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Psychoseries, Proceeding Series Fakultas Psikologi Universitas Muhammadiyah Surabaya, is an annual publication by the Faculty of Psychology, Universitas Muhammadiyah Surabaya, dedicated to presenting high-quality research in psychology. The proceeding serves as a platform for academics, researchers, and practitioners to share innovative findings, theoretical advancements, and practical applications that address contemporary psychological issues.
Location
Kota surabaya,
Jawa timur
INDONESIA
Proceeding International Symposium on Global Education, Psychology, and Cultural Synergy
Published by Universitas Muhammadiyah Surabaya
ISSN : -     EISSN : 30903165     DOI : https://doi.org/10.30651/psychoseries.v1i1
Core Subject :
The PsychoSeries Proceedings aims to contribute to the advancement of psychological science and practice by encompassing a comprehensive range of topics. These include, but are not limited to: - Educational Psychology: Investigating the role of psychological principles in learning processes and educational outcomes. - Clinical Psychology: Promoting evidence-based approaches to diagnosis, treatment, and prevention of psychological disorders. - Industrial and Organizational Psychology: Exploring psychological principles in workplace settings, including employee behavior, organizational development, and occupational well-being. - Social and Cultural Psychology: Examining psychological phenomena within diverse sociocultural contexts and their implications for understanding human behavior. * Mental Health and Psychological Well-Being: Exploring factors that influence mental health and psychological resilience in individuals and communities. - Innovations in Psychological Assessment and Intervention: Advancing methodologies and tools for psychological evaluation and therapeutic practices. By addressing these areas, the PsychoSeries Proceedings seeks to provide a platform for scholarly discourse and to foster the integration of psychological research and practice across various domains.
Arjuna Subject : -
Articles 148 Documents
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HOLISTIC TEACHING AND LEARNING APPROACH IN DAYCARE: AN ANALYSIS OF CURRENT PARENTS’ ASPIRATIONS AND NEEDS IN MALAYSIA NUR AINA SYAFIEQA RAZALI; MOHD NAZRI ABDUL RAHMAN
Proceeding International Symposium on Global Educatiorg Psychology, and Cultural Synergy Vol 2 No 1 (2025): Proceeding International Symposium on Global Education, Psychology, and Cultural
Publisher : P3I UMSurabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/psychoseries.v1i1.28643

Abstract

This study discusses the implementation of teaching and learning approaches for infants and toddlers in TASKA that meet the aspirations of parents today. Through library research methods, this study examinedvarious scholarly sources, government reports and early childhood education policies in Malaysia. Theresults of the analysis found that the implementation of teaching and learning in TASKA plays animportant role in shaping the overall development of infants and toddlers in shaping the overalldevelopment of infants and toddlers in terms of cognitive, social, emotional and physical. Parents'aspirations now emphasize development-based education, safety, the value of love, and fun learning. Thestudy also discusses the challenges in implementing teaching and learning approaches andrecommendations to strengthen the country's early education in line with the National Early ChildhoodEducation Policy (DPAKK) and the National PERMATA Curriculum (KPN).
SYSTEMATIC REVIEW OF MALAYSIAN TASKA: ASSESSING THE MISALIGNMENT BETWEEN TEACHING-LEARNING PRACTICES AND MODERN PARENTAL ASPIRATIONS NUR ADIBAH MOHD AZLEM; MOHD NAZRI ABDUL RAHMAN
Proceeding International Symposium on Global Educatiorg Psychology, and Cultural Synergy Vol 2 No 1 (2025): Proceeding International Symposium on Global Education, Psychology, and Cultural
Publisher : P3I UMSurabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/psychoseries.v1i1.28644

Abstract

This paper explores the implementation of teaching and learning (T&L) approaches for infants and toddlers in Malaysian childcare centres (TASKA) and examines how these practices align with the aspirations of modern parents. Using a library research method, the paper reviews theoretical frameworks and literature on early childhood development, highlighting the importance of play-based learning, structured daily routines, sensory play, early communication, and social interaction. Findings indicate that while these approaches contribute to children’s holistic development, challenges such as uneven quality of facilities, limited teacher training, and the cautious integration of technology remain. The review concludes that strengthening professional development, enhancing collaboration with parents, and adopting context-sensitive models are crucial to meeting parental expectations and sustaining quality early childhood education in Malaysia.
THEORY, PRACTICE, AND PARENTAL ASPIRATIONS: AN ANALYSIS OF TEACHING AND LEARNING IN MALAYSIAN CHILDCARE CENTRES (TASKA) NURUL SYAFIQAH ZAIDIN; MOHD NAZRI ABDUL RAHMAN
Proceeding International Symposium on Global Educatiorg Psychology, and Cultural Synergy Vol 2 No 1 (2025): Proceeding International Symposium on Global Education, Psychology, and Cultural
Publisher : P3I UMSurabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/psychoseries.v1i1.28646

Abstract

This study analyzes the teaching and learning approaches used in Malaysian Childcare Centres (TASKA) to determine their effectiveness in meeting the increasingly high expectations of modern parents regarding children aged 0 to 4. Drawing on established developmental frameworks, the research employed a Systematic Literature Review (SLR) to synthesize findings on core strategies, including Learning Through Play and Positive Parenting Styles. Results confirm a strong conceptual alignment between TASKA principles and parental demands for character development and early cognitive preparation. However, implementation is hindered by two critical gaps: a persistent educator competency deficit in applying diverse methods like the Thematic Approach, and a pervasive parental involvement gap caused by busy modern lifestyles. The study concludes that addressing these barriers through continuous training and digital collaboration is essential for optimizing TASKA quality.
MEETING PARENTS’ ASPIRATIONS: ENHANCING TEACHING AND LEARNING FOR INFANTS AND TODDLERS IN TASKA DAYANG INTAN FARAHIAH ALMURID; MOHD NAZRI ABDUL RAHMAN
Proceeding International Symposium on Global Educatiorg Psychology, and Cultural Synergy Vol 2 No 1 (2025): Proceeding International Symposium on Global Education, Psychology, and Cultural
Publisher : P3I UMSurabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/psychoseries.v1i1.28647

Abstract

This study explores parents’ aspirations and expectations for teaching and learning approaches in TASKA (childcare centres) for children aged 12 to 36 months. The research aims to identify how parents perceive the effectiveness of play-based learning and the overall quality of early childhood education provided. A survey using Google Forms was conducted with 20 parents as respondents. Data were collected using a Likert scale and analyzed to determine trends in parental expectations. Findings reveal that parents prioritize holistic development, emphasizing independence, communication, social skills, and emotional growth. They also value a safe and caring environment with well-trained teachers who use interactive and age-appropriate learning activities. The study recommends that TASKA strengthen communication with parents, enhance teacher training in early childhood development, and provide a balance between play-based, outdoor, and academic learning. These efforts will ensure that early education aligns with parental aspirations and supports children’s overall well-being.
TEACHING AND LEARNING APPROACHES FOR INFANTS AND TODDLERS IN CHILDCARE CENTERS (TASKA): A RESEARCH COMPARING TEACHING AND LEARNING IN TASKA WITH MODERN PARENT PERSPECTIVE ALYA QISTINA ALIAS; MOHD NAZRI ABDUL RAHMAN
Proceeding International Symposium on Global Educatiorg Psychology, and Cultural Synergy Vol 2 No 1 (2025): Proceeding International Symposium on Global Education, Psychology, and Cultural
Publisher : P3I UMSurabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/psychoseries.v1i1.28648

Abstract

This study explores teaching approaches in Malaysian childcare centres (TASKA) and compares them with modern parental expectations. TASKA mainly uses play-based learning, motor skill development, language enhancement, and value-based activities, promoting holistic growth. Teachers find play-based methods effective but face challenges like limited resources and diverse children’s behaviors. Parents prioritize safety, moral education, communication skills, and early technology exposure. While TASK meets most expectations, there is a gap in incorporating modern digital learning tools to equip children with 21st-century skills. The study recommends improving teacher training, strengthening parent collaboration, and introducing innovative, age-appropriate technology in early education.
IMPLEMENTATION OF TEACHING AND LEARNING APPROACHES FOR INFANTS AND YOUNG CHILDREN IN NURSERIES: MEETING THE ASPIRATIONS NURUL AIN DZUL KHARI; MOHD NAZRI ABDUL RAHMAN
Proceeding International Symposium on Global Educatiorg Psychology, and Cultural Synergy Vol 2 No 1 (2025): Proceeding International Symposium on Global Education, Psychology, and Cultural
Publisher : P3I UMSurabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/psychoseries.v1i1.28649

Abstract

This study was conducted to examine the implementation of the teaching and learning approach (PdP) for infants and toddlers in Nursery and to assess the extent to which the approach meets the aspirations of today's parents. This study uses interviews with Nursery teachers and library research as the main source. Through interviews, the researcher obtained a real picture of daily PdP practices such as the play-while-learning approach, routine-based learning and child-centered activities. Library research also helps strengthen the findings by reviewing early education theories and policies such as the PERMATA National Curriculum and the views of local and international scholars. The results of the study show that the teachers at the nursery implement PdP which emphasizes the comprehensive development of children from emotional, cognitive, social and physical aspects. However, challenges such as time constraints, high number of teachers with children and lack of technological facilities were also identified. This study concludes that the implementation of PdP in Nursery is already on a good track but needs to be improved in terms of professional teacher training, the provision of interesting teaching aids as well as continuous cooperation between parents and Nursery management so that early childhood education continues to be relevant and of good quality.
IMPLEMENTATION OF TEACHING AND LEARNING APPROACHES FOR INFANTS AND CHILDREN ATTENDING TASKA TO MEET THE ASPIRATIONS OF TODAY’S PARENTS ATHIRAH ABDUL KUDUS; MOHD NAZRI ABDUL RAHMAN
Proceeding International Symposium on Global Educatiorg Psychology, and Cultural Synergy Vol 2 No 1 (2025): Proceeding International Symposium on Global Education, Psychology, and Cultural
Publisher : P3I UMSurabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/psychoseries.v1i1.28650

Abstract

This study aims to examine the implementation of a teaching and learning approach (PdP) for infants and toddlers at TASKA that is able to meet the aspirations of today's parents. This study was conducted using library research methods through analysis of journals, academic articles and reports related to early childhood education in Malaysia and internationally. The results show that approaches such as game-based learning (play-based learning), multisensory activities, and learning based on daily routines are the most used methods in PdP at TASKA. This approach is proven to support the holistic development of children that covers cognitive, emotional, social, and motor aspects, as well as being in line with the aspirations of parents who demand quality and safe early education. However, its implementation still faces challenges such as a lack of trained teachers, resource constraints, and the perception of parents who are still inclined to traditional academic approaches. This study suggests that the professional training of teachers be improved, facilities and facilities at TASKA be improved, and communication between teachers and parents be strengthened to ensure a more effective PdP. The results of this study are expected to be a guide to policy makers, TASKA managers, and educators in improving the quality of early childhood education in Malaysia.
IMPLEMENTATION STRATEGIES FOR INFANT AND CHILD TRAINING IN NURSERIES: ALIGNING WITH THE ASPIRATIONS OF MODERN PARENTS NURUL NADIA MOHD ZAYID; MOHD NAZRI ABDUL RAHMAN
Proceeding International Symposium on Global Educatiorg Psychology, and Cultural Synergy Vol 2 No 1 (2025): Proceeding International Symposium on Global Education, Psychology, and Cultural
Publisher : P3I UMSurabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/psychoseries.v1i1.28651

Abstract

This library study examines the implementation strategy of the teaching and learning approach (PdP) for infants (0–12 months) and toddlers (1–3 years) at TASKA that is in line with the aspirations of today's parents. The latest literature from 2020 to 2025 is used as the main reference. The main findings emphasize five important aspects: development-based play, safety and hygiene (K3), home–TASKA communication, development monitoring, and the inculcation of early values and manners. This study suggests the implementation of structured play routines, the use of robust K3 protocols, transparent communication mechanisms, brief developmental assessments, and emphasizing Islamic values in children's daily lives. In conclusion, a comprehensive PdP can meet the expectations of today's parents for their children's early education (Yoke-Yean et al., 2021; Rahmatullah et al., 2021).
TASKA AS THE FOUNDATION OF EARLY CHILDHOOD EDUCATION: IMPLEMENTING TEACHING AND LEARNING APPROACHES ALIGNED WITH PARENTS’ ASPIRATIONS NUR AMIRA SYAZWANI ARSAD; MOHD NAZRI ABDUL RAHMAN
Proceeding International Symposium on Global Educatiorg Psychology, and Cultural Synergy Vol 2 No 1 (2025): Proceeding International Symposium on Global Education, Psychology, and Cultural
Publisher : P3I UMSurabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/psychoseries.v1i1.28652

Abstract

The study examines the implementation of effective teaching and learning (T&L) approaches in taska that align with the expectations of modern families. Through a review of literature and previous studies, it is found that parents emphasize aspects such as safety, quality caregiving, holistic learning approaches, and the use of technology as key priorities. Various T&L approaches have been identified as suitable for infants and toddlers, including play-based learning, child-centred approaches, sensory-motor activities, the strengthening of social interactions, and active parental involvement in children’s developmental processes. Nevertheless, several challenges have been identified, including teachers’ competency levels, resource constraints, and communication gaps with parents. This article asserts that efforts to enhance educators’ professional training, strengthen taska-parent collaboration, and improve early education policies are essential to ensure that family aspirations are met. In conclusion, taska serves as a strong foundation for nurturing a balanced, creative and future-ready early generation prepared to face the challenges of the 21st century.
NURTURING CREATIVITY THROUGH THE REGGIO EMILIA APPROACH: A STUDY OF EARLY LEARNING PRACTICES IN MALAYSIAN TASKA TUAN ELISYA MAISARAH TUAN SOUPI; MOHD NAZRI ABDUL RAHMAN
Proceeding International Symposium on Global Educatiorg Psychology, and Cultural Synergy Vol 2 No 1 (2025): Proceeding International Symposium on Global Education, Psychology, and Cultural
Publisher : P3I UMSurabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/psychoseries.v1i1.28653

Abstract

Fostering Creativity via the Reggio Emilia Approach: An Examination of Early Learning Practices in Malaysian TASKA. This article examines the application of the Reggio Emilia Approach in Malaysian Taman Asuhan Kanak-Kanak (TASKA) and its significance in fostering creativity and comprehensive development in young children. The Reggio Emilia philosophy, originating in Italy, perceives children as competent, curious, and capable learners who articulate themselves through many kinds of communication, commonly termed the "hundred languages." This study used a qualitative research design, incorporating a literature review, interviews with TASKA educators, and document analysis to investigate the application of Reggio concepts in Malaysian early childhood settings. Research indicates that Reggio-inspired TASKA centres prioritise creativity via project-based learning, child-centered surroundings, collaborative instruction, and active parental engagement. Educators serve as facilitators who monitor and direct learning, whereas documentation methods promote reflection and foster connections between the school and home. Notwithstanding problems such restricted training and budget limitations, the methodology has demonstrated considerable beneficial impacts on children's curiosity, confidence, and problem-solving skills. The study indicates that the Reggio Emilia concept possesses significant potential to revolutionise early education in Malaysia by fostering reflective teaching, creativity, and culturally pertinent learning methods.

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