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Eko Nur Hermansyah
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JANACITTA: Journal of Primary and Children's Education
Published by Universitas Ngudi Waluyo
ISSN : -     EISSN : 26156598     DOI : 10.35473
Core Subject : Education,
Education
Janacitta this is a scientific publication that contains about the works in the world of education by teachers, lecturers, and society. Scientific work in this published journal is an article of research or innovative and progressive ideas in the field of formal education. Articles of research are scientific publications containing reports of research conducted on the field of education that has been implemented teachers, lecturers and the community in educational units according tupoksinya. Innovative and progressive ideas are progressive ideas in the effort to address the various problems of formal education and learning that exist in the unit of education
Arjuna Subject : Umum - Umum
Articles 176 Documents
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Implementasi Kepemimpinan Transformasional di Sekolah Penggerak dan Sekolah Non Penggerak di Kabupaten Semarang Rismawati Rismawati; Indri Wardani; Wahyu Budi Utami; Rokhaniah; Nurkolis
JANACITTA Vol. 9 No. 1 (2026): JANACITTA (Journal of Primary and Children’s Education)
Publisher : Universitas Ngudi Waluyo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35473/janacitta.v9i1.4471

Abstract

Abstract The purpose of this study was to examine how transformational leadership is implemented in primary and secondary schools in Semarang Regency. This study used mixed methods, combining quantitative and qualitative approaches. The study involved 71 questionnaire respondents and 20 interview informants, consisting of principals and teachers from primary and secondary schools. Data collection techniques included observation, interviews, and thematic analysis of questionnaire responses. The analysis showed that principals in primary and secondary schools were superior in three of the four dimensions of transformational leadership: inspirational motivation, intellectual stimulation, and individualized consideration. This indicates that principals in primary and secondary schools were more successful in building team spirit, encouraging innovation, and providing individual attention to teachers. However, in the idealized influence dimension, the differences were very small, indicating that the integrity and exemplary behavior of principals were almost equal in both types of schools.. Abstrak Tujuan penelitian ini adalah untuk mengkaji bagaimana kepemimpinan transformasional diterapkan pada sekolah penggerak  dan sekolah non penggerak tingkat Sekolah Dasar (SD) di Kabupaten Semarang. Penelitian ini menggunakan metode campuran (mixed methods), yaitu penggabungan antara pendekatan kuantitatif dan kualitatif dengan 71 responden kuesioner dan 20 informan  sebagai sumber wawancara  yang terdiri dari kepala sekolah dan guru dari sekolah penggerak dan sekolah non penggerak . Teknik pengumpulan data meliputi observasi dan wawancara, serta analisis tematik tanggapan kuesioner. Berdasarkan hasil analisis menunjukkan bahwa kepala sekolah di sekolah penggerak lebih unggul dalam tiga dari empat dimensi kepemimpinan transformasional, yaitu inspirational motivation, intellectual stimulation, dan individualized consideration. Hal ini mengindikasikan bahwa kepala sekolah di sekolah penggerak lebih berhasil dalam membangun semangat tim, mendorong inovasi, dan memberikan perhatian individual kepada guru. Sedangkan pada dimensi idealized influence, perbedaannya sangat kecil, menunjukkan bahwa integritas dan keteladanan kepala sekolah hampir setara di kedua jenis sekolah.
Upaya Penanaman Karakter Kemandirian melalui Kegiatan Outing Class di PAUD Fiona Febriani Fauziyyah; Dewi Pratiwi
JANACITTA Vol. 9 No. 1 (2026): JANACITTA (Journal of Primary and Children’s Education)
Publisher : Universitas Ngudi Waluyo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35473/janacitta.v9i1.4901

Abstract

AbstractThis research is motivated by the fact that some young children still display dependence on adults for simple activities in the school environment, such as tidying up play equipment or completing assignments independently. This condition indicates that children's independence has not developed optimally, so learning strategies that provide children with direct experience are needed. This study aims to describe the instilling of independent character in young children through outing class activities at the Istana Ceria Early Childhood Education Center (POS PAUD). The study used a descriptive qualitative approach with 15 young children as subjects. Data collection techniques were carried out through observation and interviews with class teachers and accompanying educators. Data were analyzed using the Miles and Huberman model, which includes data reduction, data presentation, and drawing conclusions with source triangulation to maintain data validity. The results showed that outing class activities contributed positively to the development of children's independence in physical, social, interaction with the environment, and involvement in activities. Children were more able to carry out activities independently, dared to share, resolve simple conflicts, and showed curiosity and responsibility. These findings indicate that outing class activities can be an effective learning strategy in fostering independent character in young children. Abstrak Penelitian ini dilatarbelakangi oleh masih adanya anak usia dini yang menunjukkan ketergantungan terhadap orang dewasa dalam melakukan aktivitas sederhana di lingkungan sekolah, seperti merapikan alat bermain atau menyelesaikan tugas secara mandiri. Kondisi tersebut menunjukkan bahwa kemandirian anak belum berkembang secara optimal sehingga diperlukan strategi pembelajaran yang memberikan pengalaman langsung kepada anak. Penelitian ini bertujuan untuk mendeskripsikan penanaman karakter kemandirian anak usia dini melalui kegiatan outing class di POS PAUD Istana Ceria. Penelitian menggunakan pendekatan kualitatif deskriptif dengan subjek 15 anak usia dini. Teknik pengumpulan data dilakukan melalui observasi dan wawancara dengan guru kelas serta pendidik pendamping. Data dianalisis menggunakan model Miles dan Huberman yang meliputi reduksi data, penyajian data, dan penarikan kesimpulan dengan triangulasi sumber untuk menjaga keabsahan data. Hasil penelitian menunjukkan bahwa kegiatan outing class berkontribusi positif terhadap perkembangan kemandirian anak pada aspek fisik, sosial, interaksi dengan lingkungan, serta keterlibatan dalam aktivitas. Anak lebih mampu melakukan kegiatan secara mandiri, berani berbagi, menyelesaikan konflik sederhana, serta menunjukkan rasa ingin tahu dan tanggung jawab. Temuan ini menunjukkan bahwa kegiatan outing class dapat menjadi strategi pembelajaran yang efektif dalam menumbuhkan karakter kemandirian anak usia dini.
Efektivitas Model TGT berbantuan Media QuiPrak dalam Meningkatkan Pemahaman Konsep IPAS Siswa SD Cholida Azzahro; Erik Aditia Ismaya; Fina Fakhriyah
JANACITTA Vol. 9 No. 1 (2026): JANACITTA (Journal of Primary and Children’s Education)
Publisher : Universitas Ngudi Waluyo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35473/janacitta.v9i1.4980

Abstract

Abstract This study aims to measure the effectiveness of the Teams Games Tournament (TGT) model, supported by the QuiPrak (Question Paper Track) platform, in improving fourth-grade students’ understanding of IPAS concepts at Kedondong 1 Gajah Public Elementary School. This study employed a nonequivalent control group design. The sample consisted of 49 students selected using simple random sampling. Data collection instruments included pretest and posttest questions. Data analysis techniques included the N-Gain test and the Independent Samples t-test. The data showed that the N-Gain score for the experimental class reached 0.5958, categorized as Moderate, while the control class scored only 0.2826, categorized as Low, and the Sig. value in the Independent Samples t-test was 0.000 (< 0.05). Based on the research results, the TGT model supported by the QuiPrak media is significantly more effective in improving fourth-grade elementary school students’ understanding of IPAS concepts and process skills. Teachers are advised to implement this model and media to enhance students’ understanding of IPAS concepts. The use of the QuiPrak media also needs to be further developed to create a more enjoyable and meaningful learning environment. Abstrak Penelitian ini bertujuan untuk mengukur efektivitas model Teams Games Tournament (TGT) berbantuan media QuiPrak (Question Paper Track) dalam meningkatkan pemahaman konsep IPAS siswa kelas IV SD Negeri Kedondong 1 Gajah. Penelitian ini menggunakan Nonequivalent Control Group Design. Sampel penelitian berjumlah 49 siswa yang ditentukan melalui teknik Simple Random Sampling. Instrumen pengumpulan data menggunakan soal pretest dan posttest. Teknik analisis data menggunakan uji N-Gain dan uji Independent Sample t-test. Data menunjukkan skor N-Gain kelas eksperimen mencapai sebesar 0,5958 dengan kategori Sedang, sedangkan kelas kontrol hanya sebesar 0,2826 dengan kategori Rendah, serta nilai Sig. pada uji Independent Sample t-test sebesar 0,000 (< 0,05). Berdasarkan hasil penelitian, model TGT berbantuan media QuiPrak secara signifikan lebih efektif meningkatkan pemahaman konsep IPAS serta keterampilan proses siswa kelas IV SD. Guru disarankan menerapkan model dan media ini untuk meningkatkan pemahaman konsep IPAS. Penggunaan media QuiPrak juga perlu dikembangkan lebih lanjut guna menciptakan suasana pembelajaran yang lebih menyenangkan dan bermakna.
Standarisasi dan Profesionalisme Guru PAUD di Indonesia: SLR tentang Dampak Kebijakan Sertifikasi terhadap Kualitas Pengajaran Nur Rahayu Yakin; Didy Maharudin; Roswati
JANACITTA Vol. 9 No. 1 (2026): JANACITTA (Journal of Primary and Children’s Education)
Publisher : Universitas Ngudi Waluyo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35473/janacitta.v9i1.4991

Abstract

Abstract This study examines how teacher certification policy shapes the professionalism and teaching quality of Early Childhood Education (PAUD) teachers in Indonesia. Using a Systematic Literature Review guided by PRISMA 2020, the study analyzed 35 empirical articles and policy documents published between 2015 and 2026 from Google Scholar, Garuda, DOAJ, Scopus, and ScienceDirect. The review shows that certification primarily strengthens formal professional recognition and teacher welfare through professional allowances, but its effect on classroom practice remains uneven. The literature consistently places teacher self-efficacy as an important mediator connecting certification, motivation, instructional innovation, adaptability, and the quality of teacher-child interaction. Persistent barriers were also identified, including unequal access between formal and nonformal PAUD teachers, administrative overload, limited follow-up professional development, infrastructure gaps, and weak digital competence. These findings indicate that certification should be treated as the entry point for continuous professional development, supported by equitable policy design, stronger managerial supervision, and systematic digital competency development. Abstrak Penelitian ini mengkaji bagaimana kebijakan sertifikasi guru membentuk profesionalisme dan kualitas pengajaran guru Pendidikan Anak Usia Dini (PAUD) di Indonesia. Dengan menggunakan metode Systematic Literature Review yang mengacu pada PRISMA 2020, penelitian ini menelaah 35 artikel empiris dan dokumen kebijakan yang terbit pada periode 2015-2026 dari Google Scholar, Garuda, DOAJ, Scopus, dan ScienceDirect. Hasil telaah menunjukkan bahwa sertifikasi terutama memperkuat pengakuan profesi secara formal dan meningkatkan kesejahteraan guru melalui tunjangan profesi, tetapi pengaruhnya terhadap praktik pembelajaran di kelas belum merata. Literatur juga memperlihatkan bahwa self-efficacy guru menjadi mediator penting yang menghubungkan sertifikasi dengan motivasi, inovasi pembelajaran, kemampuan adaptasi, dan kualitas interaksi guru-anak. Hambatan yang masih menonjol meliputi ketimpangan akses antara guru PAUD formal dan nonformal, beban administrasi, terbatasnya pengembangan profesional lanjutan, kesenjangan infrastruktur, serta lemahnya kompetensi digital. Temuan ini menegaskan bahwa sertifikasi perlu ditempatkan sebagai pintu masuk pengembangan profesional berkelanjutan, yang didukung desain kebijakan yang lebih adil, supervisi manajerial yang kuat, dan penguatan kompetensi digital secara sistematis.
Persepsi Guru dan Siswa terhadap Penggunaan Fitur AI dalam Pengembangan Literasi PKn dan IPS di Sekolah Dasar Luqman Rohmad Maghribi; Darul Mutakin; Pipit Novita
JANACITTA Vol. 9 No. 1 (2026): JANACITTA (Journal of Primary and Children’s Education)
Publisher : Universitas Ngudi Waluyo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35473/janacitta.v9i1.4996

Abstract

Abstract AI advancement presents transformative opportunities and challenges in elementary education. This study explores teachers' and students' perceptions of integrating AI to enhance civic and social studies literacy in an Indonesian public elementary school. Using a qualitative descriptive approach, data were gathered through interviews, observations, and documentation, then analyzed via the Miles and Huberman interactive model. Findings indicate predominantly positive perceptions: teachers view AI as an innovative catalyst for instructional efficiency and creativity, while students find it engaging and accessible. However, challenges persist regarding digital literacy, infrastructure, and ethical concerns. Key influencing factors include technological readiness and institutional support. Practically, schools should prioritize AI-assisted pedagogical training and develop curriculum-specific AI prompts to ensure technology aligns with national standards and local values. This study concludes that AI holds substantial potential to strengthen social and civic literacy if implemented reflectively and ethically. These findings imply an urgent need for technology-driven policies and learning models that harmonize humanistic values with technological innovation. Abstrak Kemajuan AI menghadirkan peluang dan tantangan transformatif dalam pendidikan dasar. Studi ini mengeksplorasi persepsi guru dan siswa tentang integrasi AI untuk meningkatkan literasi kewarganegaraan dan studi sosial di sebuah sekolah dasar negeri di Indonesia. Menggunakan pendekatan deskriptif kualitatif, data dikumpulkan melalui wawancara, observasi, dan dokumentasi, kemudian dianalisis melalui model interaktif Miles dan Huberman. Temuan menunjukkan persepsi yang sebagian besar positif: guru memandang AI sebagai katalis inovatif untuk efisiensi dan kreativitas pembelajaran, sementara siswa menganggapnya menarik dan mudah diakses. Namun, tantangan tetap ada terkait literasi digital, infrastruktur, dan masalah etika. Faktor-faktor kunci yang memengaruhi meliputi kesiapan teknologi dan dukungan kelembagaan. Secara praktis, sekolah harus memprioritaskan pelatihan pedagogis yang dibantu AI dan mengembangkan petunjuk AI khusus kurikulum untuk memastikan teknologi selaras dengan standar nasional dan nilai-nilai lokal. Studi ini menyimpulkan bahwa AI memiliki potensi besar untuk memperkuat literasi sosial dan kewarganegaraan jika diimplementasikan secara reflektif dan etis. Temuan ini menyiratkan kebutuhan mendesak akan kebijakan dan model pembelajaran berbasis teknologi yang menyelaraskan nilai-nilai humanistik dengan inovasi teknologi.
Refresh (Reflection Response of Habits) Website Inovasi untuk Remaja SMP Tingkatkan Sikap Anti Bullying Adista Nurfadillah; Tetti Solehati
JANACITTA Vol. 9 No. 1 (2026): JANACITTA (Journal of Primary and Children’s Education)
Publisher : Universitas Ngudi Waluyo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35473/janacitta.v9i1.5026

Abstract

Abstract Adolescents are a vulnerable population undergoing biological, cognitive, and socio-emotional transitions, which may increase the risk of involvement in bullying behavior, either as perpetrators or victims. The rising prevalence of bullying cases in Indonesia highlights the need for more systematic and preventive digital interventions. This study aims to develop a conceptual design of the REFRESH (Reflection Response of Habits) website as a digital-based anti-bullying intervention model for junior high school students. A descriptive qualitative approach with a conceptual study design was employed. System development followed the Waterfall model, including requirement analysis, system design, conceptual implementation, comparative testing, and maintenance planning. The proposed REFRESH platform integrates five core features: interactive educational content, anonymous reporting, psychological risk screening, psychological assessment, and collaboration with school counselors and healthcare professionals. Comparative evaluation indicates that REFRESH offers a more comprehensive approach than existing anti-bullying platforms by emphasizing early detection and multidisciplinary collaboration. Conceptually, the integration of these features has the potential to enhance students’ awareness, strengthen psychological safety, and support sustainable school-based interventions. Further research is required to implement the system technically and to empirically evaluate its effectiveness in improving anti-bullying attitudes and behaviors. Abstrak Remaja merupakan kelompok rentan yang mengalami perubahan biologis, kognitif, dan sosio-emosional sehingga berisiko terlibat dalam perilaku bullying, baik sebagai pelaku maupun korban. Meningkatnya kasus bullying di Indonesia menunjukkan perlunya inovasi pencegahan yang lebih sistematis dan preventif. Penelitian ini bertujuan merancang konsep website REFRESH (Reflection Response of Habits) sebagai model intervensi digital untuk meningkatkan sikap anti-bullying pada remaja SMP. Penelitian menggunakan pendekatan deskriptif kualitatif dengan studi konseptual. Pengembangan sistem dilakukan menggunakan model Waterfall yang meliputi analisis kebutuhan, desain sistem, implementasi konseptual, pengujian komparatif, dan perencanaan pemeliharaan. Hasil perancangan menunjukkan bahwa REFRESH mengintegrasikan lima fitur utama, yaitu edukasi interaktif, pelaporan anonim, skrining risiko psikologis, asesmen psikologis, serta kolaborasi dengan guru BK dan tenaga kesehatan. Evaluasi komparatif menunjukkan bahwa sistem ini lebih komprehensif dibandingkan platform anti-bullying sebelumnya karena menekankan deteksi dini dan pendekatan kolaboratif lintas profesi. Secara konseptual, integrasi fitur tersebut berpotensi meningkatkan kesadaran, memperkuat keamanan psikologis siswa, serta mendukung intervensi berkelanjutan di lingkungan sekolah. Penelitian lanjutan diperlukan untuk menguji efektivitas dan implementasi teknis sistem secara empiris.

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