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INDONESIA
KUMARA CENDEKIA
Published by Universitas Sebelas Maret
ISSN : 2338008X     EISSN : 2716084X     DOI : -
Core Subject : Education,
Education
Jurnal Pendidikan Guru - Pendidikan Anak Usia Dini (PG-PAUD)
Arjuna Subject : Umum - Umum
Articles 203 Documents
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The Role of Peer Play in Prosocial Behavior among Preschool Children Aged 4-6 Years Freska Reti Therina Kefi; Fredericksen Victoranto Amseke; Anita A. Hege Udju
Kumara Cendekia Vol 14, No 2 (2026): KUMARA CENDEKIA (IN PRESS)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/kc.v14i2.116356

Abstract

Early childhood prosocial behavior is very important for sharing, helping, empathizing, and collaborating when playing with peers as the foundation of early childhood social development. The purpose of this study was to determine the effect of playing with peers on the prosocial behavior of children aged 4–6 years at Efata Liliba PAUD, Kupang City. This research method is quantitative with a purposive sampling technique for children aged 4–6 years. The respondents of this study were 52 children aged 4–6 years at Efata Liliba PAUD. The data collection technique used a questionnaire in the form of a scale of playing with peers and a scale of prosocial behavior. The data analysis technique was simple linear regression. The results of the study found a positive and significant effect between playing with peers on children's prosocial behavior with a coefficient of determination (R²) of 0.746, which means that the effect of playing with peers on children's prosocial behavior contributed 74.6%. The better children play with peers, the more it can improve children's prosocial behavior. It is hoped that parents and teachers will provide activities for children to play and interact socially and emotionally with peers to develop children's abilities in prosocial behavior.
Analyzing Kindergarten Teachers’ Understanding and Practices in Integrating Warak Ngendog Culture into Classroom Learning in Semarang City Ni'matul Latifah; Edi Waluyo
Kumara Cendekia Vol 14, No 2 (2026): KUMARA CENDEKIA (IN PRESS)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/kc.v14i2.104647

Abstract

Learning in early childhood plays an important role in shaping children’s character and identity. Rapid technological development requires local culture-based learning to be prioritized in order to strengthen children's identity contextually and sustainably. Warak Ngendog, as a local cultural identity of Semarang City, contains values of tolerance, diversity, and unity that are important to introduce from an early age. However, it is not yet clearly known how far kindergarten teachers understand this culture and how it is applied in learning. This study aims to analyze kindergarten teachers’ understanding in integrating Warak Ngendog culture into the learning process in Semarang City. This research used a descriptive quantitative approach with data collected through questionnaires distributed to 136 kindergarten teachers selected using simple random sampling. The instrument was tested for validity and reliability. Data were analyzed using percentage techniques and categorized into levels of understanding. The results showed that the overall level of teacher understanding was in the good category (79%), with the highest scores in tolerance (85%) and knowledge (81%). Teachers have also applied cultural approaches in learning, such as introducing regional songs, traditional clothing, and folklore. The introduction of Warak Ngendog culture contributes to character building and strengthening children's identity from an early age.
Implemetation of Environmental Care through Gotong Royong Activities in Early Childhood Education Institutions Hamidatun Annafi'u Yurintama
Kumara Cendekia Vol 14, No 2 (2026): KUMARA CENDEKIA (IN PRESS)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/kc.v14i2.116728

Abstract

Early childhood education plays a crucial role in instilling character values, including environmental awareness. These values need to be instilled through direct experience so that children can understand the meaning of their behavior. This study aims to describe the implementation of environmental awareness values through mutual cooperation activities in early childhood. This study used a qualitative approach with a descriptive research type. The research subjects included the principal, teachers, and children involved in the mutual cooperation activities. Data collection techniques were carried out through observation, interviews, and documentation. Data were analyzed using the Miles and Huberman interactive analysis model, which includes data reduction, data presentation, and conclusion drawing. The results showed that mutual cooperation activities were carried out routinely on Fridays or Saturdays in the first and third weeks of each month, and were also carried out flexibly at certain times when needed by involving children in various cleaning activities such as sweeping the yard, pulling weeds, and collecting trash. These activities not only maintain the cleanliness of the school environment but also foster an attitude of responsibility, cooperation, and concern for the environment. Habituation through direct experience and teacher role models as behavioral models has been proven to help children understand the importance of maintaining environmental cleanliness from an early age.

Page 21 of 21 | Total Record : 203

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