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Nurul Arifiyanti
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INDONESIA
Jurnal Pendidikan Anak
Published by Universitas Negeri Yogyakarta
ISSN : 23026804     EISSN : 25794531     DOI : 10.21831
Core Subject : Education, Social,
Education Social Sciences
Jurnal Pendidikan Anak is research, study and analysis related to early childhood include; 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.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 46 Documents
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Implementation of Guidance and Counseling Techniques in Kindergarten Badriyah, Lailatul; Putri, Ayu Aprilia Pangestu; Rafizah, Nur; Utami, Tiara Septia
Jurnal Pendidikan Anak Vol. 14 No. 2 (2025): Jurnal Pendidikan Anak
Publisher : Department of Early Childhood Education, Faculty of Education, Universitas Negeri Yogyakarta in in cooperation with in cooperation with the Perkumpulan Pengelola Jurnal PAUD (PPJ PAUD) Indonesia based on the MoU Number: 030/PPJ-PAUD/VIII/2020.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpa.v14i2.1419

Abstract

The purpose of this research is to describe how the implementation of Guidance and Counseling (BK) techniques is utilized at As-Sa'diah 1 Kindergarten in Samarinda City to support children in improving their socio-emotional development. This research employs qualitative methods, utilizing a case study approach. Data collection included observations, semi-structured interviews, and analysis of psychological test documents. The research findings indicate that the head of the institution, teachers, and parents collaborate to implement various Guidance and Counseling techniques in this institution. As an inclusive institution, this organization implements parenting programs, psychological tests, and child development screenings through collaboration with professional institutions. The Guidance and Counseling techniques applied in this institution include singing, storytelling, role-playing, drawing, and playing. The research results show that this institution has implemented the principles, teachers have performed their roles, applied techniques, and conducted evaluations in providing Guidance and Counseling services. Although there are obstacles in its implementation, such as teachers not having the opportunity to develop competencies and not having a background in Guidance and Counseling education, this institution strives to seek new insights to provide optimal services through cooperation with professional institutions, collaboration with parents, and gathering information from the internet and educational videos on social media.
Integration of Pedagogical Content Knowledge (PCK) and Montessori Approach in Inclusive Learning in Early Childhood Education Pamularsih, Yustina Tri Budi; Dhieni , Nurbiana; Pujiastuti , Sri Indah
Jurnal Pendidikan Anak Vol. 14 No. 2 (2025): Jurnal Pendidikan Anak
Publisher : Department of Early Childhood Education, Faculty of Education, Universitas Negeri Yogyakarta in in cooperation with in cooperation with the Perkumpulan Pengelola Jurnal PAUD (PPJ PAUD) Indonesia based on the MoU Number: 030/PPJ-PAUD/VIII/2020.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpa.v14i2.1849

Abstract

Inclusive education in early childhood requires adaptive and meaningful teaching strategies to accommodate the diverse needs of students. This study aims to explore the integration of Pedagogical Content Knowledge (PCK) in the Montessori approach by PAUD teachers in inclusion classes. The method used was qualitative descriptive, involving six teachers at Aluna Montessori School through observation, semi-structured interviews, and documentation studies. Data analysis was performed using Miles & Huberman's interactive model and triangulation. The results showed that teachers were able to integrate Content Knowledge (CK), Pedagogical Knowledge (PK), and Pedagogical Content Knowledge (PCK) in each stage of the learning context in a contextual and multisensory manner. This integration strengthens the independence, emotional engagement, and conceptual understanding of children, including children with special needs. These findings highlight the importance of teacher professional development, based on formative observation and collaborative reflection, in the context of Montessori inclusive education
The Effect of Self-Awareness and Self-Management of Kindergarten Teachers on the Readiness to Implement the Merdeka Curriculum Faradilla, Chita; Syamsudin, Amir
Jurnal Pendidikan Anak Vol. 14 No. 2 (2025): Jurnal Pendidikan Anak
Publisher : Department of Early Childhood Education, Faculty of Education, Universitas Negeri Yogyakarta in in cooperation with in cooperation with the Perkumpulan Pengelola Jurnal PAUD (PPJ PAUD) Indonesia based on the MoU Number: 030/PPJ-PAUD/VIII/2020.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpa.v14i2.1486

Abstract

This research highlights the urgency of enhancing Kindergarten teachers' readiness in facing educational transformation through the Merdeka Curriculum. The study focuses on analysing the effect of: (1) teachers' self-awareness, (2) teachers' self-management, and (3) the simultaneous influence of both variables on readiness to implement the curriculum. Employing a quantitative ex post facto approach, the research involved 205 Kindergarten teachers across 17 sub-districts in Sleman Regency, Yogyakarta. Sampling was determined based on the Krejcie & Morgan Table using probability and cluster random techniques. Data were collected through questionnaires and analysed with multiple linear regression. The results indicate that self-awareness and self-management, both individually and jointly, significantly influence teachers' readiness for curriculum implementation. These findings confirm that the development of personal capacities is a crucial foundation for effective educational change. The contribution of this study lies in providing empirical evidence that strengthening self-awareness and self-management is not only beneficial for individual teacher growth but also serves as a strategic key in supporting the broader success of early childhood learning transformation under the Merdeka Curriculum.
Portrait of the Utilization of ICT-Based Learning Media in Outlying Areas: Identification of Kindergarten Teachers Marzuqoh, Nur Laili; Mayangsari, Dewi; Fitroh, Siti Fadjryana; Adhani, Dwi Nurhayati; Yuniar, Dias Putri; Latif, Muhammad Abdul; Fitriyono, Angga
Jurnal Pendidikan Anak Vol. 14 No. 2 (2025): Jurnal Pendidikan Anak
Publisher : Department of Early Childhood Education, Faculty of Education, Universitas Negeri Yogyakarta in in cooperation with in cooperation with the Perkumpulan Pengelola Jurnal PAUD (PPJ PAUD) Indonesia based on the MoU Number: 030/PPJ-PAUD/VIII/2020.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpa.v14i2.2059

Abstract

The utilisation of Information and Communication Technology (ICT) in early childhood education is crucial for enhancing the quality of learning that is both interactive and engaging. This study aims to analyse the level of ICT-based learning media utilisation among kindergarten teachers in Bangkalan and identify the factors that support and hinder it. A quantitative descriptive method was employed using an online questionnaire that had been tested for validity and reliability (α = 0.89). The study involved 305 kindergarten teachers as respondents. Data were analysed using descriptive statistics through percentages and categorisation of utilisation levels. The results show that 96.7% of teachers have used ICT, with mobile phones being the most dominant medium (78%), indicating overutilisation. The main supporting factors are teacher motivation and school support, while obstacles include limited funding, network issues, and low teacher confidence. The findings imply the need for training and infrastructural support to enhance teachers' digital competence.        
Millennial Parents’ Health and Nutrition Literacy: A Survey in Tangerang Regency Utami, Fitria Budi; Meilanie, R. Sri Martini; Jalal, Fasli
Jurnal Pendidikan Anak Vol. 14 No. 2 (2025): Jurnal Pendidikan Anak
Publisher : Department of Early Childhood Education, Faculty of Education, Universitas Negeri Yogyakarta in in cooperation with in cooperation with the Perkumpulan Pengelola Jurnal PAUD (PPJ PAUD) Indonesia based on the MoU Number: 030/PPJ-PAUD/VIII/2020.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpa.v14i2.2028

Abstract

This study aims to analyze the level of health and nutrition literacy among millennial parents in Tangerang Regency, a strategic demographic due to their high exposure to digital technology and frequent involvement in child-health decision-making. A descriptive quantitative approach was employed involving 160 respondents selected through purposive sampling from several districts. Data were collected using an online questionnaire consisting of 26 items adapted from established health literacy frameworks and nutrition literacy instruments, covering four key dimensions: nutrition knowledge, information-seeking behavior, child-feeding practices, and utilization of health services. Descriptive statistics were used to map literacy patterns and parental practices. Findings indicate that 86.2 percent of respondents understand the concept of balanced nutrition, yet only 20.7 percent consistently read food labels. Additionally, 53.4 percent seldom apply nutrition information in daily routines, suggesting that nearly half of the participants have not yet translated their literacy into effective practice. Most respondents rely on social media platforms for information, while the use of official sources and health professionals remains limited. Based on health literacy frameworks, the majority fall within the functional literacy level, with relatively limited critical literacy skills. These results highlight the need for community-based and digital education interventions to strengthen practical and evaluative competencies in making informed family nutrition decisions
The Physical Learning Environment as a Stimulus for Children’s Critical Thinking: A Systematic Review Handoko, Herdi; Lathifah, Inayatul; Dian Pertiwi, Adharina; Kurnia, Devi; Wahyu Chandra Utami, Laksmita; Idmi Martuji, ⁠Sazliana; Hayati, Nur
Jurnal Pendidikan Anak Vol. 14 No. 2 (2025): Jurnal Pendidikan Anak
Publisher : Department of Early Childhood Education, Faculty of Education, Universitas Negeri Yogyakarta in in cooperation with in cooperation with the Perkumpulan Pengelola Jurnal PAUD (PPJ PAUD) Indonesia based on the MoU Number: 030/PPJ-PAUD/VIII/2020.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpa.v14i2.2233

Abstract

The physical learning environment in early childhood education plays a central role in shaping children’s learning experiences, social interactions, and cognitive development. Grounded in the Reggio Emilia concept of the environment as the “third teacher,” this article presents a systematic review of empirical studies examining how physical learning environments support the development of critical thinking and problem-solving skills in early childhood. Using the PRISMA-guided Systematic Literature Review approach, 223 initial records published between 2015 and 2025 were screened, resulting in 20 empirical studies that met inclusion criteria, consisting of 15 empirical articles and 5 essential theoretical or methodological articles. Thematic synthesis generated four major themes: spatial organization that promotes autonomy and collaboration; open-ended materials that stimulate exploration and representational thinking; indoor–outdoor continuity that provides authentic reasoning contexts; and teacher mediation that transforms environmental affordances into meaningful cognitive engagement. Findings indicate that well-designed learning environments that are comfortable, aesthetically rich, and creatively arranged enhance children’s motivation, inquiry behaviors, reasoning skills, and ability to solve problems. This review highlights practical implications for teachers, curriculum designers, and school administrators in optimizing the learning environment to foster higher-order thinking in early childhood education

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