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TOFEDU: The Future of Education Journal
Published by Yayasan Baitil Ashwatul Quran
ISSN : 29638135     EISSN : 29617553     DOI : -
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
TOFEDU Journal is a scientific journal related to research results, conceptual studies, critical/comprehensive studies in the field of education. The results of the work of the researchers are expected to make a positive contribution in the field of education in order to achieve equitable, inclusive and affordable dissemination of information for all people. The main focus of this journal is: Early Childhood Education Elementary School Teacher Education English Education Physical Education, Health and Recreation Mathematics Indonesian Language Education Science Education Social Studies Education Cultural Arts Education Citizenship Education (PKn) Religious Education General Education Character Education Education with Special Needs Curriculum and Educational Technology Educational Management and Leadership Guidance and Counseling Multicultural Education Educational Psychology Evaluation in Education
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 143 Documents
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Search results for , issue "Vol 4 No 8 (2025)" : 143 Documents clear
Teacher Self-Efficacy and Teacher Attitudes Toward Separation Anxiety in Early Childhood Nur, Fatikhatun
The Future of Education Journal Vol 4 No 8 (2025): #2
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v4i8.1206

Abstract

Separation anxiety experienced by young children, particularly when they begin school, has become an important concern because it can negatively affect the learning process and children’s overall development. This paper aims to examine the relationship between teacher self-efficacy and teacher attitudes toward separation anxiety in early childhood students. Using Albert Bandura’s social cognitive theory, self-efficacy is defined as an individual’s belief in their ability to handle situations and achieve positive outcomes. In the context of early childhood educators, self-efficacy refers to teachers’ beliefs in their capacity to influence young children’s learning and development. The findings indicate that teachers with high self-efficacy tend to demonstrate more positive and constructive attitudes in addressing students with separation anxiety, leading to positive developmental outcomes for children. Four factors influencing teacher self-efficacy mastery experiences, social modeling, social persuasion, and physical and emotional states are also discussed to understand how self-efficacy can be cultivated and strengthened. Positive teacher attitudes toward children with separation anxiety, including empathy, patience, affection, and consistent support, help children feel safe and comfortable when separating from their attachment figures in the school environment.
The Representation of Gender Inequality in the Novel Gadis Pantai and Its Relevance to Educational Practice Pramesthi, Erliesty Devi; Waningyun, Prissilia Prahesta
The Future of Education Journal Vol 4 No 8 (2025): #2
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v4i8.1212

Abstract

This study analyzes the representation of gender injustice and the construction of the main character’s image in Pramoedya Ananta Toer’s Gadis Pantai through a feminist literary criticism approach and explores its relevance as a learning source in literary education. Using a descriptive qualitative method, the research examines narrative excerpts that reflect forms of gender oppression, including marginalization, subordination, stereotyping, psychological and sexual violence, objectification, and the denial of educational rights. Data were collected through document analysis, content review, and coding procedures, followed by content analysis to interpret the meanings embedded in the text. The findings indicate that the main character is positioned as a subordinated and silenced subject shaped by patriarchal norms and class hierarchy, while her physical, psychological, and social portrayals reveal the deep-rooted mechanisms of structural gender inequality. These findings have pedagogical significance: the novel can be used as a literary learning material to guide students in understanding gender awareness, empathy, and critical thinking about social injustice. By integrating feminist perspectives into literary learning, educators can encourage students to recognize discrimination portrayed in literature and relate it to real-world contexts, thereby strengthening character education and gender equality values.
Teachers’ Perspectives on Stimulation Strategies in Teaching Foreign Language to Young Learners: A Qualitative Study Wahyuni, Sry; Fitriyani, Fitriyani
The Future of Education Journal Vol 4 No 8 (2025): #2
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v4i8.1218

Abstract

This study aims to describe teachers’ perspectives on stimulation strategies in teaching foreign language to young learners. The research focuses on how teachers implement various forms of stimulation through media, teaching methods, individualized support, as well as children’s interests and experiences. A qualitative approach with a case study design was employed, involving early childhood education teachers as the primary participants. Data were collected through interviews and observations, and analyzed using thematic analysis. The findings reveal that teachers apply stimulation strategies through the use of visual and concrete media as mediational tools, varied methods and activities as forms of dynamic scaffolding, individual support to address children’s developmental needs, and the integration of children’s interests and experiences as the foundation of learning. The study concludes that teachers’ stimulation strategies are not merely technical actions, but pedagogical processes rooted in social interaction and gradual support.

Page 15 of 15 | Total Record : 143

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