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Dwi Anisa Faqumala
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SEAMEO CECCEP Jl Jayagiri no 63 Lembang, Kab Bandung Barat, Jawa Barat, Indonesia
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INDONESIA
The Southeast Asian Journal of Early Childhood Care Education and Parenting
Published by SEAMEO CECCEP
ISSN : -     EISSN : 27471500     DOI : https://doi.org/10.70896
Core Subject : Humanities, Education, Social,
Humanities Education Social Sciences Other
SEA-CECCEP Journal, (Southeast Asian Journal for Early Childhood Care Education and Parenting) is a scientific publication of the Southeast Asian Ministers of Education Organization (SEAMEO) Regional Centre for Early Childhood Care Education and Parenting (CECCEP). It publishes articles on research and analysis regarding major issues of early childhood care and education, early childhood education policy, and parenting relating to children and their families to a broad international readership, including policymakers, researchers, practitioners, and communities. The scopes are within the following fields relating to ECCE and parenting but not limited to: Assessment and evaluation of policy and programs ECCE curriculum and pedagogy Workforce qualifications and development of ECCE staff Financing ECCE services Regulations and standards of ECCE Family and community engagement Quality issues in ECCE and parenting Integration of education and care in ECCE Policy on diversity and social inclusion in ECCE International comparisons of ECCE policy
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 5 Documents
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Search results for , issue "Vol. 1 No. 01 (2020): SEA-CECCEP" : 5 Documents clear
The Effectiveness of “Dialogic Reading Method” in Increasing Prosocial Behavior in Preschool Children alifah indalika mulyadi razak
SEA-CECCEP Vol. 1 No. 01 (2020): SEA-CECCEP
Publisher : SEAMEO CECCEP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70896/seaceccep.v1i01.1

Abstract

This study aims to stimulate prosocial communication through active two-way communication in dialogic reading speech method. Prosocial behavior reflected in this study consisted of: (1) Helping; (2) Sharingand (3) Comforting. Prosocial behavior is important for children to be accepted and make friends. It supports the process of teaching and learning activities. One intervention that is considered effective in improving prosocial communication is through active two-way communication. This study involved preschool children (n = 100) spread across two early childhood institutions in Bandung Regency using the-before-after-experimental study method consisting of a control group and an experimental group. The result of this study showed that Dialogic reading effectiveness test in the experimental group through dialogic reading method had a significant influence on the prosocial behavior of preschool children (Asymp. Sig. (2-tailed) = 0 <α = 0.05).
Early Childhood’s Independence: The Influence of Daily Routine Activity Videos in Kindergartens Jojor Renta Maranatha
SEA-CECCEP Vol. 1 No. 01 (2020): SEA-CECCEP
Publisher : SEAMEO CECCEP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70896/seaceccep.v1i01.2

Abstract

The research aims to find about the influence of Daily Routine Activity Videos in kindergartens on early childhood’s independence. It employed a quasi-experimental method with the pretest-posttest control group design. Results were assessed by carrying out a study into two groups, experiment and control groups. The experimental group, which got the treatment by using Daily Routine Activity Video and the control group which did not got the treatment or with a classical instruction. The research participants were 26 children (4-5 years old). The research was conducted in Purwakarta, Indonesia. The results show that: (1) The use of Daily Routine Videos in kindergartens had an influence on early childhood’s independence; (2) There was a difference in the independence of early childhood treated with the Daily Routine Activity Videos and those with a conventional instruction. Hence, the independence of early childhood treated with Daily Routine Activity Videos was better than the children taught with a conventional instruction.
The Effect of Parenting Style, Communication Patterns, and Self Efficacyon Adolescent Participation in Family Decision Making Megawat Simanjuntak; Risda Rizkillah
SEA-CECCEP Vol. 1 No. 01 (2020): SEA-CECCEP
Publisher : SEAMEO CECCEP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70896/seaceccep.v1i01.3

Abstract

Adolescence is between childhood and adulthood, where many different developmental tasks must be completed. One of the tasks of adolescent development is to make decisions that in the process, involve parents. This study aims to analyze parenting style, communication patterns and self-efficacy on adolescent participation in family decision making. The research design used was a cross-sectional study design. The population of this research is teenagers from grade 10 to grade 12 who attend SMAN 4 Kota Bogor and SMAN 1 Leuwiliang, Bogor Regency. Sampling in this study was carried out randomly in groups (random cluster sampling) with 323 samples. Data is collected by self-administered. The results showed that the sample self-efficacy included in the moderate category, parents in urban and rural areas had a high authoritative parenting style. Family communication patterns still low. Youth participation in family decision making belongs to the moderate category. One factor that influence a significant negative effect on adolescent participation in decision making was conformity orientation communication patterns. Parents have an essential role in helping improve the ability of children in decision making. Parents begin to involve children in making decisions and build balanced family communication patterns with the orientation of the child and following parents.
Parental Guidance and Its Implications on the Attitudes of Children Aged 7-8 Years of Using Gadgets : Study in Children in Two Large Cities, East Jakarta and Makassar Nurjannah Nurjannah
SEA-CECCEP Vol. 1 No. 01 (2020): SEA-CECCEP
Publisher : SEAMEO CECCEP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70896/seaceccep.v1i01.6

Abstract

This study aims to: (1) Obtain information about guidance given by parents to children aged 7-8 years in using gadgets; (2) Obtain opinions, feelings, and desires of children aged 7-8 years in using gadgets; (3) Discover the difference between parental guidance for children aged 7-8 years in using gadgets in East Jakarta and Makassar. (4) Discover the relationship between parental guidance and attitudes of children aged 7-8 years in using gadgets. This study used a quantitative approach with descriptive analysis techniques, correlation analysis and comparative analysis. The scope of the study included children aged 7-8 years in grade 2 elementary school and their parents who lived in 2 big cities, namely East Jakarta and Makassar. The sampling technique used was cluster random sampling (group random). Random groups were conducted by randomly assigning public elementary schools in East Jakarta and Makassar City. The results showed:(1) Parental guidance as a pattern of interaction between parents and children showed that the condition of parents had sufficient intensity in providing information about the use of appropriate gadgets, helping children identify and distinguish appropriate behavior in using gadgets , providing guidance and rules for children, and applying discipline in the use of gadgets, yet parents are still low on inviting children to communicate about rules and rewards in using gadgets; (2) The attitude of children aged 7-8 years to the use of gadgets shows that children tend to be positive to ask more knowledgeable people, to find out through the internet, to distinguish types of gadgets, to focus on frequency and duration of use of gadgets, yet tend to be negative in opening available applications, explaining the way how to use of gadgets, exemplifying the use of gadgets, changing gadget functions and anxiety when there are no gadgets; (3) There is a difference between the guidance of parents of East Jakarta and Makassar cities; (4) There is no difference between the children’s attitudes of East Jakarta and Makassar city towards the use of gadgets, which showed the same things in the 2 cities.
Differences in Father and Mother Involvement and the Factors that Influence It on Early Childhood Education Neti Hernawati; Tin Herawati
SEA-CECCEP Vol. 1 No. 01 (2020): SEA-CECCEP
Publisher : SEAMEO CECCEP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70896/seaceccep.v1i01.7

Abstract

Parental involvement is an essential aspect of education, especially in Early Childhood Education (ECE). It will have a positive influence on children. However, several studies have shown that parents' involvement, both father and mother in education, is still superficial. This study aims to analyze: 1) The difference between father and mother regarding motivational belief, perception of invitation for involvement, perception of life context and involvement in education; 2) The influence of motivational belief, perception of request for involvement and perception of life context on the involvement of father and mother in children's education and 3) The factors have the most significant influence on the involvement of fathers and mothers on ECE. The research was conducted in two villages (Babakan Village and Dramaga Village) in Dramaga District, Bogor Regency. In this study, respondents were 101 mothers who have pre-school children participating in ECE in the two selected villages. Retrieval of data using interview techniques to respondents with a questionnaire tool. The research data analysis consisted of descriptive analysis, difference test, and multiple linear regression test. The results showed that parental involvement, motivational beliefs, requests for involvement from school-child teachers and life context differ significantly between mothers and fathers. Mothers have motivational beliefs, demand for school-teacher involvement and a higher life context than fathers have. The regression test results showed that fathers' involvement was positively influenced by children's age, per capita income, requests for involvement from children, requests for involvement from teachers, mothers' life context and father's life context. The factor contributing most to the father's involvement was the teacher's request for fathers' involvement. Meanwhile, maternal involvement was positively influenced by maternal age, father's motivational beliefs, maternal motivational beliefs, teacher involvement requests and mother's life context. The factor that gave the most significant contribution to maternal involvement was the father's low motivational belief.

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