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Jabes Pasaribu
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Real Kiddos: Jurnal Pendidikan Anak Usia Dini
Published by Institut Agama Kristen REAL Batam
ISSN : -     EISSN : 29632935     DOI : https://doi.org/10.53547/mqfnnn80
Core Subject :
Real Kiddos: Jurnal Pendidikan Anak Usia Dini is an open-access, peer-reviewed scientific journal managed by the Early Childhood Christian Education Study Program and published by Institut Agama Kristen REAL Batam, Riau Islands, Indonesia. The journal is registered under E-ISSN 2963-2935 (online) and accepts articles in both Indonesian and English. The primary focus of Real Kiddos is the publication of scholarly works in the field of early childhood education, particularly from the perspective of Christian education, examined through academic, interdisciplinary, and contextual approaches (see the Focus and Scope section for details). Real Kiddos welcomes contributions from academics, practitioners, educators, researchers, and students, both from Indonesia and abroad, who are committed to the holistic development of early childhood education. The journal is published twice a year, in March and September, and aims to serve as a reputable platform for scientific publication at both the national and international levels. All manuscripts that meet the submission requirements are evaluated by expert reviewers through a double-blind review process.
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Articles 5 Documents
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Search results for , issue "vol. 5 no. 1: september" : 5 Documents clear
Mitsvah Allah dalam Ulangan 6 sebagai Refleksi Otoritas Pedagogis dalam Pola Asuh Otoritatif Valentino Wariki
Real Kiddos: Jurnal Pendidikan Anak Usia Dini Vol. 5 No. 1: September
Publisher : Institut Agama Kristen REAL Batam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53547/492t9z40

Abstract

This article aims to analyze God’s mitsvah in Deuteronomy 6 as a construction of pedagogical authority in the formation of faith across generations. This study addresses a gap in previous scholarship that tends to interpret mitsvah in a predominantly legalistic manner and has not sufficiently integrated it with pedagogical perspectives and developmental psychology. Employing a qualitative approach with a hermeneutical–exegetical method, this research conducts literary, lexical, and theological analyses of the textual structure, key terms, and patterns of faith transmission in Deuteronomy 6. The findings indicate that God’s mitsvah embodies both strong normative demands and high relational involvement, expressed through concrete obedience, sustained commitment, and intentional instruction of children. These results demonstrate that mitsvah functions as a formative pedagogical authority rather than merely a regulatory command. The novelty of this study lies in its reinterpretation of mitsvah as a relational pedagogical framework and its dialogical integration with the theory of authoritative parenting proposed by Diana Baumrind, highlighting the correspondence between the dimensions of demand and responsiveness in the biblical text and in developmental psychology. This study contributes theoretically to biblical theology and faith education, while also offering practical implications for family-based faith formation in contemporary contexts. Abstrak Artikel ini bertujuan untuk menganalisis mitsvah Allah dalam Ulangan 6 sebagai konstruksi otoritas pedagogis dalam pembentukan iman lintas generasi. Kajian ini berangkat dari kesenjangan dalam studi sebelumnya yang cenderung memahami mitsvah secara legalistik dan belum mengintegrasikannya secara memadai dengan perspektif pedagogis dan psikologi perkembangan. Penelitian ini menggunakan pendekatan kualitatif dengan metode hermeneutika-eksegesis melalui analisis literer, leksikal, dan teologis terhadap struktur teks, istilah kunci, serta pola transmisi iman dalam Ulangan 6. Hasil penelitian menunjukkan bahwa mitsvah Allah mengandung dimensi tuntutan normatif yang tinggi sekaligus keterlibatan relasional yang intens, yang diwujudkan melalui praktik ketaatan, pemeliharaan berkelanjutan, dan pengajaran yang disengaja kepada anak-anak. Temuan ini menegaskan bahwa mitsvah berfungsi sebagai otoritas pedagogis yang bersifat formatif, bukan sekadar regulatif. Kebaruan penelitian ini terletak pada reinterpretasi mitsvah sebagai kerangka pedagogis relasional serta integrasinya secara dialogis dengan teori pola asuh otoritatif Diana Baumrind, yang memperlihatkan kesepadanan antara dimensi tuntutan dan responsivitas dalam teks biblika dan konsep psikologi perkembangan. Sehingga, penelitian ini memberikan kontribusi teoretis bagi kajian teologi biblika dan pendidikan iman, sekaligus menawarkan implikasi praktis bagi pengasuhan keluarga dalam konteks kontemporer.
Reconstruction of Christian Religious Education Learning Evaluation Based on the CIPP Model within a Digital Ecosystem Fredik Melkias Boiliu; Andrianus Nababan; Rosmaida Siringo Ringo
Real Kiddos: Jurnal Pendidikan Anak Usia Dini Vol. 5 No. 1: September
Publisher : Institut Agama Kristen REAL Batam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53547/8d45eg60

Abstract

Assessment in Christian Early Childhood Education (CECE) still tends to adopt the logic of formal schooling, emphasizing cognitive outcomes and therefore failing to fully capture children’s spiritual, moral, and character development within the digital ecosystem. This study aims to reconstruct CECE assessment using the CIPP model (Context, Input, Process, Product) in ways that are developmentally appropriate and responsive to digital dynamics. The study employs a qualitative approach with a descriptive-analytical literature review of educational evaluation, Christian education theology, early childhood education, and early childhood assessment policy. The findings indicate that CECE assessment should address four interrelated dimensions: the context of family, church, and children’s digital exposure; the readiness of teachers, parents, curriculum, and documentation resources; play-based, dialogical, and reflective learning processes; and products understood as evidence of children’s spiritual, moral, and character growth rather than merely learning outcomes. Digital technology should primarily function as a documentation tool managed ethically through parental consent and child data protection. This study offers a developmentally appropriate CIPP assessment framework for CECE and supports stronger partnerships among schools, families, and churches in Indonesia. Abstrak Evaluasi Pendidikan Agama Kristen Anak Usia Dini masih cenderung mengadopsi logika penilaian sekolah formal yang berorientasi pada hasil kognitif, sehingga belum sepenuhnya menangkap pertumbuhan iman, moral, dan karakter anak dalam ekosistem digital. Penelitian ini bertujuan merekonstruksi evaluasi Pendidikan Kristen Anak Usia Dini berbasis model CIPP (Context, Input, Process, Product) yang sesuai dengan tahap perkembangan anak dan relevan dengan dinamika digital. Penelitian menggunakan pendekatan kualitatif dengan desain studi pustaka deskriptif-analitis terhadap literatur evaluasi pendidikan, teologi pendidikan Kristen, pendidikan anak usia dini, dan kebijakan asesmen PAUD. Hasil kajian menunjukkan bahwa evaluasi perlu mencakup empat dimensi: konteks keluarga, gereja, dan paparan digital; kesiapan guru, orang tua, kurikulum, dan dokumentasi; proses belajar berbasis bermain yang dialogis dan reflektif; serta produk sebagai jejak pertumbuhan spiritual, moral, dan karakter, bukan sekadar hasil belajar. Teknologi digital terutama berfungsi sebagai sarana dokumentasi yang dikelola secara etis melalui persetujuan orang tua dan perlindungan data anak. Kajian ini menawarkan kerangka evaluasi CIPP yang sesuai perkembangan bagi Pendidikan Kristen Anak Usia Dini dan mendukung kemitraan sekolah, keluarga, dan gereja di Indonesia.
Forming Pancasila Character in Early Childhood through Reflection on the Lord’s Prayer: A Petition-Based Framework for Christian Early Childhood Education Setiaman Larosa; Serepina Yoshika Hasibuan; Oracha Kosangarluk
Real Kiddos: Jurnal Pendidikan Anak Usia Dini Vol. 5 No. 1: September
Publisher : Institut Agama Kristen REAL Batam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53547/4m926s49

Abstract

Early childhood is a foundational stage for internalizing spiritual, moral, and social values, yet prayer instruction in Christian early childhood education often emphasizes memorization, leaving prayer disconnected from children’s everyday conduct. This article examines how reflection on the Lord’s Prayer (Matt. 6:9–13) can contribute to Pancasila-based character formation through the eight Graduate Profile dimensions of the Regulation of the Minister of Primary and Secondary Education No. 10 of 2025. The study employs a qualitative, literature-based design combining a historical-grammatical reading of the prayer within the Sermon on the Mount with descriptive-interpretive content analysis of national education policy and relevant research. The findings show that the petitions form a coherent sequence of values, including trust, reverence, obedience, gratitude, contentment, honesty, forgiveness, self-control, vigilance, and solidarity, converging with all eight dimensions while providing theological grounding and formative direction. The study proposes a petition-based reflective framework guiding children through knowing, experiencing, and practicing these values through storytelling, guided dialogue, play, role-play, adult modeling, and habituation involving school, family, and church. The framework complements, rather than replaces, the inclusive language of the national standard and requires empirical testing in early childhood classrooms. Abstrak Pendidikan anak usia dini merupakan tahap fundamental dalam proses internalisasi nilai-nilai spiritual, moral, dan sosial. Namun, pembelajaran doa dalam pendidikan anak usia dini Kristen masih sering menekankan aspek hafalan, sehingga doa berisiko terlepas dari perilaku dan kehidupan sehari-hari anak. Artikel ini mengkaji bagaimana refleksi terhadap Doa Bapa Kami (Mat. 6:9–13) dapat berkontribusi terhadap pembentukan karakter berbasis Pancasila melalui delapan dimensi Profil Lulusan sebagaimana ditetapkan dalam Peraturan Menteri Pendidikan Dasar dan Menengah Nomor 10 Tahun 2025. Penelitian ini menggunakan pendekatan kualitatif berbasis studi kepustakaan dengan memadukan pembacaan historis-gramatikal terhadap Doa Bapa Kami dalam konteks Khotbah di Bukit dan analisis isi deskriptif-interpretatif terhadap kebijakan pendidikan nasional serta penelitian yang relevan. Hasil penelitian menunjukkan bahwa setiap permohonan dalam Doa Bapa Kami membentuk rangkaian nilai yang koheren, meliputi kepercayaan, penghormatan, ketaatan, rasa syukur, kecukupan, kejujuran, pengampunan, pengendalian diri, kewaspadaan, dan solidaritas. Nilai-nilai tersebut memiliki titik temu dengan kedelapan dimensi Profil Lulusan sekaligus memberikan landasan teologis dan arah formatif bagi pembentukan karakter. Berdasarkan temuan tersebut, penelitian ini menawarkan kerangka reflektif berbasis permohonan doa yang membimbing anak melalui proses mengetahui, mengalami, dan mempraktikkan nilai-nilai tersebut melalui kegiatan bercerita, dialog terbimbing, bermain, bermain peran, keteladanan orang dewasa, serta pembiasaan yang melibatkan sekolah, keluarga, dan gereja. Kerangka ini dimaksudkan untuk melengkapi, bukan menggantikan, bahasa inklusif yang digunakan dalam standar nasional, serta masih memerlukan pengujian empiris dalam konteks pembelajaran anak usia dini. Kata kunci: Doa Bapa Kami; pembentukan karakter berbasis Pancasila; pembentukan spiritual; pendidikan anak usia dini Kristen; refleksi berbasis permohonan doa
”Bukan Berapa Lama, tetapi Bagaimana” Kehadiran Penatalayanan sebagai Kerangka Teologis Pendidikan Kristen Anak Usia Dini di Era Layar Harapan Nainggolan; Suset Pasaribu; Sarda Novita Sari S; Ismawati Simamarta Ruth; Labora Siburian
Real Kiddos: Jurnal Pendidikan Anak Usia Dini Vol. 5 No. 1: September
Publisher : Institut Agama Kristen REAL Batam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53547/szafvf13

Abstract

Discourse on Christian early childhood education in Indonesia has tended to frame screen technology as a threat to be managed primarily through duration limits and supervision. This article argues that such an approach narrows the very health guidelines it invokes, which also emphasize content quality, co-viewing, sleep, and physical activity, and that it overlooks the direction of contemporary research, which has increasingly moved from asking whether screens are harmful to examining the conditions under which their use becomes problematic. Through an integrative literature review of empirical studies relevant to early childhood, this article shows that screen effects are partly mediated by sleep and physical activity (in school-aged children) and are associated with disrupted joint attention and parental technoference in early childhood, so that they cannot be explained by screen exposure alone. Empirical research, however, cannot determine the normative criteria by which a context of use should be considered good for child development. Drawing on a mutual critical correlation approach, this article places these findings in dialogue with 1 Corinthians 10:23–24, Genesis 1:28, Deuteronomy 6:6–7, Luke 2:52, Proverbs 26:4–5, and Philippians 4:6–7, and proposes the concept of stewardly presence, defined through three interrelated criteria: edifying, shared, and wise. This framework shifts theological responsibility from controlling screen duration toward the quality of adult presence that is responsive to children as subjects, and translates it into a practical reflective tool for Christian families, early childhood educators, and church ministries serving children. Abstract Wacana pendidikan Kristen anak usia dini di Indonesia cenderung memperlakukan teknologi layar sebagai ancaman yang terutama dikelola melalui pembatasan durasi dan pengawasan. Artikel ini berargumen bahwa pendekatan tersebut mempersempit pedoman kesehatan anak yang dirujuknya, yang juga menekankan kualitas konten, pendampingan, tidur, dan aktivitas fisik, serta kurang menangkap arah riset kontemporer yang semakin bergerak dari pertanyaan "apakah layar berbahaya" menuju "dalam kondisi apa layar berbahaya". Melalui tinjauan literatur integratif atas studi empiris yang relevan bagi anak usia dini, artikel ini menunjukkan bahwa dampak layar sebagian dimediasi oleh tidur dan aktivitas fisik (pada anak usia sekolah), serta berkaitan dengan terganggunya joint attention dan technoference orang tua pada anak usia dini, sehingga tidak dapat dijelaskan hanya oleh keberadaan layar itu sendiri. Namun, riset empiris tidak dapat menyediakan kriteria normatif tentang konteks penggunaan yang baik. Dengan pendekatan korelasi kritis timbal balik, artikel ini membaca temuan tersebut melalui 1 Korintus 10:23–24, Kejadian 1:28, Ulangan 6:6–7, Lukas 2:52, Amsal 26:4–5, dan Filipi 4:6–7, lalu mengusulkan konsep kehadiran penatalayanan dengan tiga kriteria: membangun, bersama, dan berhikmat. Konsep ini menggeser tanggung jawab teologis dari pengendalian durasi kepada kualitas kehadiran orang dewasa yang responsif terhadap anak sebagai subjek, dan diterjemahkan menjadi alat refleksi praktis bagi keluarga, guru PAUD Kristen, dan pelayanan anak gereja.
Sabbath as Resistance in Early Childhood Parenting: A Theological-Prophetic Critique of Hustle Culture in Urban Christian Families Mitra Binariang Lase; Jabes Pasaribu; Ervi Johan Lo
Real Kiddos: Jurnal Pendidikan Anak Usia Dini Vol. 5 No. 1: September
Publisher : Institut Agama Kristen REAL Batam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53547/q2b7n360

Abstract

Early childhood parenting among urban Christian families in Indonesia is vulnerable to a logic of productivity that measures childhood by quantifiable achievement. Sociological studies have mapped this pattern as intensive parenting and concerted cultivation, and Indonesia's 2023 policy on the transition from preschool to primary school has addressed it pedagogically, yet its theological and spiritual dimensions remain underexplored. Through conceptual library research, this article develops a theological-prophetic critique of this logic. Its diagnostic framework is Mata-McMahon et al.'s essence–origin–action framework of children's spirituality, adapted heuristically. Its corrective framework is Walter Brueggemann's four forms of Sabbath resistance (to anxiety, coercion, exclusivism, and multitasking), read alongside an exegesis of Deuteronomy 5:12–15 and Psalm 127:2–3 and in dialogue with Hartmut Rosa's social acceleration theory and Byung-Chul Han's burnout society. The study advances the conceptual proposition that the non-instrumental elements of the essence dimension, such as wonder, calm, joy, and play, are the most vulnerable, since their erosion leaves no visible marker of achievement. Parts of the action dimension are similarly vulnerable, whereas the origin dimension tends to be redirected as parents, the external source of children's spirituality, transmit the logic of productivity itself. The novelty lies in combining both frameworks within Indonesia's early childhood policy context, yielding a framework of Sabbath-shaped parenting across three domains: time, relationships, and community. Here, children are recipients of life, not objects of continuous development. The framework has implications for families, churches, and Christian early childhood institutions, especially among the urban middle class, and requires empirical testing. Abstract Pengasuhan anak usia dini di kalangan keluarga Kristen urban di Indonesia rentan dibentuk oleh logika produktivitas yang menilai masa kanak-kanak dari capaian terukur. Kajian sosiologi pengasuhan telah memetakan gejala ini sebagai pengasuhan intensif dan concerted cultivation, dan kebijakan transisi PAUD–SD tahun 2023 telah meresponsnya secara pedagogis, tetapi dimensi teologis dan spiritualnya belum banyak dikaji. Melalui studi pustaka dengan analisis konseptual, artikel ini merumuskan kritik teologis-profetik terhadap logika tersebut. Kerangka diagnosisnya adalah kerangka spiritualitas anak essence–origin–action dari Mata-McMahon dkk. yang diadaptasi secara heuristik. Kerangka koreksinya adalah empat bentuk resistensi Sabat menurut Walter Brueggemann, yaitu resistensi terhadap kecemasan, koersi, eksklusivisme, dan multitasking, yang dibaca bersama eksegesis Ulangan 5:12–15 dan Mazmur 127:2–3 serta didialogkan dengan teori percepatan sosial Hartmut Rosa dan konsep masyarakat kelelahan Byung-Chul Han. Kajian ini mengajukan proposisi konseptual bahwa unsur-unsur non-instrumental dalam dimensi essence, seperti kekaguman, ketenangan, sukacita, dan bermain, dapat dipahami sebagai yang paling rentan tergerus karena penggerusannya tidak meninggalkan penanda capaian yang terlihat. Kerentanan serupa tampak pada sebagian dimensi action, sedangkan dimensi origin cenderung terarah ulang ketika orang tua, sebagai sumber eksternal spiritualitas anak, mewariskan logika produktivitas itu sendiri. Kebaruan artikel terletak pada perpaduan kedua kerangka tersebut dalam konteks kebijakan PAUD Indonesia, yang menghasilkan kerangka pengasuhan Sabatis dalam tiga ranah: waktu, relasi, dan komunitas. Dalam kerangka ini, anak dipandang sebagai penerima kehidupan, bukan objek yang terus-menerus dikembangkan. Kerangka ini berimplikasi bagi keluarga, gereja, dan lembaga PAUD Kristen, terutama di kalangan kelas menengah urban, dan perlu diuji secara empiris.

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