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Program Studi S1 Pendidikan Guru PAUD Fakultas Keguruan dan Ilmu Pendidikan Universitas Kristen Satya Wacana Gedung E FKIP Lantai 2 Jl. Diponegoro 52 – 60, Kel. Sidorejo Lor Kec. Sidorejo, Kota Salatiga 50711 Jawa Tengah, Indonesia
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AUDIENSI: Jurnal Pendidikan dan Perkembangan Anak
Published by Universitas Kristen Satya Wacana
ISSN : 28299353     EISSN : 28298659     DOI : https://doi.org/10.24246/audiensi.vol1.no12022
Core Subject : Humanities, Education, Social,
Humanities Education Languange, Linguistic, Communication & Media Social Sciences
AUDIENSI: Jurnal Pendidikan dan Perkembangan Anak is a scientific publication forum that focuses on accommodating children education and learning issues such as curriculum, learning strategies, media and playing tools in learning, teacher professionalism in children education, educational management for early childhood and primary school, children education policies as well as children growth and development. AUDIENSI is a journal managed by the Early Childhood Teacher Education Program, Faculty of Teacher Training and Education, Universitas Kristen Satya Wacana Salatiga. This journal is published twice a year, in April and October using a double blind review system. This journal is open to students, lecturers, teachers, researchers and practitioners in the field of education and child development.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 6 Documents
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Search results for , issue "vol. 4 no. 1 (2025)" : 6 Documents clear
Analysis of Numberblocks Youtube Videos on Children’s Acquisition of Numbers Ni'fatul Fauziyah; Lies Amin Lestari; Ahmad Munir
AUDIENSI: Jurnal Pendidikan dan Perkembangan Anak Vol. 4 No. 1 (2025)
Publisher : Program Studi S1 PG-PAUD, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Satya Wacana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24246/audiensi.vol4.no12025pp1-17

Abstract

The aim of this study was to analzye the contents Youtube videos called Numberblocks on children’s acquisition of numbers. Numberblocks videos have the highest scores on the content analysis which are the accuracy, age-appropriateness, engagement, and repetition (score = 5) with the lowest scores on pedagogical approaches: real-world connections (score = 3) and interactivity (score = 1). The average score of the linguistic analysis is 4.15 with the lowest score on the language clarity especially on the pace of speech. Numberblocks videos have the perfect average score 5 on the presentation analysis. And in the visual analysis, numbers are mostly represented in various ways (score = 4,5) but real-world examples are rarely used to illustrate number concepts (score = 2,5). It can be concluded that Numberblocks videos are successful to drag young learners’ concept of numbers into the blocks and this helps their acquisition with numbers. However, parents' guidance is needed so that young learners will have more interaction and correlate the idea into real world situations and examples.
Analisis Media Loose Part untuk Meningkatkan Kreativitas Anak Usia Dini pada Kelompok B (5-6 Tahun) TK Kristen 1 Satya Wacana Salatiga Jufitri Jufitri; Fian Rubiyanti; Fika Dewi Musfiati; Ghilba Yuliana Fathna; Maiya Arisca Aminingtyas
AUDIENSI: Jurnal Pendidikan dan Perkembangan Anak Vol. 4 No. 1 (2025)
Publisher : Program Studi S1 PG-PAUD, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Satya Wacana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24246/audiensi.vol4.no12025pp18-28

Abstract

Every child has the potential to be creative. In the context of education, creativity can be fostered by providing early-age stimulation through activities appropriate to the child’s developmental stage. Their creative abilities can develop optimally. However, in practice, many children’s play activities are still focused on worksheets, resulting in a learning process that is less engaging and tends to be boring. The learning approach using loose parts media is a teaching method that utilizes natural materials found around us that can be separated and combined into a whole, can be aligned, easily blended with other materials, and are practical for carrying and moving. This research uses a qualitative approach with a descriptive qualitative type. The research subjects are the group B children at the Cristian Kindergarten 1 Satya Wacana Salatiga, using data condensation, data display, and conclusion drawing/verification analysis. The results of the study indicate that loose parts media can enhance creativity in early childhood. When children are provided with a variety of play materials, they can realize their creative ideas, imagination, and stimulate their curiosity.
Pelaksanaan Pendidikan di Sekolah Dasar dalam Perkembangan Teknologi Messiana Jayati; Yari Dwikurnaningsih; Sophia Tri Satyawati
AUDIENSI: Jurnal Pendidikan dan Perkembangan Anak Vol. 4 No. 1 (2025)
Publisher : Program Studi S1 PG-PAUD, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Satya Wacana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24246/audiensi.vol4.no12025pp29-43

Abstract

The development of technology has brought significant changes in various aspects of life, including basic education. This study examines the implementation and perception of technology utilization in learning in primary schools, its positive and negative impacts, and the important role of schools and parents in guiding students. The survey results show that the majority of primary schools have integrated technology in the teaching-learning process, such as the use of PowerPoint and projectors, which are proven to increase students' interest and enthusiasm. Educators and school principals realize the need to adapt teaching methods to suit technological developments, so that students are not only passive consumers, but also able to utilize technology effectively and wisely. While technology offers easy access to information, interactive learning and administrative efficiency, there are also challenges such as the potential for decreased focus, the digital divide, as well as data security issues and the spread of inaccurate information. Therefore, instilling values of wisdom, ethics and responsibility in the use of technology is crucial. Collaboration between schools and parents is needed to equip students with the ability to sort out information and avoid the negative impacts of technology, in order to create a smart and responsible generation in the digital era.
Peran Guru Berubah, Profesionalisme Berkembang: Masa Depan Pendidikan Korea dan Indonesia: Peran Guru Berubah, Profesionalisme Berkembang: Masa Depan Pendidikan Korea dan Indonesia Suk Young Ji; Sophia Tri Satyawati; Yari Dwikurnaningsih
AUDIENSI: Jurnal Pendidikan dan Perkembangan Anak Vol. 4 No. 1 (2025)
Publisher : Program Studi S1 PG-PAUD, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Satya Wacana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24246/audiensi.vol4.no12025pp44-57

Abstract

The rapidly changing 21st-century society demands fundamental changes in the educational paradigm, centered on the redefinition of the teacher's role. Moving beyond mere transmitters of knowledge, teachers are now expected to become facilitators, mentors, and collaborators who unleash students' potential and foster critical thinking and creativity. This study aims to analyze the comparison of the early childhood education (PAUD) systems in Indonesia and South Korea based on four main focuses: (1) the PAUD education system, (2) the paradigm of the teacher's role, (3) teacher professional development, and (4) the transformation of digital technology in learning. This study is a literature review of ten scientific articles published from 2019–2024 from national and international journals. The results of the review indicate that both countries have the same policy direction in strengthening child-centered education and teacher professionalism, but are at different levels of implementation. South Korea has reached the stage of institutionalizing a digitally integrated and teacher-oriented PAUD system, while Indonesia is still focused on increasing basic capacity and equalizing access. These findings recommend the need for a continuous professional development system, digital literacy teachers, and cross-sectoral policies to support the transformation of early childhood education in Indonesia towards global standards.
Identifikasi Anak Berkebutuhan Khusus sebagai Upaya Mitigasi Pembelajaran di SDN Tingkir Tengah 02 Niken Setyowati; Dwi Maryani Devi Rohmawati; Anastassya Anastassya; Sriyanto Sriyanto
AUDIENSI: Jurnal Pendidikan dan Perkembangan Anak Vol. 4 No. 1 (2025)
Publisher : Program Studi S1 PG-PAUD, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Satya Wacana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24246/audiensi.vol4.no12025pp58-70

Abstract

Identifikasi anak berkebutuhan khusus (ABK) merupakan langkah penting dalam mendukung layanan pendidikan yang sesuai dengan kebutuhan peserta didik. Penelitian ini bertujuan mendeskripsikan mekanisme identifikasi prasekolah ABK, karakteristik peserta didik yang teridentifikasi, serta relevansinya sebagai upaya mitigasi dini di SD Negeri Tingkir Tengah 02 Kota Salatiga. Penelitian menggunakan pendekatan kualitatif dengan metode studi kasus. Data diperoleh melalui wawancara dengan kepala sekolah, observasi, dan studi dokumentasi program pendampingan ABK. Hasil penelitian menunjukkan bahwa identifikasi dilakukan melalui tes yang diselenggarakan oleh Dinas Pendidikan sebelum peserta didik memasuki sekolah dasar. Identifikasi menghasilkan informasi mengenai karakteristik dan kebutuhan peserta didik, termasuk peserta didik dengan Intellectual Development Disorder (IDD), Attention Deficit Hyperactivity Disorder (ADHD), dan kesulitan belajar. Hasil identifikasi dimanfaatkan sebagai dasar penyusunan program pendampingan dan layanan pembelajaran yang sesuai. Temuan penelitian menunjukkan bahwa identifikasi prasekolah berperan sebagai upaya mitigasi dini yang membantu sekolah mempersiapkan layanan pendidikan secara lebih terarah dan responsif terhadap kebutuhan peserta didik.
Model Pendampingan Instruksional bagi ABK di SD Negeri Tingkir Tengah 02 Salatiga Hema Pelangi Sawitri Ariom; Erika Salsabella Aurelia; Sriyanto Sriyanto
AUDIENSI: Jurnal Pendidikan dan Perkembangan Anak Vol. 4 No. 1 (2025)
Publisher : Program Studi S1 PG-PAUD, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Satya Wacana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24246/audiensi.vol4.no12025pp71-84

Abstract

This study aims to describe the instructional support model for Children with Special Needs (CSN) at SDN Tingkir Tengah 02 Salatiga. The study employed a descriptive qualitative approach, with primary data obtained from interviews with classroom teachers, special education teachers, and school personnel involved in the implementation of inclusive education. Data were collected through interviews, observations, and documentation. The data were analyzed using the Miles and Huberman model, which includes data reduction, data display, and conclusion drawing. The findings indicate that the instructional support model is implemented through student needs assessments, the development of Individualized Education Programs (IEPs), differentiated instruction, the use of adapted learning media, and individualized approaches based on each student's characteristics. The support process is carried out through collaboration among classroom teachers, special education teachers, school principals, and parents to promote students' academic, social, and emotional development. Supporting factors in the implementation of instructional support include the school's commitment, collaboration among educators, and family support. However, several challenges were identified, including limited facilities and infrastructure, an insufficient number of support personnel, and the need to enhance teachers' competencies in addressing diverse student needs. Overall, the instructional support model implemented at the school has been effective in supporting the learning success of children with special needs within an inclusive education setting.

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