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Muhammad Farhan Barata
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sakaguru.journal@wiseedu.co.id
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SAKAGURU: Journal of Pedagogy and Creative Teacher
Published by WISE Pendidikan Indonesia
ISSN : -     EISSN : 30640113     DOI : https://doi.org/10.70211/sakaguru
Core Subject : Education, Social,
Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other
Journal of SAKAGURU: Journal of Pedagogy and Creative Teacher is a double-blind peer-review and open access journal that focuses on various aspects of education. The journal aims to discuss and develop knowledge within the scope of: 1) Social Science Education; 2) Natural Science Education; 3) Mathematics Education; 4) Environmental Education; 5) Language Education; 6) Education Management; 7) Teaching and Learning; 8) Quality Education; 9) Teacher Education; 10) Educational Technology; 11) Educational Innovation; 12) Early Childhood Education; 13) Special Education; 14) Guidance and Counseling; 15) Other educational fields
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 52 Documents
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Safe Physical Touch and Positive Verbal Communication in Early Childhood Education: Teachers' Perspectives on Children's Comfort and School Adjustment Veronika Poppie Aryani; Paulina Ranuditya Purbarini; Chatarina Widiastuti
SAKAGURU: Journal of Pedagogy and Creative Teacher Vol 3 No 1 (2026): May 2026 | SAKAGURU: Journal of Pedagogy and Creative Teacher
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/sakaguru.v3i1.768

Abstract

Young children's adjustment to school depends partly on emotionally responsive interactions that help them feel safe, accepted, and ready to participate. This qualitative descriptive study explored how three teachers at Santo Yosef Kindergarten, Purwokerto, perceived the routine use of developmentally appropriate physical touch and positive verbal communication in relation to children's comfort and classroom participation. One homeroom teacher represented each level: Playgroup, Kindergarten A, and Kindergarten B. Data were generated through structured face-to-face interviews organized around three questions concerning initial adjustment conditions, teachers' reported responses during routine relational support, and signs interpreted as greater comfort. Analysis used a structured descriptive approach based on data reduction, cross-informant display, and conclusion verification. Teachers associated non-coercive touch - including a high-five, a warm pat, supportive hand-holding, and a comforting hug when welcomed by the child - together with praise, appreciation, and encouragement, with calmer behavior, greater confidence, more open interaction, and stronger participation. They also emphasized individual preferences, patience, consistency, permission, and safeguarding boundaries. Because the evidence consists of retrospective teacher reports from a single institution, the findings indicate perceived relational associations rather than causal effectiveness. The study positions touch and positive words as optional components of responsive teacher-child interaction whose educational use must remain individualized, transparent, and grounded in children's right to accept or refuse contact.
Education for the Poor: A Synthetic Analysis of Pope Francis’ Thought Mateus Mali
SAKAGURU: Journal of Pedagogy and Creative Teacher Vol 3 No 1 (2026): May 2026 | SAKAGURU: Journal of Pedagogy and Creative Teacher
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/sakaguru.v3i1.785

Abstract

This qualitative study examines the theological foundations of Pope Francis’ vision of education oriented toward the poor and develops their implications for Catholic educational pastoral practice. The study responds to the tendency to discuss educational disadvantage primarily as a policy or charitable issue without sufficiently articulating its theological basis. An interpretive theological review and library-research approach was employed using purposively selected magisterial documents of Pope Francis from 2013-2020 and relevant scholarly literature through 2025. The sources were analyzed through thematic interpretation and theological synthesis, with attention to compassion, mercy, solidarity, human dignity, and the preferential option for the poor. The findings identify three interrelated theological foundations: God as compassionate, Jesus Christ as the center of compassion, and the Church as a house of mercy and solidarity. These foundations support a pastoral framework in which Catholic education is understood as holistic formation and the preferential option for the poor as a theological imperative rather than an optional charitable activity. The synthesis further highlights collaboration among schools, families, the Church, and society as part of this educational responsibility. The study contributes an integrated theological-pastoral framework that can guide Catholic educational institutions in designing inclusive formation that respects the poor as active subjects and partners in shared human development.

Page 6 of 6 | Total Record : 52

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