describe the leadership strategies of ECE principals in enhancing teachers’ professional competence and to examine the implementation of these strategies at TK Negeri Pembina Banjarmasin Utara 3. The study employed a qualitative approach with a narrative design, involving the principal as the main subject and several teachers as supporting informants. Data were collected through in-depth interviews, observations, and documentation, and analyzed through data reduction, data display, and conclusion drawing. The findings reveal that the ECE principal implemented continuous professional development through teacher learning communities, dialogical academic supervision, reinforcement of spiritual values, and participatory communication that fostered teacher collaboration. These strategies contributed to the development of reflective attitudes, increased teaching creativity, and strengthened teachers’ professional responsibility. This study concludes that participatory, humanistic, and value-based leadership of ECE principals plays a crucial role in building a sustainable culture of teacher professionalism. Peningkatan kompetensi profesional guru pendidikan anak usia dini (PAUD) menjadi tantangan strategis seiring dengan tuntutan mutu pembelajaran yang adaptif, reflektif, dan berorientasi pada perkembangan anak. Realitas di lapangan menunjukkan adanya variasi kualifikasi guru, keterbatasan sarana pendukung, serta belum optimalnya praktik pembelajaran kreatif, sehingga diperlukan kepemimpinan kepala satuan PAUD yang mampu mengelola pembinaan guru secara terarah dan berkelanjutan. Penelitian ini bertujuan untuk mendeskripsikan strategi kepemimpinan kepala satuan PAUD dalam meningkatkan kompetensi profesional guru serta menggambarkan implementasi strategi tersebut di TK Negeri Pembina Banjarmasin Utara 3. Penelitian menggunakan pendekatan kualitatif dengan desain naratif, melibatkan kepala sekolah sebagai subjek utama dan beberapa guru sebagai informan pendukung, dengan pengumpulan data melalui wawancara mendalam, observasi, dan dokumentasi, yang dianalisis melalui tahapan reduksi, penyajian, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa kepala satuan PAUD menerapkan pembinaan profesional secara berkelanjutan melalui komunitas belajar guru, supervisi akademik dialogis, penguatan nilai spiritual, serta komunikasi partisipatif yang mendorong kolaborasi antarguru. Strategi tersebut berkontribusi pada berkembangnya sikap reflektif, peningkatan kreativitas mengajar, dan penguatan tanggung jawab profesional guru. Penelitian ini menegaskan bahwa kepemimpinan kepala satuan PAUD yang partisipatif, humanis, dan berbasis nilai memiliki peran penting dalam membangun budaya profesionalisme guru secara berkelanjutan.
IMPLEMENTASI METODE BEYOND CENTER AND CIRCLE TIME TERHADAP MOTIVASI BELAJAR ANAK USIA DINI DI RA AL-QUSHWA Widianti, Asri; Noerohmah, Alya; Herawati, Leni; Septiani, Nova Tania; Erika, Rista
EDUKIDS : Jurnal Inovasi Pendidikan Anak Usia Dini Vol. 5 No. 2 (2025)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/edukids.v5i2.8086

Abstract

This study was motivated by the low learning motivation of children at RA Al-Qushwa, as indicated by their lack of enthusiasm, attention, and active participation during learning activities. The purpose of this research is to explore the implementation of the Beyond Center and Circle Time (BCCT) method in improving young children’s learning motivation at RA Al-Qushwa. This research employed a qualitative descriptive approach. The subjects consisted of teachers and group B children, while data were collected through observation, interviews, and documentation. The data were analyzed through data reduction, data display, and conclusion drawing. The results revealed that the implementation of the BCCT method significantly increased children’s learning motivation. Children became more enthusiastic, active, and curious during activities in each learning center. Teachers acted as facilitators who created enjoyable and meaningful learning environments through child-centered activities. The BCCT method also fostered children’s independence, responsibility, and social skills. Therefore, the BCCT method is effectively applied in learning at RA Al-Qushwa to enhance early childhood learning motivation. ABSTRAK Penelitian ini dilatarbelakangi oleh rendahnya motivasi belajar anak di RA Al-Qushwa yang ditandai dengan kurangnya antusiasme, perhatian, dan partisipasi aktif anak selama kegiatan pembelajaran. Tujuan penelitian ini adalah untuk mengetahui penerapan metode Beyond Center and Circle Time (BCCT) dalam meningkatkan motivasi belajar anak usia dini di RA Al-Qushwa. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian deskriptif. Subjek penelitian terdiri dari guru dan anak kelompok A dan B, sedangkan data dikumpulkan melalui observasi, wawancara, dan dokumentasi. Analisis data dilakukan melalui reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa penerapan metode BCCT mampu meningkatkan motivasi belajar anak secara signifikan. Anak terlihat lebih bersemangat, aktif, dan memiliki rasa ingin tahu yang tinggi saat mengikuti kegiatan di setiap sentra. Guru berperan sebagai fasilitator yang menciptakan lingkungan belajar yang menyenangkan dan bermakna melalui kegiatan yang berpusat pada anak. Penerapan BCCT juga membantu anak mengembangkan kemandirian, tanggung jawab, dan kemampuan sosial. Dengan demikian, metode BCCT efektif diterapkan dalam pembelajaran di RA Al-Qushwa untuk menumbuhkan motivasi belajar anak usia dini.

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