Garuda - Garba Rujukan Digital

Motions and Songs to Improve Basic Literacy through Animation Videos Diana Putri Amalia. M; Elindra Yetti; Tjipto Sumadi
Jurnal Pendidikan Usia Dini Vol 16 No 2 (2022): Jurnal Pendidikan Usia Dini Volume 16 Number 2 November 2022
Publisher : Program Studi Magister Pendidikan Anak Usia Dini

The government incurs huge costs because of low literacy rates, which are associated with higher crime rates, poor health, and higher welfare costs, therefore the stimulation of basic literacy from an early age is important. This study aims to examine the effectiveness of animated motion learning media and songs that are interesting, innovative, and effective for improving basic literacy aspects of early childhood. This mixed-method design with the research and development stages of the ADDIE model was tested for the effectiveness of the media through a paired sample test. The research was divided into three stages, starting from needs analysis, product development, and product evaluation, involving 11 respondents in the effectiveness test. The data collection technique was carried out using a basic literacy instrument grid questionnaire, for child development, while for the feasibility of the media or products being developed it was also through a questionnaire from experts. Data were analyzed qualitatively and quantitatively. The results of the study show that there is a significant increase in basic literacy values through learning media. The findings of the integration of quantitative and qualitative data form the basis for preparing the final product to revise and complement the deficiencies of movement and song-learning media. Keywords: basic literacy, animation media, motion, and song, early childhood References: Abidin, Y. (2015). Multiliteracy Learning An Answer to the Challenges of 21st Century Education in the Indonesian Context [Pembelajaran Multiliterasi Sebuah Jawaban atas Tantangan Pendidikan Abad Ke -21 dalam Konteks Keindonesiaan (D. Sumayyah, Ed.)]. PT Refika Aditama. Bedard, C., Bremer, E., & Cairney, J. (2020). Evaluation of the Move 2 Learn program, a community-based movement and pre-literacy intervention for young children. Physical Education and Sport Pedagogy, 25(1), 101–117. https://doi.org/10.1080/17408989.2019.1690645 Bers, M. U. (2018). Coding, playgrounds, and literacy in early childhood education: The development of KIBO robotics and ScratchJr. 2018 IEEE Global Engineering Education Conference (EDUCON), 2094–2102. Bhadra, A., Brown, J., Ke, H., Liu, C., Shin, E., Wang, X., & Kobsa, A. (2016). ABC3D - Using an Augmented Reality Mobile Game to Enhance Literacy in Early Childhood. 0–3. Dodge, D. T., Colker, L. J., & Heroman, C. (2002). Creative Curriculum for Presschool (Fourth Edi). Cataloging in Publication. Edwards, L. C. (2013). Music and Movement A way of Life for the Young Child (Seventh Ed). Pearson Education, Inc. Fadillah, M., Filasofa, L. M. K., Wantini, Akbar, E., & Fauziyah, S. (2014). Early Childhood Education Edutainment (Creating Interesting, Creative, and Fun Learning) [Edutaintment Pendidikan Anak Usia Dini (Menciptakan Pembelajaran Menarik, Kreatif, dan Menyenangkan)]. Kencana Prenadamedia Group. Fajriyah, L. (2018). Development of Emergent Literacy in Early Childhood [Pengembangan Literasi Emergen Pada Anak Usia Dini]. Proceedings of the ICECRS, 1(3). https://doi.org/10.21070/picecrs.v1i3.1394 Fox, J. E., & Schirrmacher, R. (2015). Art & Creative Development for Young Children (Eighth Edi). Cengage Learning. Graber, K. C., & Woods, A. M. (2013). Physical Education & Activity for Elementary Classroom Teachers. Mc Graw Hill. Heydon, R., McKee, L., & O’Neill, S. (2018). Singing our song: The affordances of singing in an intergenerational, multimodal literacy programme. Literacy, 52(3), 128–136. https://doi.org/10.1111/lit.12135 Jamaris, M. (2017). Multiple Intelligences Measurement [Pengukuran Kecerdasan Jamak]. Ghalia Indonesia. Juniasih, I. (2015). Increasing Movement Creativity Through Story-Based Educational Dance Activities (Tarita) PAUD PPs Jakarta State University [Peningkatan Kreativitas Gerak Melalui Kegiatan Tari Pendikan Berbasis Cerita ( Tarita ) PAUD PPs Universitas Negeri Jakarta]. Jurnal Pendidikan Usia Dini, 9(2), 319–342. Karaca, N. H. (2017). Implementation Of Thinking Creatively in Action And Movement Test For Turkish Children Eylem Ve Harekette Yaratıcı Düşünme Testi’nin Türk Çocuklarına Uyarlanması. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 0(42), 240. https://doi.org/10.21764/efd.26968 Lastari, A. A. I. I. A., Gading, I. K., & Antara, P. A. (2016). Audiovisual to Improve Kinesthetic Intelligence in Group B Children [Audiovisual Untuk Meningkatkan Kecerdasan Kinestetik Pada Anak Kelompok B]. Journal Pendidikan Anak Usia Dini Universitas Pendidikan Ganesha, 4(2). Mariati, P., & Asmara, B. (2017). Development of Innovative Learning Models of Motion and Thematic Songs for Integrated Early Childhood Post Teachers (Ppt) in the City of Surabaya [Pengembangan Model Pembelajaran Inovatif Gerak Dan Lagu Tematik Bagi Guru Pos Paud Terpadu ( Ppt ) Di Kota Surabaya]. Jurnal Anak Usia Dini Dan Pendidikan Anak Usia Dini, 3, 9–20. Mayesky, M. (2002). Creative activities for Young Children (7 Th Editi). Delmar Thomson Learning. Nash, K., Howard, J., Miller, E., Boutte, G., Johnson, G., & Reid, L. (2018). Critical racial literacy in homes, schools, and communities: Propositions for early childhood contexts. Contemporary Issues in Early Childhood, 19(3), 256–273. https://doi.org/10.1177/1463949117717293 Pogue, B. J. (2018). Using Music and Movement to Enhance Cognitive Development Using Music and Movement to Enhance Cognitive Development. Education. Priansa, D. J. (2017). Development of Innovative, Creative, and Achievement Learning Strategies & Models in Understanding Students [Pengembangan Strategi & Model Pembelajaran Inovatif, Kreatif, dan Prestatif dalam Memahami Peserta Didik]. Pustaka Setia. Rakhmawati, N. I. S. (2016). The Use of Playing Strategy through Movements and Songs in Dealing Hypersensitivity Problems for Early Childhood. Proceedings of International Research Clinic & Scientific Publications of Educational Technology, 2013, 6–29. Rasi, P., Vuojärvi, H., & Ruokamo, H. (2019). Media Literacy for All Ages. Journal of Media Literacy Education, 11(2), 1–19. https://doi.org/10.23860/jmle-2019-11-2-1 Respati, R., Nur, L., & Rahman, T. (2018). Motion and Song as a Model for Stimulating the Development of Kinesthetic Intelligence in Early Children [Gerak Dan Lagu Sebagai Model Stimulasi Pengembangan Kecerdasan Kinestetik Anak Usia Dini]. Jurnal Pendidikan Usia Dini, Vol.12(No.2), 321–330. https://doi.org/10.21009/JPUD.122.13 Rowe, M. L., Kirby, A. L., Dahbi, M., & Luk, G. (2022). Promoting Language and Literacy Skills through Music in Early Childhood Classrooms. The Reading Teacher, n/a(n/a). https://doi.org/10.1002/trtr.2155 Ruhaena, L. (2015). Multisensory Models: Solutions to Stimulate Literacy in Preschool Children [Model Multisensori: Solusi Stimulasi Literasi Anak Prasekolah]. Jurnal Psikologi, 42(1), 47–60. Safitri, N., & Agustinus. (2017). Stimulation Dance Creations Art on Gross Motor Development Children Aged. Indonesian Journal of Early Childhood Education Studies, 6(1). https://doi.org/10.15294/ijeces.v6i1.15785 Tomblin, J. B., Oleson, J., Ambrose, S. E., Walker, E. A., & Moeller, M. P. (2018). Early Literacy Predictors and Second-Grade Outcomes in Children Who Are Hard of Hearing. Child Development, 91(1), e179–e197. https://doi.org/10.1111/cdev.13158 Tomblin, J. B., Oleson, J., Ambrose, S. E., Walker, E. A., & Moeller, M. P. (2020). Early Literacy Predictors and Second-Grade Outcomes in Children Who Are Hard of Hearing. Child Development, 91(1), e179–e197. https://doi.org/10.1111/cdev.13158 Trost, W. J., Labbé, C., & Grandjean, D. (2017). Rhythmic entrainment as a musical affect induction mechanism. Neuropsychologia, 96, 96–110. https://doi.org/10.1016/j.neuropsychologia.2017.01.004 Widhianawati, N. (2011). The Effect of Movement and Song Learning in Improving Musical Intelligence and Kinesthetic Intelligence in Early Children [Pengaruh Pembelajaran Gerak dan Lagu dalam Meningkatkan Kecerdasan Musikal dan Kecerdasan Kinestetik Anak Usia Dini]. Jurnal Upi Edu, 2, 220–228. Yetti, E., & Muanivah, H. (2017). Improved Intelligence Kinesthetic Children Ages 5-6 Years through Activities of Motion and Song. 1, 16–20. Yetti, E., Syafnita, T., & Siti Syarah, E. (2019). The Effect of Motion and Song on Children`s Speaking Ability. 178(ICoIE 2018), 429–433. https://doi.org/10.2991/icoie-18.2019.92

Parents' Perceptions of Children's School Readiness During and After the COVID-19 Pandemic Raden Sri Martini Meilanie; Gunarti, Winda; Yaumil Hassan, Astari
Jurnal Pendidikan Usia Dini Vol 16 No 1 (2022): Jurnal Pendidikan Usia Dini Volume 16 Number 1 April 2022
Publisher : Program Studi Magister Pendidikan Anak Usia Dini

Children's school readiness is important to discuss because learning loss is an obstacle in preparing early childhood to enter elementary school. This study aims to look at parents' perceptions of their children's readiness for school during and after the COVID-19 pandemic. This study uses a quantitative descriptive survey research design to collect measurable data for statistical analysis from a population sample. The results show that preparing children for school during and after the COVID-19 pandemic is very different from the usual practice. Parents are required to provide appropriate stimulation to children at home to replace the role of teachers at school and restore the motivation and willingness of children to enter elementary school. The perception of parents is certainly very influential on the stimulation that will be given to children. Keywords: early childhood education, parents’ perceptions, school readiness References: Alexander, K. L., Entwisle, D. R., & Olson, L. S. (2007). Lasting Consequences of the Summer Learning Gap. American Sociological Review, 72(2), 167–180. https://doi.org/10.1177/000312240707200202 Araújo, L. A. de, Veloso, C. F., Souza, M. de C., Azevedo, J. M. C. de, & Tarro, G. (2021). The potential impact of the COVID-19 pandemic on child growth and development: A systematic review. Jornal de Pediatria, 97(4), 369–377. https://doi.org/10.1016/j.jped.2020.08.008 Atkinsonová, R. L., Atkinson, R. C., SMITH, E. E., Herman, E., Bem, D. J., & Petržela, M. (1995). Psychologies. Victoria Publishing. https://books.google.co.id/books?id=Tj9OAAAACAAJ Bao, X., Qu, H., Zhang, R., & Hogan, T. P. (2020). Modeling Reading Ability Gain in Kindergarten Children during COVID-19 School Closures. International Journal of Environmental Research and Public Health, 17(17). https://doi.org/10.3390/ijerph17176371 Benner, A. D., & Mistry, R. S. (2020). Child Development During the COVID-19 Pandemic Through a Life Course Theory Lens. Child Development Perspectives, 14(4), 236–243. https://doi.org/10.1111/cdep.12387 Brown, S. M., Doom, J. R., Lechuga-Peña, S., Watamura, S. E., & Koppels, T. (2020). Stress and parenting during the global COVID-19 pandemic. Child Abuse & Neglect, 110, 104699. https://doi.org/10.1016/j.chiabu.2020.104699 Colizzi, M., Sironi, E., Antonini, F., Ciceri, M. L., Bovo, C., & Zoccante, L. (2020). Psychosocial and Behavioral Impact of COVID-19 in autism spectrum disorder: An Online Parent Survey. Brain Sciences, 10(6). https://doi.org/10.3390/brainsci10060341 Creswell, J. W. (2015). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (Fifth edition). Pearson. Cushon, J. A., Vu, L. T. H., Janzen, B. L., & Muhajarine, N. (2011). Neighborhood Poverty Impacts Children’s Physical Health and Well-Being Over Time: Evidence from the Early Development Instrument. Early Education and Development, 22(2), 183–205. https://doi.org/10.1080/10409280902915861 Duncan, R. J., Duncan, G. J., Stanley, L., Aguilar, E., & Halfon, N. (2020). The kindergarten Early Development Instrument predicts third grade academic proficiency. Early Childhood Research Quarterly, 53, 287–300. https://doi.org/10.1016/j.ecresq.2020.05.009 Engzell, P., Frey, A., & Verhagen, M. D. (2021). Learning loss due to school closures during the COVID-19 pandemic. Proceedings of the National Academy of Sciences, 118(17), e2022376118. https://doi.org/10.1073/pnas.2022376118 Friedman, M. M., Bowden, V. R., & Jones, E. (2003). Family Nursing: Research, Theory & Practice. Prentice Hall. https://books.google.co.id/books?id=mkBtAAAAMAAJ Gobbi, E., Maltagliati, S., Sarrazin, P., di Fronso, S., Colangelo, A., Cheval, B., Escriva-Boulley, G., Tessier, D., Demirhan, G., Erturan, G., Yüksel, Y., Papaioannou, A., Bertollo, M., & Carraro, A. (2020). Promoting Physical Activity during School Closures Imposed by the First Wave of the COVID-19 Pandemic: Physical Education Teachers’ Behaviors in France, Italy and Turkey. International Journal of Environmental Research and Public Health, 17(24). https://doi.org/10.3390/ijerph17249431 Griffith, A. K. (2020). Parental Burnout and Child Maltreatment During the COVID-19 Pandemic. Journal of Family Violence. https://doi.org/10.1007/s10896-020-00172-2 Hevia, F. J., Vergara-Lope, S., Velásquez-Durán, A., & Calderón, D. (2022). Estimation of the fundamental learning loss and learning poverty related to COVID-19 pandemic in Mexico. International Journal of Educational Development, 88, 102515. https://doi.org/10.1016/j.ijedudev.2021.102515 Jandrić, P. (2020). Postdigital Research in the Time of Covid-19. Postdigital Science and Education, 2(2), 233–238. https://doi.org/10.1007/s42438-020-00113-8 Kuhfeld, M., Tarasawa, B., Johnson, A., Ruzek, E., & Lewis, K. (2020). Initial findings on students’ reading and math achievement and growth. 12. Maldonado, J. E., & De Witte, K. (2022). The effect of school closures on standardised student test outcomes. British Educational Research Journal, 48(1), 49–94. https://doi.org/10.1002/berj.3754 McDowell, K., Jack, A., & Compton, M. (2018). Parent Involvement in Pre-Kindergarten and the Effects on Student Achievement. The Advocate, 23(6). https://doi.org/10.4148/2637-4552.1004 Nevid, J. S. (2012). Psychology: Concepts and Applications. Wadsworth Cengage Learning. https://books.google.co.id/books?id=TpxZXwAACAAJ Skulmowski, A., & Rey, G. D. (2020). COVID-19 as an accelerator for digitalization at a German university: Establishing hybrid campuses in times of crisis. Human Behavior and Emerging Technologies, 2(3), 212–216. https://doi.org/10.1002/hbe2.201 Spinelli, M., Lionetti, F., Pastore, M., & Fasolo, M. (2020). Parents’ Stress and Children’s Psychological Problems in Families Facing the COVID-19 Outbreak in Italy. Frontiers in Psychology, 11, 1713. https://doi.org/10.3389/fpsyg.2020.01713 Yoshikawa, H., Wuermli, A. J., Britto, P. R., Dreyer, B., Leckman, J. F., Lye, S. J., Ponguta, L. A., Richter, L. M., & Stein, A. (2020). Effects of the Global Coronavirus Disease-2019 Pandemic on Early Childhood Development: Short- and Long-Term Risks and Mitigating Program and Policy Actions. The Journal of Pediatrics, 223, 188–193. https://doi.org/10.1016/j.jpeds.2020.05.020

Father's Involvement in Children's Distance Learning during the Pandemic Setiawan, Deni; Aisyah Durrotun Nafisah; Diana
Jurnal Pendidikan Usia Dini Vol 16 No 1 (2022): Jurnal Pendidikan Usia Dini Volume 16 Number 1 April 2022
Publisher : Program Studi Magister Pendidikan Anak Usia Dini

The involvement of fathers in children's distance learning is very necessary, considering that Indonesia is included in the third fatherless country category. The purpose of this study was to find out how much the child's response to the father's involvement in children's distance learning was affected during the pandemic. By using a quantitative descriptive survey research design, the sample for this study was sixty-eight children. Data collection techniques include observation, questionnaires, interviews, and documentation. The results from this study are that the children's response to father involvement in children's distance learning during the pandemic is in the high category, which includes aspects of paternal engagement, accessibility, and responsibility. Engaging in children's learning can be seen as an important part of the responsibility. The results of this study help provide support for fathers to be involved in educating and educating their children in a way that is appropriate to the cultural context and current situation. Keywords: distance learning, early childhood, father involvement References: Amini, M. (2015). Profil Keterlibatan Orang Tua [Profile of Parents Involvement in The Education]. Jurnal Ilmiah Visi Pptk Paudni, 10(1), 9–20. Ancell, K. S., & Bruns, D. A. (2018). The Importance of Father Involvement in Early Childhood Programs. Young Exceptional Children, 21(1), 22–33. Aries, P. (1962). Centuries Of Childhood. Translated By R. Baldick. Asy, H., & Ariyanto, A. (2019). Gambaran Keterlibatan Ayah Dalam Pengasuhan Anak (Paternal Involvement) Di Jabodetabek. Intuisi: Jurnal Psikologi Ilmiah, 11(1), 37–44. Https://Doi.Org/10.15294/Intuisi.V11i1.20115 Aziza, F. N., & Yunus, M. (2020). Peran Orang Tua Dalam Membimbing Anak Pada Masastudy from Home Selama Pandemi Covid 19. Konferensi Nasional Pendidikan, 19–21. Bicchieri, C. (2017). Norms In the Wild: How to Diagnose, Measure, And Change Social Norms. Connor, L. A., & Stolz, H. E. (2022). Child Development Knowledge and Father Engagement: The Mediating Role of Parenting Self-Efficacy. Journal Of Family Issues, 43(3), 831–851. Https://Doi.Org/10.1177/0192513x21994628 Craig, A. G., Thompson, J. M. D., Slykerman, R., Wall, C., Murphy, R., Mitchell, E. A., & Waldie, K. E. (2021b). The Father I Knew: Early Paternal Engagement Moderates the Long-Term Relationship Between Paternal Accessibility and Childhood Behavioral Difficulties. Journal Of Family Issues, 42(10), 2418–2437. Https://Doi.Org/10.1177/0192513x20980128 Creswell, J. W. (2003). Research Design: Qualitative, Quantitative, And Mixed Methods Approaches. Sage Publications. Ferreira, T., Cadima, J., Matias, M., Vieira, J. M., Leal, T., & Matos, P. M. (2016). Preschool Children’s Prosocial Behavior: The Role of Mother–Child, Father–Child and Teacher–Child Relationships. Journal Of Child and Family Studies, 25(6), 1829–1839. Https://Doi.Org/10.1007/S10826-016-0369-X Fitzsimons, E., & Villadsen, A. (2019). Father Departure and Children’s Mental Health: How Does Timing Matter? Social Science and Medicine, 222, 349–358. Handarini. (2020). Pembelajaran Daring Sebagai Upaya Study from Home (SFH) Selama Pandemi Covid 19 Pembelajaran Daring Sebagai Upaya Study from Home (SFH) … ... Jurnal Pendidikan Administrasi Perkantoran (Jpap), 8(1), 496–503. Huerta, M., Adema, W., Baxter, J., Jui Han, W., Lausten, M., & Lee, R. (2013). Fathers’ Leave, Fathers’ Involvement and Child Development: Are They Related? Evidence From Four Oecd Countries. Directorate For Employment, Labour and Social Affairs, Employment, Labour, And Social Affairs Committee. Lamb, M. E. (2010). The Role of The Father in Child Development. Wiley. Https://Books.Google.Co.Id/Books?Id=Dlpokmwsu-Qc Liu, X. (2019). A Review of The Study on Father Involvement in Child Rearing. Asian Social Science, 15(9), 82. Liu, Y., Dittman, C. K., Guo, M., Morawska, A., & Haslam, D. (2021). Influence Of Father Involvement, Fathering Practices and Father-Child Relationships on Children in Mainland China. Journal Of Child and Family Studies, 30(8), 1858–1870. Https://Doi.Org/10.1007/S10826-021-01986-4 Mathwasa, J., & Okeke, C. I. O. (2017). Educators’ Perspectives on Fathers’ Participation in The Early Childhood Education of Their Children. International Journal of Educational Sciences, 13(2), 172–185. Https://Doi.Org/10.1080/09751122.2016.11890451 Mccaig, J. L., Stolz, H. E., Reimnitz, S. J., Baumgardner, M., & Renegar, R. G. (2021a). Determinants Of Paternal Engagement: Investigating Low-Income Fathers’ Caregiving, Play, And Verbal Engagement with Infants. Journal Of Family Issues, 0(0), 1–21. Https://Doi.Org/10.1177/0192513x211031515 Mil, S., Jalal, F., & Djamaris, M. (2022). Parenting Fathers for Children During the Pandemic: Lessons Learned from Indonesia. Budapest International Research and Critics Institute-Journal (Birci-Journal), 5(2), 14462–14470. Nangle, S., Kelley, M., Fals-Stewart, W., & Levant, R. (2003). Work And Family Variables as Related to Paternal Engagement, Responsibility, And Accessibility in Dual-Earner Couples with Young Children. Fathering: A Journal of Theory, Research, And Practice About Men as Fathers, 1(1), 71–90. Https://Doi.Org/10.3149/Fth.0101.71 Nasution, I. S. (2020). Peran Orang Tua Terhadap Anak Dalam Program Belajar Dari Rumah Di Masa Pandemi Covid-19. Jurnal Visipena, 11(2), 266–280. Nofianti, R. (2020). Daring Anak Usia Dini di Masa Pandemic Covid 19 Di Tk Islam Ibnu Qoyyim. Jurnal Ilmiah Abdi Ilmu, 13(2), 19–30. Norman, H. (2017). Paternal Involvement in Childcare: How Can It Be Classified and What Are the Key Influences? Families, Relationships and Societies, 6(1), 89–105. Https://Doi.Org/10.1332/204674315x14364575729186 Opondo, C., Redshaw, M., & Quigley, M. A. (2017). Journal Of a Ff Ective Disorders Association Between Father Involvement and Attitudes In Early Child-Rearing And Depressive Symptoms In The Pre-Adolescent Period In A Uk Birth Cohort. Journal Of Affective Disorders, 221, 115–122. Https://Doi.Org/10.1016/J.Jad.2017.06.010 Papaleontiou - Louca, E., & Al Omari, O. (2020). The (Neglected) Role of The Father in Children’s Mental Health. New Ideas in Psychology, 59, 100782. Pertiwi, L. K., Febiyanti, A., & Rachmawati, Y. (2021). Keterlibatan Orang Tua Terhadap Pembelajaran Daring Anak Usia Dini Pada Masa Pandemi Covid-19. 12(1), 19–30. Prasetyaningtyas. (2020). Pelaksanaan Belajar Dari Rumah (BDR) Secara Online Selama Darurat Covid-19 Di Smp N 1 Semin. Ideguru: Jurnal Karya Ilmiah Guru, 5(1), 86–94. Raghavan, R., & Alexandrova, A. (2014). Toward A Theory of Child Well-Being. Social Indicators Research, 1–16. Recto, P., Lesser, J., Moreno-Vasquez, A., Zapata, J., & Zavala Idar, A. (2021). Supporting The Mental Health Needs of Adolescent Fathers During Covid-19: Opportunities for Nursing Practice and Community-Based Partnerships. Issues In Mental Health Nursing, 42(7), 702–705. Rogoff, B., Sellers, M., Pirrotta, S., Fox, N., & White, S. (1975). Age Of Assignment of Roles and Responsibilities in Children: A Cross-Cultural Survey. Human Development, 18, 353–369. Sipahutar. (2018). Interaksi Anak Dengan Orang Tua Dalam Mengatasi Kesulitan Belajar Di Kampung Kurnia Kelurahan Belawan Bahari, Kecamatan Medan Belawan Tahun 2018. Director, 15(40), 6–13. Skipp, A., V. Hopwood, and R. W. (2021). Special Education in Lockdown: The Experiences of School and College Providers and Families of Pupils with Education, Health, and Care Plans (Ehcp’s). Online Nuffield Foundation. Skjothaug, T., Smith, L., Wentzel-Larsen, T., & Moe, V. (2018). 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Bronfenbrenner's Bioecological Theory: School Readiness for Children in the Context of Distance Learning During the Covid-19 Pandemic Bratanoto, Virgilia Zephanya; Latiana, Lita; Forman, Ali; Pranoto, Yuli Kurniawati Sugiyo
Jurnal Pendidikan Usia Dini Vol 16 No 1 (2022): Jurnal Pendidikan Usia Dini Volume 16 Number 1 April 2022
Publisher : Program Studi Magister Pendidikan Anak Usia Dini

School readiness is an important factor that affects the child’s development. However, promoting children’s school readiness becomes even more challenging during the COVID-19 pandemic. There is a gap between the implementation of Distance Learning and the limited understanding about effect of Distance Learning to promote children’s school readiness. This study aims to find out how distance learning affects children's school readiness during the Covid-19 pandemic and to understand the role of the children’s environment in promoting children’s school readiness, in terms of Bronfenbrenner's Bio-ecological theory. This research uses a descriptive quantitative method. Data was collected by an online survey. There were 326 parents and 34 KG-B teachers from 16 private schools in Semarang who participated in this study. Data analysis uses descriptive analysis techniques and independent sample t-test. The result finds out that distance learning is less effective in promoting children's school readiness, especially in socio-emotional skills. The role of the ecological system also influences distance learning in promoting school readiness, so for promoting school readiness, both children’s skills and the roles of systems should be emphasized. The findings suggest the school needs to evaluate and review every strategy, planning and implementation of distance learning in their schools. The findings also suggest the kindergarten teachers need to enrich their competence in designing innovative, creative, and interesting distance learning activities, based on digital technology. Keywords: early childhood, school readiness; distance learning References: Agustin, M., Puspita, R. D., Nurinten, D., & Nafiqoh, H. (2020). Tipikal Kendala Guru PAUD dalam Mengajar pada Masa Pandemi Covid 19 dan Implikasinya. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 5(1). https://doi.org/10.31004/obsesi.v5i1.598 Ayudia, R., Febrialismanto, F., & Solfiah, Y. (2020). Persepsi Orangtua Terhadap Pembelajaran Daring Pada Anak Usia 5-6 Tahun Di Kecamatan Limapuluh Kota Pekanbaru. Jurnal Review Pendidikan Dan Pengajaran, 3(2). https://doi.org/10.31004/jrpp.v3i2.1222 Britto, P. R. (2012). School Readiness: A Conceptual Framework. United Nations Children’s Fund (UNICEF). Ekyana, L., Fauziddin, M., Arifiyanti, N., Pendidikan, J., & Dini, U. (2021). Parents’ Perception: Early Childhood Social Behaviour During Physical Distancing in the Covid-19 Pandemic. Jurnal Pendidikan Usia Dini, 15(2), 258–280. https://doi.org/10.21009/JPUD.152.04 Fridani, L. (2014). School readiness and transition to primary school: A study of teachers, parents and educational policy makers’ perspectives and practices in the capital city of Indonesia. In Faculty of Education, Monash University, Australia. Jalal, M. (2020). Kesiapan Guru Menghadapi Pembelajaran Jarak Jauh Di Masa Covid-19. Smart Kids: Jurnal Pendidikan Islam Anak Usia Dini, 2(1). https://doi.org/10.30631/smartkids.v2i1.61 Kokkalia, G., Drigas, A., Economou, A., & Roussos, P. (2019). School readiness from kindergarten to primary school. International Journal of Emerging Technologies in Learning, 14(11). https://doi.org/10.3991/IJET.V14I11.10090 Lutfiah, S. Z. (2020). Persepsi Orang Tua Mengenai Pembelajaran Online di Rumah Selama Pandemi Covid-19. Dealektik, 2(2). Majzub, R. M., & Rashid, A. A. (2012). School Readiness Among Preschool Children. Procedia - Social and Behavioral Sciences, 46. https://doi.org/10.1016/j.sbspro.2012.06.098 Nurdin, N., & Anhusadar, L. (2020). Efektivitas Pembelajaran Online Pendidik PAUD di Tengah Pandemi Covid 19. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 5(1). https://doi.org/10.31004/obsesi.v5i1.699 Nurhayati, W. (2019). Pengembangan Instrumen Kesiapan Bersekolah dan Pemetaan Kesiapan Bersekolah pada Anak Usia Dini di Indonesia. Indonesian Journal of Educational Assesment, 1(1). https://doi.org/10.26499/ijea.v1i1.4 Nurkolis, N., & Muhdi, M. (2020). Keefektivan Kebijakan E-Learning berbasis Sosial Media pada PAUD di Masa Pandemi Covid-19. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 5(1). https://doi.org/10.31004/obsesi.v5i1.535 Pan, Q., Trang, K. T., Love, H. R., & Templin, J. (2019). School Readiness Profiles and Growth in Academic Achievement. Frontiers in Education, 4. https://doi.org/10.3389/feduc.2019.00127 Pangestuti, R., Agustiani, H., Cahyadi, S., & Kadiyono, A. L. (2018). Indonesian children ‘s readiness for elementary school: A preliminary study to the holistic approach to school readiness. Pedagogika, 132(4). https://doi.org/10.15823/p.2018.132.6 Ricciardi, C., Manfra, L., Hartman, S., Bleiker, C., Dineheart, L., & Winsler, A. (2021). School readiness skills at age four predict academic achievement through 5th grade. Early Childhood Research Quarterly, 57. https://doi.org/10.1016/j.ecresq.2021.05.006 Saodi, S., Herlina, H., & Irfan, M. (2021). The Effectiveness of Children’s Learning Time in Online Learning System During the Covid 19 Pandemic in Kindergartens. Journal of Educational Science and Technology (EST), 7(2), 148. https://doi.org/10.26858/est.v7i2.19538 Satrianingrum, A. P., & Prasetyo, I. (2020). Persepsi Guru Dampak Pandemi Covid-19 terhadap Pelaksanaan Pembelajaran Daring di PAUD. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 5(1). https://doi.org/10.31004/obsesi.v5i1.574 Sibagariang, P. P., & S. Pandia, W. S. (2021). Teaching Approach and Teacher Self-Efficacy during Early Childhood Distance Learning. JPUD - Jurnal Pendidikan Usia Dini, 15(1), 41–59. https://doi.org/10.21009/jpud.151.03 Sit, M., & Assingkily, M. S. (2020). Persepsi Guru tentang Social Distancing pada Pendidikan AUD Era New Normal. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 5(2). https://doi.org/10.31004/obsesi.v5i2.756 Snow, K. L. (2006). Measuring school readiness: Conceptual and practical considerations. In Early Education and Development (Vol. 17, Issue 1). https://doi.org/10.1207/s15566935eed1701_2 Wijaya, C., Anwar Dalimunthe, R., & Muslim. (2021). Parents’ Perspective On The Online Learning In Al-Azhar Kindergarden Model Medan. JPUD - Jurnal Pendidikan Usia Dini, 15(2), 300–318. https://doi.org/10.21009/jpud.152.06 Wijayanti, R. M., & Fauziah, P. Y. (2020). Perspektif dan Peran Orangtua dalam Program PJJ Masa Pandemi Covid-19 di PAUD. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 5(2). https://doi.org/10.31004/obsesi.v5i2.768 Wulandari, H., Purwanta, E., Anak, P., Dini, U., Yogyakarta, U. N., & Biasa, P. L. (2021). Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini Pencapaian Perkembangan Anak Usia Dini di TK selama Pembelajaran Daring saat Pandemi Covid-19. Jurnal Pendidikan Anak Usia Dini, 5(1).

Parents’ Role in Children's Learning During and After the Covid-19 Pandemic Rahardjo, Budi; Rozie, Fachrul; Maulina, Jessika
Jurnal Pendidikan Usia Dini Vol 16 No 1 (2022): Jurnal Pendidikan Usia Dini Volume 16 Number 1 April 2022
Publisher : Program Studi Magister Pendidikan Anak Usia Dini

When children only see their friends in little squares via Google Meet or Zoom, can teachers really address concepts like the importance of teamwork or how to manage conflict? This is a learning phenomenon during the COVID-19 pandemic and the era after it. This study aims to see the role of parents as children's learning companions in terms of mentors and motivators when online education takes place. This research using photovoice within phenomenological methodology and have been doing with thematic analysis and collecting data through interviews and observations. The participants were eight parents and one female teacher as a homeroom teacher. The research findings show that although there are many obstacles in online learning for children, learning during the COVID-19 pandemic can still run by involving the role of parents and teachers as pillars of education for preschool-age children. For further research, it is hoped that the findings will be a way in solving learning problems for children. Keywords: early childhood education, parents’ role, online learning References: Adedoyin, O. B., & Soykan, E. (2020). Covid-19 pandemic and online learning: The challenges and opportunities. In Interactive Learning Environments. https://doi.org/10.1080/10494820.2020.1813180 Aras, S. (2016). Free play in early childhood education: A phenomenological study. Early Child Development and Care, 186(7). https://doi.org/10.1080/03004430.2015.1083558 Arkorful, V. (2021). The role of e-learning, advantages and disadvantages of its adoption in higher The role of e-learning, the advantages and disadvantages of its adoption in Higher Education . International Journal of Education and Research, 2(December 2014). Atiles, J. T., Almodóvar, M., Chavarría Vargas, A., Dias, M. J. A., & Zúñiga León, I. M. (2021). International responses to COVID-19: Challenges faced by early childhood professionals. European Early Childhood Education Research Journal, 29(1). https://doi.org/10.1080/1350293X.2021.1872674 Barnett, W. S., Grafwallner, R., & Weisenfeld, G. G. (2021). Corona pandemic in the United States shapes new normal for young children and their families. In European Early Childhood Education Research Journal (Vol. 29, Issue 1). https://doi.org/10.1080/1350293X.2021.1872670 Basham, J. D., Blackorby, J., & Marino, M. T. (2020). Opportunity in Crisis: The Role of Universal Design for Learning in Educational Redesign. In Learning Disabilities: A Contemporary Journal (Vol. 18, Issue 1). Beatriks Novianti Bunga, R. Pasifikus Christa Wijaya & Indra Yohanes Kiling (2021) Studying at Home: Experience of Parents and Their Young Children in an Underdeveloped Area of Indonesia, Journal of Research in Childhood Education, DOI: 10.1080/02568543.2021.1977436 Buheji, M., Hassani, A., Ebrahim, A., da Costa Cunha, K., Jahrami, H., Baloshi, M., & Hubail, S. (2020). Children and Coping During COVID-19: A Scoping Review of Bio-Psycho-Social Factors. International Journal of Applied Psychology, 10(1). https://doi.org/10.5923/j.ijap.20201001.02 Celik, M. Y. (2021). The dual role of nurses as mothers during the pandemic period: Qualitative study. Early Child Development and Care. https://doi.org/10.1080/03004430.2021.1917561 Coulter, M., Britton, Ú., MacNamara, Á., Manninen, M., McGrane, B., & Belton, S. (2021). PE at Home: Keeping the ‘E’ in PE while home-schooling during a pandemic. Physical Education and Sport Pedagogy. https://doi.org/10.1080/17408989.2021.1963425 Creswell, J. W. (2015). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (Fifth edition). Pearson. Dodd, H. F., Fitzgibbon, L., Watson, B. E., & Nesbit, R. J. (2021). Children’s play and independent mobility in 2020: Results from the british children’s play survey. International Journal of Environmental Research and Public Health, 18(8). https://doi.org/10.3390/ijerph18084334 Duran, A. (2019). A Photovoice Phenomenological Study Exploring Campus Belonging for Queer Students of Color. Journal of Student Affairs Research and Practice, 56(2). https://doi.org/10.1080/19496591.2018.1490308 Ebbeck, M., Yim, H. Y. B., Chan, Y., & Goh, M. (2016). Singaporean Parents’ Views of Their Young Children’s Access and Use of Technological Devices. Early Childhood Education Journal. https://doi.org/10.1007/s10643-015-0695-4 Ekyana, Luluk, Fauziddin Muhammad & Arifiyanti Nurul. (2021). Parents’ Perception: Early Childhood Social Behaviour During Physical Distancing in the Covid-19 Pandemic. JPUD: Jurnal Pendidikan Usia Dini, Volume 15 (2),DOI: https://doi.org/10.21009/JPUD.152.04 Eslava, M., Deaño, M., Alfonso, S., Conde, Á., & García-Señorán, M. (2016). Family context and preschool learning. Journal of Family Studies, 22(2). https://doi.org/10.1080/13229400.2015.1063445 Finn, L., & Vandermaas-Peeler, M. (2013). Young children’s engagement and learning opportunities in a cooking activity with parents and older siblings. Early Childhood Research and Practice, 15(1). Gee, E., Siyahhan, S., & Cirell, A. M. (2017). Video gaming as digital media, play, and family routine: Implications for understanding video gaming and learning in family contexts. Learning, Media, and Technology, 42(4). https://doi.org/10.1080/17439884.2016.1205600 Gelir, I., & Duzen, N. (2021). Children’s changing behaviours and routines, challenges and opportunities for parents during the COVID-19 pandemic. Education 3-13. https://doi.org/10.1080/03004279.2021.1921822 Giannini, S., Jenkins, R., & Saavedra, J. (2021). Mission: Recovering Education 2021. In UNICEF, UNESCO, and World Bank. Goodhart, F. W., Hsu, J., Baek, J. H., Coleman, A. L., Maresca, F. M., & Miller, M. B. (2006). A view through a different lens: Photovoice as a tool for student advocacy. Journal of American College Health, 55(1). https://doi.org/10.3200/JACH.55.1.53-56 Gong, S., Wang, X., Wang, Y., Qu, Y., Tang, C., Yu, Q., & Jiang, L. (2019). A descriptive qualitative study of home care experiences in parents of children with tracheostomies. Journal of Pediatric Nursing, 45. https://doi.org/10.1016/j.pedn.2018.12.005 Hamaidi, D. A., Arouri, Y. M., Noufa, R. K., & Aldrou, I. T. (2021). Parents’ Perceptions of Their Children’s Experiences with Distance Learning During the COVID-19 Pandemic. International Review of Research in Open and Distance Learning, 22(2). https://doi.org/10.19173/irrodl.v22i2.5154 Hammersley, M., & Traianou, A. (2015). Ethics in Qualitative Research: Controversies and Contexts. In Ethics in Qualitative Research: Controversies and Contexts. https://doi.org/10.4135/9781473957619 Harris, K. I. (2021). Parent Cooperative Early Childhood Settings: Empowering Family Strengths and Family Engagement for All Young Children. International Journal of Contemporary Education, 4(1). https://doi.org/10.11114/ijce.v4i1.5143 Hassinger-Das, B., Zosh, J. M., Hansen, N., Talarowski, M., Zmich, K., Golinkoff, R. M., & Hirsh-Pasek, K. (2020). Play-and-learn spaces: Leveraging library spaces to promote caregiver and child interaction. Library and Information Science Research, 42(1). https://doi.org/10.1016/j.lisr.2020.101002 Henter, R., & Nastasa, L. E. (2021). Parents’ Emotion Management for Personal Well-Being When Challenged by Their Online Work and Their Children’s Online School. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.751153 Houston, S. (2017). Towards a critical ecology of child development in social work: Aligning the theories of Bronfenbrenner and Bourdieu. Families, Relationships and Societies, 6(1). https://doi.org/10.1332/204674315X14281321359847 Ihmeideh, F., AlFlasi, M., Al-Maadadi, F., Coughlin, C., & Al-Thani, T. (2020). Perspectives of family–school relationships in Qatar based on Epstein’s model of six types of parent involvement. Early Years, 40(2). https://doi.org/10.1080/09575146.2018.1438374 Iruka, I. U., DeKraai, M., Walther, J., Sheridan, S. M., & Abdel-Monem, T. (2020). Examining how rural ecological contexts influence children’s early learning opportunities. Early Childhood Research Quarterly, 52. https://doi.org/10.1016/j.ecresq.2019.09.005 Jiles, T. (2015). Knock, knock, may I come in? An integrative perspective on professional development concerns for home visits conducted by teachers. Contemporary Issues in Early Childhood, 16(1). https://doi.org/10.1177/1463949114567274 Kartini, K. (2021). Analisis Pembelajaran Online Anak Usia Dini Masa Pandemi COVID -19 Kota dan Perdalaman. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 6(2). https://doi.org/10.31004/obsesi.v6i2.880 Kurniati, E., Nur Alfaeni, D. K., & Andriani, F. (2020). Analisis Peran Orang Tua dalam Mendampingi Anak di Masa Pandemi Covid-19. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 5(1). https://doi.org/10.31004/obsesi.v5i1.541 La Paro, K. M., & Gloeckler, L. (2016). The Context of Child Care for Toddlers: The “Experience Expectable Environment”. Early Childhood Education Journal, 44(2). https://doi.org/10.1007/s10643-015-0699-0 Lau, E. Y. H., & Lee, K. (2021). Parents’ Views on Young Children’s Distance Learning and Screen Time During COVID-19 Class Suspension in Hong Kong. Early Education and Development, 32(6). https://doi.org/10.1080/10409289.2020.1843925 Lau, E. Y. H., Li, J. Bin, & Lee, K. (2021). Online Learning and Parent Satisfaction during COVID-19: Child Competence in Independent Learning as a Moderator. Early Education and Development, 32(6). https://doi.org/10.1080/10409289.2021.1950451 Lilawati, A. (2020). Peran Orang Tua dalam Mendukung Kegiatan Pembelajaran di Rumah pada Masa Pandemi. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini. https://doi.org/10.31004/obsesi.v5i1.630 Lim, K. F. (2020). Emergency remote teaching and learning in the time of COVID-19. Chemistry in Australia, August. Lin, X., & Li, H. (2018). Parents’ play beliefs and engagement in young children’s play at home. European Early Childhood Education Research Journal, 26(2). https://doi.org/10.1080/1350293X.2018.1441979 Michele L. Stites, Susan Sonneschein & Samantha H. Galczyk (2021) Preschool Parents’ Views of Distance Learning during COVID-19, Early Education and Development, 32:7, 923-939, DOI: 10.1080/10409289.2021.1930936 Muhdi, Nurkolis, & Yuliejantiningsih, Y. (2020). The Implementation of Online Learning in Early Childhood Education During the Covid-19 Pandemic. JPUD - Jurnal Pendidikan Usia Dini, 14(2). https://doi.org/10.21009/jpud.142.04 Ortlipp, M. (2015). Keeping and Using Reflective Journals in the Qualitative Research Process. The Qualitative Report. https://doi.org/10.46743/2160-3715/2008.1579 Paat, Y. F. (2013). Working with Immigrant Children and Their Families: An Application of Bronfenbrenner’s Ecological Systems Theory. Journal of Human Behavior in the Social Environment, 23(8). https://doi.org/10.1080/10911359.2013.800007 Plowman, L., Stephen, C., & McPake, J. (2010). Supporting young children’s learning with technology at home and in preschool. Research Papers in Education, 25(1). https://doi.org/10.1080/02671520802584061 Rona Novick, Suzanne Brooks & Jenny Isaacs (2021) Parental Report of Preschoolers’ Jewish Day School Engagement and Adjustment During the Covid-19 Shutdown, Journal of Jewish Education, 87:4, 301-315, DOI: 10.1080/15244113.2021.1977098 Sandi Ferdiansyah, S. S., & Angin, R. (2020). Pengalaman Mahasiswa Thailand dalam Pembelajaran Daring di Universitas di Indonesia pada Masa Pandemi COVID-19. Journal of International Students, 10(S3). Sonnenschein, S., Stites, M., & Dowling, R. (2021). Learning at home: What preschool children’s parents do and what they want to learn from their children’s teachers. Journal of Early Childhood Research, 19(3). https://doi.org/10.1177/1476718X20971321 Sri Indah Pujiastuti, Sofia Hartati & Jun Wang (2022) Socioemotional Competencies of Indonesian Preschoolers: Comparisons between the Pre-Pandemic and Pandemic Periods and among DKI Jakarta, DI Yogyakarta and West Java Provinces, Early Education and Development, DOI: 10.1080/10409289.2021.2024061 Stone, K., Burgess, C., Daniel, B., Smith, J., & Stephen, C. (2017). Nurture corners in preschool settings: Involving and nurturing children and parents. Emotional and Behavioural Difficulties, 22(4). https://doi.org/10.1080/13632752.2017.1309791 Suzanne M. Egan & Chloé Beatty (2021) To school through the screens: the use of screen devices to support young children's education and learning during the COVID-19 pandemic, Irish Educational Studies, 40:2, 275-283, DOI: 10.1080/03323315.2021.1932551 Thomson, S. (2007). Do’s and don’ts: Children’s experiences of the primary school playground. Environmental Education Research, 13(4). https://doi.org/10.1080/13504620701581588 Vallejo-Ruiz, M., & Torres-Soto, A. (2020). Teachers’ conceptions on the quality of the teaching and learning process in early childhood education. Revista Electronica Educare, 24(3). https://doi.org/10.15359/REE.24-3.13 Widodo, H. P. (2014). Methodological considerations in interview data transcription. International Journal of Innovation in English Language, 3(1). Wijaya, Candra., Dalimunthe, Rasyid Anwar., & Muslim. Parents’ Perspective on The Online Learning Using Zoom Application in Early Childhood Education. JPUD: Jurnal Pendidikan Usia Dini, Volume 15 Number 2. DOI: https://doi.org/10.21009/JPUD.152.06 Winship, M., Standish, H., Trawick-Smith, J., & Perry, C. (2021). Reflections on practice: Providing authentic experiences with families in early childhood teacher education. In Journal of Early Childhood Teacher Education (Vol. 42, Issue 3). https://doi.org/10.1080/10901027.2020.1736695

Children’s Online Cognitive Learning Through Integrated Technology and Hybrid Learning Hayati, Nur; Muthmainah; Wulandari, Rina
Jurnal Pendidikan Usia Dini Vol 16 No 1 (2022): Jurnal Pendidikan Usia Dini Volume 16 Number 1 April 2022
Publisher : Program Studi Magister Pendidikan Anak Usia Dini

Cognitive learning during the COVID-19 pandemic encountered many obstacles, but the use of various gadgets could be an effective solution in early childhood learning, especially to prepare them to enter the elementary school level. This study aims to describe the online cognitive learning process (OCL) in early childhood during the COVID-19 and new era of the pandemic through integrated technology and hybrid learning. This study uses a qualitative approach with a case study involving two ECE teachers and one principal. Data analysis using Miles and Huberman models. The findings of this study explain the importance of the teacher's role in OCL and its constraints, how parent-teacher collaboration is the key to successful cognitive improvement through online learning, and the implementation of OCL through effective learning to prevent learning loss. Further research in distance and hybrid learning, especially for early childhood, is expected to give birth to various new learning models and methods that are integrated with technology towards online teaching-learning when needed. Keywords: early childhood, cognitive online learning, integrated technology, hybrid learning References: Ansari, A., & Purtell, K. M. (2017). Activity settings in full-day kindergarten classrooms and children’s early learning. Early Childhood Research Quarterly, 38, 23–32. https://doi.org/10.1016/j.ecresq.2016.09.003 Bacher-Hicks, A., Goodman, J., & Mulhern, C. (2021). Inequality in household adaptation to schooling shocks: Covid-induced online learning engagement in real time. Journal of Public Economics, 193, 104345. https://doi.org/10.1016/j.jpubeco.2020.104345 Borup, J., Graham, C. R., West, R. E., Archambault, L., & Spring, K. J. (2020). Academic Communities of Engagement: An expansive lens for examining support structures in blended and online learning. Educational Technology Research and Development, 68(2), 807–832. https://doi.org/10.1007/s11423-020-09744-x Danovitch, J. H. (2019). Growing up with Google: How children’s understanding and use of internet‐based devices relates to cognitive development. Human Behavior and Emerging Technologies, 1(2), 81–90. https://doi.org/10.1002/hbe2.142 Davies, T. (2016). Mind change: How digital technologies are leaving their mark on our brains. New Media & Society, 18(9), 2139–2141. https://doi.org/10.1177/1461444816652614 Davis, A. N., Carlo, G., Gulseven, Z., Palermo, F., Lin, C.-H., Nagel, S. C., Vu, D. C., Vo, P. H., Ho, T. L., & McElroy, J. A. (2019). Exposure to environmental toxicants and young children’s cognitive and social development. Reviews on Environmental Health, 34(1), 35–56. https://doi.org/doi:10.1515/reveh-2018-0045 Dias, M. J. A., Almodóvar, M., Atiles, J. T., Vargas, A. C., & Zúñiga León, I. M. (2020). Rising to the Challenge: Innovative early childhood teachers adapt to the COVID-19 era. Childhood Education, 96(6), 38–45. https://doi.org/10.1080/00094056.2020.1846385 Dong, C., Cao, S., & Li, H. (2020). Young children’s online learning during COVID-19 pandemic: Chinese parents’ beliefs and attitudes. Children and Youth Services Review, 118, 105440. https://doi.org/10.1016/j.childyouth.2020.105440 Engzell, P., Frey, A., & Verhagen, M. D. (2021). Learning loss due to school closures during the COVID-19 pandemic. Proceedings of the National Academy of Sciences, 118(17), e2022376118. https://doi.org/10.1073/pnas.2022376118 Ford, T. G., Kwon, K.-A., & Tsotsoros, J. D. (2021). Early childhood distance learning in the U.S. during the COVID pandemic: Challenges and opportunities. Children and Youth Services Review, 131, 106297. https://doi.org/10.1016/j.childyouth.2021.106297 Graham, C. R., Borup, J., Pulham, E., & Larsen, R. (2019). K–12 Blended Teaching Readiness: Model and Instrument Development. Journal of Research on Technology in Education, 51(3), 239–258. https://doi.org/10.1080/15391523.2019.1586601 Hassan, M. N., Abdullah, A. H., Ismail, N., Suhud, S. N. A., & Hamzah, M. H. (2018). Mathematics Curriculum Framework for Early Childhood Education Based on Science, Technology, Engineering and Mathematics (STEM). International Electronic Journal of Mathematics Education, 14(1). https://doi.org/10.12973/iejme/3960 Hrastinski, S., Cleveland-Innes, M., & Stenbom, S. (2018). Tutoring online tutors: Using digital badges to encourage the development of online tutoring skills: Tutoring online tutors. British Journal of Educational Technology, 49(1), 127–136. https://doi.org/10.1111/bjet.12525 Hu, X., Chiu, M. M., Leung, W. M. V., & Yelland, N. (2021). Technology integration for young children during COVID‐19: Towards future online teaching. British Journal of Educational Technology, 52(4), 1513–1537. https://doi.org/10.1111/bjet.13106 Hu, X., & Yelland, N. (2017). An investigation of preservice early childhood teachers’ adoption of ICT in a teaching practicum context in Hong Kong. Journal of Early Childhood Teacher Education, 38(3), 259–274. https://doi.org/10.1080/10901027.2017.1335664 Hu, X., & Yelland, N. (2019). Changing Learning Ecologies in Early Childhood Teacher Education: From Technology to stem Learning. Beijing International Review of Education, 1(2–3), 488–506. https://doi.org/10.1163/25902539-00102005 Huber, B., Tarasuik, J., Antoniou, M. N., Garrett, C., Bowe, S. J., & Kaufman, J. (2016). Young children’s transfer of learning from a touchscreen device. Computers in Human Behavior, 56, 56–64. https://doi.org/10.1016/j.chb.2015.11.010 Jong, M. S. Y. (2016). Teachers’ concerns about adopting constructivist online game-based learning in formal curriculum teaching: The VISOLE experience. British Journal of Educational Technology, 47(4), 601–617. https://doi.org/10.1111/bjet.12247 Joubert, I., & Harrison, G. D. (2021). Revisiting Piaget, his contribution to South African early childhood education. Early Child Development and Care, 191(7–8), 1002–1012. https://doi.org/10.1080/03004430.2021.1896499 Kesäläinen, J., Suhonen, E., Alijoki, A., & Sajaniemi, N. (2022). Children’s play behaviour, cognitive skills and vocabulary in integrated early childhood special education groups. International Journal of Inclusive Education, 26(3), 284–300. https://doi.org/10.1080/13603116.2019.1651410 Kim, J. (2020). Learning and Teaching Online During Covid-19: Experiences of Student Teachers in an Early Childhood Education Practicum. International Journal of Early Childhood, 52(2), 145–158. https://doi.org/10.1007/s13158-020-00272-6 Kuhfeld, M., Soland, J., Tarasawa, B., Johnson, A., Ruzek, E., & Liu, J. (2020). Projecting the Potential Impact of COVID-19 School Closures on Academic Achievement. Educational Researcher, 49(8), 549–565. https://doi.org/10.3102/0013189X20965918 Lau, E. Y. H., & Lee, K. (2020). Parents’ Views on Young Children’s Distance Learning and Screen Time During COVID-19 Class Suspensio. Early Education and Development, 19. https://doi.org/10.1080/10409289.2020.1843925 Lau, E. Y. H., & Ng, M. L. (2019). Are they ready for home-school partnership? Perspectives of kindergarten principals, teachers and parents. Children and Youth Services Review, 99, 10–17. https://doi.org/10.1016/j.childyouth.2019.01.019 Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (Third edition). SAGE Publications, Inc. Mirau, E. (2017). Online Learning for Early Childhood Education Students [University of Victoria]. https://dspace.library.uvic.ca//handle/1828/8513 Neumann, D., Peterson, E. R., Underwood, L., Morton, S. M. B., & Waldie, K. E. (2021). The development of cognitive functioning indices in early childhood. Cognitive Development, 60, 101098. https://doi.org/10.1016/j.cogdev.2021.101098 Orben, A., & Przybylski, A. K. (2019). The association between adolescent well-being and digital technology use. Nature Human Behaviour, 3(2), 173–182. https://doi.org/10.1038/s41562-018-0506-1 Peng, P., & Kievit, R. A. (2020). The Development of Academic Achievement and Cognitive Abilities: A Bidirectional Perspective. Child Development Perspectives, 14(1), 15–20. https://doi.org/10.1111/cdep.12352 Pérez-Pereira, M., Fernández, M. P., Gómez-Taibo, M. L., Martínez-López, Z., & Arce, C. (2020). A Follow-Up Study of Cognitive Development in Low Risk Preterm Children. International Journal of Environmental Research and Public Health, 17(7). https://doi.org/10.3390/ijerph17072380 Ranjitkar, S., Hysing, M., Kvestad, I., Shrestha, M., Ulak, M., Shilpakar, J. S., Sintakala, R., Chandyo, R. K., Shrestha, L., & Strand, T. A. (2019). Determinants of Cognitive Development in the Early Life of Children in Bhaktapur, Nepal. Frontiers in Psychology, 10. https://www.frontiersin.org/articles/10.3389/fpsyg.2019.02739 Reuben, A., Arseneault, L., Belsky, D. W., Caspi, A., Fisher, H. L., Houts, R. M., Moffitt, T. E., & Odgers, C. (2019). Residential neighborhood greenery and children’s cognitive development. Social Science & Medicine, 230, 271–279. https://doi.org/10.1016/j.socscimed.2019.04.029 Richardson, J. C., Maeda, Y., Lv, J., & Caskurlu, S. (2017). Social presence in relation to students’ satisfaction and learning in the online environment: A meta-analysis. Computers in Human Behavior, 71, 402–417. https://doi.org/10.1016/j.chb.2017.02.001 Saeed, M., Malik, R. N., & Kamal, A. (2020). Fluorosis and cognitive development among children (6–14 years of age) in the endemic areas of the world: A review and critical analysis. Environmental Science and Pollution Research, 27(3), 2566–2579. https://doi.org/10.1007/s11356-019-06938-6 Schoon, I., Nasim, B., & Cook, R. (2021). Social inequalities in early childhood competences, and the relative role of social and emotional versus cognitive skills in predicting adult outcomes. British Educational Research Journal, 47(5), 1259–1280. https://doi.org/10.1002/berj.3724 Simon, L., Nusinovici, S., Flamant, C., Cariou, B., Rouger, V., Gascoin, G., Darmaun, D., Rozé, J.-C., & Hanf, M. (2017). Post-term growth and cognitive development at 5 years of age in preterm children: Evidence from a prospective population-based cohort. PLOS ONE, 12(3), e0174645. https://doi.org/10.1371/journal.pone.0174645 Singh, J., Steele, K., & Singh, L. (2021). Combining the Best of Online and Face-to-Face Learning: Hybrid and Blended Learning Approach for COVID-19, Post Vaccine, & Post-Pandemic World. Journal of Educational Technology Systems, 50(2), 140–171. https://doi.org/10.1177/00472395211047865 Szente, J. (2020). Live Virtual Sessions with Toddlers and Preschoolers Amid COVID-19: Implications for Early Childhood Teacher Education. Journal of Technology and Teacher Education, 28(2), 373–380. Taylor, M. E., & Boyer, W. (2020). Play-Based Learning: Evidence-Based Research to Improve Children’s Learning Experiences in the Kindergarten Classroom. Early Childhood Education Journal, 48(2), 127–133. https://doi.org/10.1007/s10643-019-00989-7 Thai, K. P., & Ponciano, L. (2016). Improving Outcomes for At-Risk Prekindergarten and Kindergarten Students with a Digital Learning Resource. 31. Trikoilis, D., & Papanastasiou, E. C. (2020). The Potential of Research for Professional Development in Isolated Settings During the Covid-19 Crisis and Beyond. Journal of Technology and Teacher Education, 28(2), 295–300. Troseth, G. L., & Strouse, G. A. (2017). Designing and using digital books for learning: The informative case of young children and video. International Journal of Child-Computer Interaction, 12, 3–7. https://doi.org/10.1016/j.ijcci.2016.12.002 Watanabe, N. (2019). Effective Simple Mathematics Play at Home in Early Childhood: Promoting both Non-cognitive and Cognitive Skills in Early Childhood. International Electronic Journal of Mathematics Education, 14(2). https://doi.org/10.29333/iejme/5739 Zauche, L. H., Thul, T. A., Mahoney, A. E. D., & Stapel-Wax, J. L. (2016). Influence of language nutrition on children’s language and cognitive development: An integrated review. Early Childhood Research Quarterly, 36, 318–333. https://doi.org/10.1016/j.ecresq.2016.01.015

ECE Educator Training: How to Develop Literacy and Environment Education for Children? Chandrawati, Titi; Aisyah, Siti
Jurnal Pendidikan Usia Dini Vol 16 No 1 (2022): Jurnal Pendidikan Usia Dini Volume 16 Number 1 April 2022
Publisher : Program Studi Magister Pendidikan Anak Usia Dini

Loving the environment is a character that must be instilled in children from an early age. This study aims to describe how efforts to instil love for the environment in preschool. This research uses a collaboration action research method with the intervention of providing information and motivation about the importance of environmental education for ECE educators. The participants were the ECE community represented by eleven ECE teachers in the Tangerang, Sawangan Bogor, Medan, and Batam areas. Data collection was carried out by focus group discussions and interviews as well as the delivery of information related to learning and environmental literacy for children through online meetings. Content analysis was used to interpret the data in this study. The findings of this study indicate that the provision of information and motivation to eleven ECE teachers can make the eleven teachers form the spirit and knowledge of teachers to develop learning and teaching environmental literacy in early childhood classes. The teachers are also trying to green the school environment by planting trees and making various learning activities with the children to get to know and love the environment better. Keywords: ECE educators training, environmental literacy, environmental education References: Bryman, A. (2021). Social Research Methods. Oxford University Press. https://books.google.co.id/books?id=kDZwzgEACAAJ Burdette, H. L., & Whitaker, R. C. (2005). Resurrecting Free Play in Young Children: Looking Beyond Fitness and Fatness to Attention, Affiliation, and Affect. Archives of Pediatrics & Adolescent Medicine, 159(1), 46–50. https://doi.org/10.1001/archpedi.159.1.46 Chu, H., Lee, E. A., Ryung Ko, H., Hee Shin, D., Nam Lee, M., Mee Min, B., & Hee Kang, K. (2007). Korean Year 3 Children’s Environmental Literacy: A prerequisite for a Korean environmental education curriculum. International Journal of Science Education, 29(6), 731–746. https://doi.org/10.1080/09500690600823532 Corraliza, J., Universidad Autónoma de Madrid., Collado, S., & Universidad de Zaragoza. (2019). Ecological Awareness and Children’s Environmental Experience. Papeles Del Psicólogo - Psychologist Papers, 40(2). https://doi.org/10.23923/pap.psicol2019.2896 Dada, D. O., Eames, C., & Calder, N. (2017). Impact of Environmental Education on Beginning Preservice Teachers’ Environmental Literacy. Australian Journal of Environmental Education, 33(3), 201–222. Cambridge Core. https://doi.org/10.1017/aee.2017.27 Denzin, N. K., & Lincoln, Y. S. (2012). Collecting and Interpreting Qualitative Materials. SAGE Publications. https://books.google.me/books?id=5Z8gAQAAQBAJ Disinger, J. F., & Roth, C. E. (1992). Environmental education research news. Environmentalist, 12(3), 165–168. https://doi.org/10.1007/BF01267599 Ernst, J., & Burcak, F. (2019). Young Children’s Contributions to Sustainability: The Influence of Nature Play on Curiosity, Executive Function Skills, Creative Thinking, and Resilience. Sustainability, 11(15). https://doi.org/10.3390/su11154212 Eugenio-Gozalbo, M., Aragón, L., & Ortega-Cubero, I. (2020). Gardens as Science Learning Contexts Across Educational Stages: Learning Assessment Based on Students’ Graphic Representations. Frontiers in Psychology, 11. https://www.frontiersin.org/articles/10.3389/fpsyg.2020.02226 Evans, G. W., Otto, S., & Kaiser, F. G. (2018). Childhood Origins of Young Adult Environmental Behavior. Psychological Science, 29(5), 679–687. https://doi.org/10.1177/0956797617741894 Ewert, A., Place, G., & Sibthorp, Ji. (2005). Early-Life Outdoor Experiences and an Individual’s Environmental Attitudes. Leisure Sciences, 27(3), 225–239. https://doi.org/10.1080/01490400590930853 Friedman, S., Masterson, M. L., Wright, B. L., Bredekamp, S., & Willer, B. (2021). Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth Through Age 8, Fourth Edition (Fully Revised and Updated). National Association for the Education of Young Children. https://books.google.co.id/books?id=Kb-vzQEACAAJ Gifford, R., & Nilsson, A. (2014). Personal and social factors that influence pro-environmental concern and behaviour: A review. International Journal of Psychology, 49(3), 141–157. https://doi.org/10.1002/ijop.12034 Jørgensen, K.-A. (2016). Bringing the jellyfish home: Environmental consciousness and ‘sense of wonder’ in young children’s encounters with natural landscapes and places. Environmental Education Research, 22(8), 1139–1157. https://doi.org/10.1080/13504622.2015.1068277 Kaiser, F. G., Brügger, A., Hartig, T., Bogner, F. X., & Gutscher, H. (2014). Appreciation of nature and appreciation of environmental protection: How stable are these attitudes and which comes first? European Review of Applied Psychology-Revue Europeenne De Psychologie Appliquee, 64, 269–277. Kaya, V., & Elster, D. (2019). A Critical Consideration of Environmental Literacy: Concepts, Contexts, and Competencies. Sustainability, 11(6), 1581. https://doi.org/10.3390/su11061581 Kidman, G., & Casinader, N. (2019). Developing Teachers’ Environmental Literacy through Inquiry-based Practices. EURASIA Journal of Mathematics, Science and Technology Education, 15(6). https://doi.org/10.29333/ejmste/103065 Kim, G., Vaswani, R. T., Kang, W., Nam, M., & Lee, D. (2017). Enhancing Ecoliteracy through Traditional Ecological Knowledge in Proverbs. Sustainability, 9(7). https://doi.org/10.3390/su9071182 Larimore, R. (2016). Defining Nature-Based Preschools. The International Journal of Early Childhood Environmental Education, 4(1), 5. Lincoln, Y. S., Guba, E. G., & Publishing, S. (1985). Naturalistic Inquiry. SAGE Publications. https://books.google.co.id/books?id=2oA9aWlNeooC López-Alcarria, A., Gutiérrez-Pérez, J., & Poza-Vilches, F. (2014). Preschool Education Professionals as Mediators of Environmental Health Education. 6th International Conference on Intercultural Education “Education and Health: From a Transcultural Perspective", 132, 639–646. https://doi.org/10.1016/j.sbspro.2014.04.366 Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (Third edition). SAGE Publications, Inc. Mills, G. E. (2011). Action Research: A Guide for the Teacher Researcher. Pearson. https://books.google.co.id/books?id=-d1XAAAAYAAJ Olgan, R., & Kahri̇Man-Öztürk, D. (2011). An Investigation in the Playgrounds of Public and Private Preschools in Ankara. Education and Science, 36(161), 13. Otto, S., Evans, G. W., Moon, M. J., & Kaiser, F. G. (2019). The development of children’s environmental attitude and behavior. Global Environmental Change, 58, 101947. https://doi.org/10.1016/j.gloenvcha.2019.101947 Otto, S., Kaiser, F. G., & Arnold, O. (2014). The Critical Challenge of Climate Change for Psychology. European Psychologist, 19(2), 96–106. https://doi.org/10.1027/1016-9040/a000182 Pe’er, S., Goldman, D., & Yavetz, B. (2007). Environmental Literacy in Teacher Training: Attitudes, Knowledge, and Environmental Behavior of Beginning Students. The Journal of Environmental Education, 39(1), 45–59. https://doi.org/10.3200/JOEE.39.1.45-59 Phillipson-Mower, T., & Adams, A. D. (2010). Environmental Education Service-Learning in Science Teacher Education. In A. M. Bodzin, B. Shiner Klein, & S. Weaver (Eds.), The Inclusion of Environmental Education in Science Teacher Education (pp. 65–79). Springer Netherlands. https://doi.org/10.1007/978-90-481-9222-9_5 Rosa, C. D., Profice, C. C., & Collado, S. (2018). Nature Experiences and Adults’ Self-Reported Pro-environmental Behaviors: The Role of Connectedness to Nature and Childhood Nature Experiences. Frontiers in Psychology, 9. https://www.frontiersin.org/articles/10.3389/fpsyg.2018.01055 Roth, C. E. (1992). Environmental Literacy: Its Roots, Evolution and Directions in the 1990s. ERIC/CSMEE Publications. https://books.google.co.id/books?id=8ZA6HQAACAAJ Schutte, A. R., Torquati, J. C., & Beattie, H. L. (2017). Impact of Urban Nature on Executive Functioning in Early and Middle Childhood. Environment and Behavior, 49(1), 3–30. https://doi.org/10.1177/0013916515603095 Shallcross, T., O’Loan, K., & Hui, D. (2000). Developing a School Focused Approach to Continuing Professional Development in Sustainability Education. Environmental Education Research, 6(4), 363–382. https://doi.org/10.1080/713664694 Spano, G., D’Este, M., Giannico, V., Carrus, G., Elia, M., Lafortezza, R., Panno, A., & Sanesi, G. (2020). Are Community Gardening and Horticultural Interventions Beneficial for Psychosocial Well-Being? A Meta-Analysis. International Journal of Environmental Research and Public Health, 17(10). https://doi.org/10.3390/ijerph17103584 Ulrich Müller, Viviene A. Temple, Beverly Smith, Kimberly Kerns, Kayla Ten Eycke, Jeff Crane, & John Sheehan. (2017). Effects of Nature Kindergarten Attendance on Children’s Functioning. Children, Youth and Environments, 27(2), 47–69. JSTOR. https://doi.org/10.7721/chilyoutenvi.27.2.0047 Veisi, H., Lacy, M., Mafakheri, S., & Razaghi, F. (2019). Assessing environmental literacy of university students: A case study of Shahid Beheshti University in Iran. Applied Environmental Education & Communication, 18(1), 25–42. https://doi.org/10.1080/1533015X.2018.1431163 Wals, A. E. J., & Benavot, A. (2017). Can we meet the sustainability challenges? The role of education and lifelong learning. European Journal of Education, 52(4), 404–413. https://doi.org/10.1111/ejed.12250 Wilson, R. A. (1996). Environmental Education Programs for Preschool Children. The Journal of Environmental Education, 27(4), 28–33. https://doi.org/10.1080/00958964.1996.9941473

Instilling Children's Ocean Literacy Through Comic Media: STEAM to R-SLAMET Learning Design for ECE educators Hapidin; Syarah, Erie Siti; Pujianti, Yuli; Gunarti, Winda
Jurnal Pendidikan Usia Dini Vol 16 No 1 (2022): Jurnal Pendidikan Usia Dini Volume 16 Number 1 April 2022
Publisher : Program Studi Magister Pendidikan Anak Usia Dini

Ocean literacy is currently at the forefront of the development of the notion of marine environmental sustainability. It is critical to compare ocean literacy ideas in curriculum standards. Comics Convey various messages of maritime insight content on integrated, contextual, and meaningful learning. This study aims to design STEAM (to R-SLAMET; Religion, Science, Literacy, Art, Math, Engineer, and Technology) learning that contains ocean literacy messages in a comic media. Through the qualitative research method with study case type, researchers seek to aid early childhood education (ECE) educators in designing R-SLAMET learning through the media to overcome maritime cultural literacy problems. The participants of this study consisted of three educators and 43 children. The findings show that the natural play experience of early childhood can be a source of inspiration to find ocean literacy through R-SLAMET learning activities. Contextual play by children becomes a reference for designing comic-based R-SLAMET learning. Comic media can integrate R-SLAMET learning in improving children's ocean literacy. Keywords: children ocean literacy, comic media, STEAM to R-SLAMET learning design References: Arthur, J. (1990). Cultural Literacy. College English, 52(3), 281–281. JSTOR. https://doi.org/10.2307/377758 Campbell, D. T., & Stanley, J. C. (2015). Experimental and Quasi-Experimental Designs for Research. Ravenio Books. https://books.google.co.id/books?id=KCTrCgAAQBAJ Castek, E. J., Hagerman, M. S., Woodard, R., Bonine, K., Coiro, J., Graville, C., Jordan, M., Mencher, R., Olivares, M., Smith, B. E., Stornaiuolo, A., Sult, L., Tan, E., Tucker-raymond, E., & Wen, W. (2019). Principles for Equity-centered Design of STEAM Learning-through-Making. 34–35. Chang, C.-C., Hirenkumar, T. C., & Wu, C.-K. (2021). The Concept of Ocean Sustainability in Formal Education—Comparative Ocean Literacy Coverage Analysis of the Educational Standards of India and the USA. Sustainability, 13(8), 4314. https://doi.org/10.3390/su13084314 Chujan, W., Kilenthong, W. T., Patricia, A., Robert, J., Richard, C., Charles, D., John, D., Jere, E., Leslie, A., Jerome, S., Robert, C., Bancroft, K., Lee, J., Carol, S., Lees, N., Mills, R., Haley, S., Eleanor, E., Robert, P., … Erden, F. T. (2019). An early evaluation of a HighScope-based curriculum intervention in rural Thailand. International Journal of Innovation, Creativity and Change, 12(103), 17–25. https://doi.org/10.7822/omuefd.604939 Creswell, J. W. (2015). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (Fifth edition). Pearson. Fortner, R. W., & Mayer, V. J. (1989). Marine and aquatic education – a challenge for science educators. Science Education, 73(2), 135–154. https://doi.org/10.1002/sce.3730730203 Hapidin, Gunarti, W., Pujianti, Y., & Siti Syarah, E. (2020). STEAM to R-SLAMET Modification: An Integrative Thematic Play Based Learning with R-SLAMETS Content in Early Child-hood Education. JPUD - Jurnal Pendidikan Usia Dini, 14(2), 262–274. https://doi.org/10.21009/jpud.142.05 Hapidin, Nurjannah, S. H. (Universitas N. J. (2018). Pengembangan Model Pembelajaran Tematik Seribu. Pendidikan Usia Dini, 12(Marine Education), 51–65. https://doi.org/10.21009/JPUD.121 Hartley, B. L., Thompson, R. C., & Pahl, S. (2015). Marine litter education boosts children’s understanding and self-reported actions. Marine Pollution Bulletin, 90(1), 209–217. https://doi.org/10.1016/j.marpolbul.2014.10.049 Hawthorne, M., & Alabaster, T. (1999). Citizen 2000: Development of a model of environmental citizenship. Global Environmental Change, 9(1), 25–43. https://doi.org/10.1016/S0959-3780(98)00022-3 Hermawanti, O., & Susilaningsih, S. (2020). Development of Educational Comic Media Based on PowerPoint Class III Indonesian Language Content. Elementary School Teacher, 4(2), 5. https://doi.org/10.15294/est.v4i2.29027 Hidayat, S., & Ridwan. (2017). Kebijakan poros maritim dan keamanan nasional indonesia: Tantangan dan harapan. Pertahanan & Bela Negara, 7(3), 107–121. Koutníková, M. (2018). The Application of Comics in Science Education. Acta Educationis Generalis, 7(3), 88–98. https://doi.org/10.1515/atd-2017-0026 Melliou, K., Moutafidou, A., & Bratitsis, T. (2014). Digital Comics Use to Develop Thinking Dispositions in Early Childhood Education. 2014 IEEE 14th International Conference on Advanced Learning Technologies, 502–504. https://doi.org/10.1109/ICALT.2014.148 Mogias, A., Boubonari, T., Realdon, G., Previati, M., Mokos, M., Koulouri, P., & Cheimonopoulou, M. Th. (2019). Evaluating Ocean Literacy of Elementary School Students: Preliminary Results of a Cross-Cultural Study in the Mediterranean Region. Frontiers in Marine Science, 6, 396. https://doi.org/10.3389/fmars.2019.00396 Mokos, M., Realdon, G., & Zubak Čižmek, I. (2020). How to Increase Ocean Literacy for Future Ocean Sustainability? The Influence of Non-Formal Marine Science Education. Sustainability, 12(24). https://doi.org/10.3390/su122410647 Ntobuo, N. E., Arbie, A., & Amali, L. N. (2018). The Development of Gravity Comic Learning Media Based on Gorontalo Culture. Jurnal Pendidikan IPA Indonesia, 7(2), 246–251. https://doi.org/10.15294/jpii.v7i2.14344 Oliver, K. L. (1998). A Journey into Narrative Analysis: A Methodology for Discovering Meanings. Journal of Teaching in Physical Education, 17(2), 244–259. https://doi.org/10.1123/jtpe.17.2.244 Pramitasari, M., Yetti, E., & Hapidin, H. (2018). Pengembangan Media Sliding Book Untuk Pengenalan Sains Kehidupan (Life Science) Kelautan Untuk Anak Usia 6-7 Tahun. JPUD - Jurnal Pendidikan Usia Dini, 12(2), 281–290. https://doi.org/10.21009/jpud.122.09 Puspitorini, R., Prodjosantoso, A. K., Subali, B., & Jumadi, J. (2017). Penggunaan Media Komik Dalam Pembelajaran Ipa Untuk Meningkatkan Motivasi Dan Hasil Belajar Kognitif Dan Afektif. Jurnal Cakrawala Pendidikan, 3(3). https://doi.org/10.21831/cp.v3i3.2385 Rahmatullah, R., Inanna, I., Rakib, M., Mustari, M., & Rabania, R. (2020). Developing Tematic Economic Comic with Characters for Early Childhood. Journal of Educational Science and Technology (EST), 293–300. https://doi.org/10.26858/est.v6i3.14949 Rina, N., Suminar, J. R., Damayani, N. A., & Hafiar, H. (2020). Character education based on digital comic media. International Journal of Interactive Mobile Technologies, 14(3), 107–127. https://doi.org/10.3991/ijim.v14i03.12111 Santoro, F., Santin, S., Gail, S., Fauville, G., & Tuddenham, P. (2017). Ocean Literacy for All; A toolkit. UNESCO United Nations Educational. Steel, B. S., Smith, C., Opsommer, L., Curiel, S., & Warner-Steel, R. (2005). Public ocean literacy in the United States. Ocean & Coastal Management, 48(2), 97–114. https://doi.org/10.1016/j.ocecoaman.2005.01.002 Syarah, E. S., Yetti, E., Fridani, L., Yufiarti, Hapidin, & Pupala, B. (2019). Electronic comics in elementary school science learning for marine conservation. Jurnal Pendidikan IPA Indonesia, 8(4), 500–511. https://doi.org/10.15294/jpii.v8i4.19377 Tatalovic, M. (2009). Science comics as tools for science education and communication: A brief, exploratory study. Journal of Science Communication, 8(4). Tuddenham, P., Schoedinger, S., Cava, F., & Strang, C. (2005). Science Content and Standards for Ocean Literacy: A Report on Ocean Literacy. https://doi.org/10.13140/RG.2.2.12126.84804 Visbeck, M. (2018). Ocean science research is key for a sustainable future. Nature Communications, 9(1), 690. https://doi.org/10.1038/s41467-018-03158-3 Yulianti, D., Khanafiyah, S., & Sulistyorini, S. (2016). Inquiry-Based Science Comic Physics Series Integrated with Character Education. 7. Yunandar, Y. (2018). Budaya Bahari Dam Tradisi Nelayan di Indonesia. Sabda: Jurnal Kajian Kebudayaan, 1(1), 22. https://doi.org/10.14710/sabda.v1i1.13243

Stunting and Factors Affecting Toddlers in Indonesia Devi Artanti, Guspri; Fidesrinur; Garzia, Meyke
Jurnal Pendidikan Usia Dini Vol 16 No 1 (2022): Jurnal Pendidikan Usia Dini Volume 16 Number 1 April 2022
Publisher : Program Studi Magister Pendidikan Anak Usia Dini

ABSTRACT: Asia is the second region after Africa to have the tallest prevalence of stunting in the world. Indonesia is one of the countries in Southeast Asia with the fifth highest prevalence of stunting in the world at 37%, or nearly 9 million children who experience stunting. This study aims to examine the factors that influence and risk the occurrence of stunting in children in Indonesia. The research method uses a type of qualitative research with a traditional literature review. This study found that stunting is influenced by several complex factors not only at the individual level but also at the family and community levels. A comprehensive synthesis of the available evidence on the determinants of stunting in children in Indonesia outlines who is most vulnerable to stunting, which interventions are successful, and what new research is needed to fill knowledge gaps. Keywords: Indonesian toddlers, stunting factors References: Adair, L. S., & Guilkey, D. K. (1997). Age-specific Determinants of Stunting in Filipino Children. The Journal of Nutrition, 127(2), 314–320. https://doi.org/10.1093/jn/127.2.314 Akombi, B. J., Agho, K. E., Hall, J. J., Merom, D., Astell-Burt, T., & Renzaho, A. M. N. (2017). Stunting and Severe Stunting Among Children Under-5 Years in Nigeria: A Multilevel Analysis. BMC Pediatrics, 17(1), 1–16. https://doi.org/10.1186/s12887-016-0770-z Asfaw, M., Wondaferash, M., Taha, M., & Dube, L. (2015). Prevalence of Undernutrition and Associated Factors Among Children Aged Between Six to Fifty Nine Months in Bule Hora District, South Ethiopia. BMC Public Health,15(1), 41. https://doi.org/10.1186/s12889-015-1370-9 Badan Penelitian dan Pengembangan Kesehatan. (2018). Hasil Utama RISKESDAS 2018. Bardosono, S., Sastroamidjojo, S., & Lukito, W. (2007). Determinants of Child Malnutrition During the 1999 Economic Crisis in Selected Poor Areas of Indonesia. Asia Pacific Journal of Clinical Nutrition, 16(3), 512–526. Best, C. M., Sun, K., De Pee, S., Sari, M., Bloem, M. W., & Semba, R. D. (2008). Paternal Smoking and Increased Risk of Child Malnutrition Among Families in Rural Indonesia. Tobacco Control, 17(1), 38–45. https://doi.org/10.1136/tc.2007.020875 Biadgilign, S., Shumetie, A., & Yesigat, H. (2016). Does Economic Growth Reduce Childhood Undernutrition in Ethiopia? PLoS ONE, 11(8), 1–14. https://doi.org/10.1371/journal.pone.0160050 Black, R. E., Victoria, C. G., Walker, S. P., Bhutta, Z. A., Christian, P., Onis, M. de, Ezzati, M., McGregor, S. G., Katz, J., Martorell, R., Uauy, R., & The Maternal and Child Nutrition Study Group. (2013). Maternal and Child Undernutrition and Overweight in Low-income and Middle-income Countries. The Lancet, 382, 396. Budge, S., Parker, A. H., Hutchings, P. T., & Garbutt, C. (2019). Environmental Enteric Dysfunction and Child Stunting. Nutrition Reviews, 77(4), 240–253. https://doi.org/10.1093/nutrit/nuy068 Burchi, F. (2010). Child Nutrition in Mozambique in 2003: The Role of Mother’s Schooling and Nutrition Knowledge. Economics and Human Biology, 8(3), 331–345. https://doi.org/10.1016/j.ehb.2010.05.010 Casale, D., Espi, G., & Norris, S. A. (2018). Estimating the pathways through which maternal education affects stunting: Evidence from an urban cohort in South Africa. 21(10), 1810–1818. https://doi.org/10.1017/S1368980018000125 Casanovas, M. del C., Lutter, C. K., Mangasaryan, N., Mwadime, R., Hajeebhoy, N., Aguilar, A. M., Kopp, C., Rico, L., Ibiett, G., Andia, D., & Onyango, A. W. (2013). Multi-sectoral Intervensions for Healthy Growth. Matern Child Nutrition, 2, 46–57. https://doi.org/10.1111/mcn.12082 Chirande, L., Charwe, D., Mbwana, H., Victor, R., Kimboka, S., Issaka, A. I., Baines, S. K., Dibley, M. J., & Agho, K. E. (2015). Determinants of Stunting and Severe Stunting Among Under-Fives in Tanzania: Evidence from The 2010 Cross-sectional Household Survey. BMC Pediatrics, 15(1), 1–13. https://doi.org/10.1186/s12887-015-0482-9 Creswell, J. W. (2014). A Concise Introduction to Mixed Methods Research. SAGE Publications Inc. Dao, D., Thang, V. Van, & Hoa, D. T. (2010). Malnutrition Status and Related Factors Within Ethnic Minority Children Under 5 Years Old in North Tra My District, Quang Nam Province in 2010. Journal of Science, 61. Fantay Gebru, K., Mekonnen Haileselassie, W., Haftom Temesgen, A., Oumer Seid, A., & Afework Mulugeta, B. (2019). Determinants of Stunting Among Under-Five Children in Ethiopia: A Multilevel Mixed-Effects Analysis of 2016 Ethiopian Demographic and Health Survey Data. BMC Pediatrics, 19(1), 1–13. https://doi.org/10.1186/s12887-019-1545-0 Fitri, L. (2018). Hubungan BBLR dan ASI Eksklusif Dengan Kejadian Stunting di Puskesmas Lima Puluh Pekanbaru. Jurnal Endurance, 3(1), 131–137. Goldstein, H. (2010). Multilevel Statistical Models, 4th Edition. Wiley. Handayani, F., Siagian, A., & Aritonang, E. (2017). Mother’s Education as A Determinant of Stunting among Children of Age 24 to 59 Months in North Sumatera Province of Indonesia. IOSR Journal of Humanities and Social Science, 22, 58–64. https://doi.org/10.9790/0837-2206095864 Hendraswari, C. A., Purnamaningrum, Y. E., Maryani, T., Widyastuti, Y., & Harith, S. (2021). The Determinants of Stunting for Children Aged 24-59 Months in Kulon Progo District 2019. Kesmas: Jurnal Kesehatan Masyarakat Nasional, 16(2), 71–77. https://doi.org/10.21109/kesmas.v16i2.3305 Hoddinott, J., Alderman, H., Behrman, J. R., Haddad, L., & Horton, S. (2013). The Economic Rationale For Investing In Stunting Reduction. Maternal & Child Nutrition, 9, 69–82. https://doi.org/10.1111/mcn.12080 Horrell, S., Humphries, J., & Voth, H.-J. (2001). Destined for Deprivation: Human Capital Formation and Intergenerational Poverty in Nineteenth-Century England. Explorations in Economic History, 38(3), 339–365. https://doi.org/10.1006/exeh.2000.0765 International Food Policy Research Institute. (2016). Global Nutrition Report 2016: From Premise to Impact: Ending Malnutrition by 2030. Kementerian Kesehatan Republik Indonesia. (2016). InfoDATIN: Situasi Balita Pendek. Kementerian Kesehatan Republik Indonesia. (2018). Warta KESMAS: Cegah Stunting itu Penting. Kimani-Murage, E. W., Muthuri, S. K., Oti, S. O., Mutua, M. K., Van De Vijver, S., & Kyobutungi, C. (2015). Evidence of A Double Burden of Malnutrition in Urban Poor Settings in Nairobi, Kenya. PLoS ONE, 10(6), 1–17. https://doi.org/10.1371/journal.pone.0129943 Kusumawati, E., Rahardjo, S., & Sari, H. P. (2015). Model Pengendalian Faktor Risiko Stunting pada Anak Usia di Bawah Tiga Tahun Model of Stunting Risk Factor Control among Children under Three Years. Kesmas: Jurnal Kesehatan Masyarakat Nasional, 9, 249–256. Madan, E. M., Haas, J. D., Menon, Purnima., & Gillespie, Stuart. (2018). Seasonal Variation In The Proximal Determinants Of Undernutrition During The First 1000 Days Of Life In Rural South Asia: A Comprehensive Review.Global Food Security, 19, 11–23. https://doi.org/10.1016/j.gfs.2018.08.008 McGregor, S. G., Cheung, Y. B., Cueto, S., Glewwe, P., Ritcher, L., Strupp, B., & International Child Development Steering Group. (2007). Developmental Potential in The First 5 Years for Children in Developing Countries. The Lancet, 369, 60–70. https://doi.org/10.1016/S0140-6736(07)60032-4 Mugianti, S., Mulyadi, A., Anam, A. K., & Najah, Z. L. (2018). Faktor Penyebab Anak Stunting Usia 25-60 Bulan di Kecamatan Sukorejo Kota Blitar. Jurnal Ners Dan Kebidanan (Journal of Ners and Midwifery), 5(3), 268–278. https://doi.org/10.26699/jnk.v5i3.art.p268-278 Ntenda, P. A. M., & Chuang, Y.-C. (2018). Analysis of Individual-level and Community-level Effects on Childhood Undernutrition in Malawi. Pediatr Neonatol, 59(4), 380–389. https://doi.org/10.1016/j.pedneo.2017.11.019 Oddo, V. M., Rah, J. H., Semba, R. D., Sun, K., Akhter, N., Sari, M., De Pee, S., Moench-Pfanner, R., Bloem, M., & Kraemer, K. (2012). Predictors of Maternal and Child Double Burden of Malnutrition in Rural Indonesia and Bangladesh. American Journal of Clinical Nutrition, 95(4), 951–958. https://doi.org/10.3945/ajcn.111.026070 Prado, E. L., & Dewey, K. G. (2014). Nutrition and brain development in early life. Nutrition Reviews, 72(4), 267–284. https://doi.org/10.1111/nure.12102 Prakhasita, R. C. (2019). Hubungan Pola Pemberian Makan Dengan Kejadian Stunting Pada Balita Usia 12-59 Bulan di Wilayah Kerja Puskesmas Wedi Surabaya. Universitas Airlangga. Reynaldo, Martorell., & Young, M. F. (2012). Patterns of Stunting and Wasting: Potential Explanatory Factors. Advances in Nutrition, 3(2), 227–233. https://doi.org/10.3945/an.111.001107 Rosiyati, E., Pratiwi, E. A. D., Poristinawati, I., Rahmawati, E., Nurbayani, R., Lestari, S., Wardani, P. S., & Nugroho, M. R. (2019). Determinants of Stunting Children (0-59 Months) in Some Countries in Southeast Asia. Jurnal Kesehatan Komunitas, 4(3), 88–94. https://doi.org/10.25311/keskom.vol4.iss3.262 Sari, M., De Pee, S., Bloem, M. W., Sun, K., Thorne-Lyman, A. L., Moench-Pfanner, R., Akhter, N., Kraemer, K., & Semba, R. D. (2010). Higher Household Expenditure on Animal-Source and Nongrain Foods Lowers the Risk of Stunting Among Children 0-59 Months Old in Indonesia: Implications of Rising Food Prices. Journal of Nutrition, 140(1), 195–200. https://doi.org/10.3945/jn.109.110858 Satriawan, E. (2018). Strategi Nasional Percepatan Pencegahan Stunting 2018-2024. [National Strategy for the Acceleration of Stunting Prevention] Semba, R. D., Kalm, L. M., De Pee, S., Ricks, M. O., Sari, M., & Bloem, M. W. (2007). Paternal Smoking is Associated with Increased Risk of Child Malnutrition Among Poor Urban Families in Indonesia. Public Health Nutrition, 10(1), 7–15. https://doi.org/10.1017/S136898000722292X Semba, R. D., Moench-Pfanner, R., Sun, K., De Pee, S., Akhter, N., Rah, J. H., Campbell, A. A., Badham, J., Bloem, M. W., & Kraemer, K. (2011). Consumption of Micronutrient-fortified Milk and Noodles is Associated with Lower Risk of Stunting in Preschool-Aged Children in Indonesia. Food and Nutrition Bulletin, 32(4), 347–353. https://doi.org/10.1177/156482651103200406 Shieh, S. J., Chen, H. L., Liu, F. C., Liou, C. C., Lin, Y. in H., Tseng, H. I., & Wang, R. H. (2010). The Effectiveness of Structured Discharge Education on Maternal Confidence, Caring Knowledge, and Growth of Premature Newborns. Journal of Clinical Nursing, 19(23–24), 3307–3313. https://doi.org/10.1111/j.1365-2702.2010.03382.x Stewart, C. P., Iannotti, L., Dewey, K. G., Michaelsen, K. F., & Onyango, A. W. (2013). 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Improving Child Nutrition: The Achievable Imperative for Global Progress. Worku, B. N., Abessa, T. G., Wondafrash, M., Vanvuchelen, M., Bruckers, L., & Kolsteren, P. (2018). The Relationship of Undernutrition/Psychosocial Factors and Developmental Outcomes of Children in Extreme Poverty in Ethiopia. BMC Pediatrics, 18(1), 1–9. http://dx.doi.org/10.1186/s12887-018-1009-y World Bank Group. (2016). World Development Report 2016: Digital Dividends. World Health Organization. (2010). Nutrition Landscape Information System (NLIS) Country Profile Indicators: Interpretation Guide. World Health Organization. (2012). The Sixty Fifth World Health Assembly: Maternal, Infant, and Young Child Nutrition. World Health Organization. (2014). Global Nutrition Targets 2025: Stunting Policy Brief (No.WHO/NMH/NHD/14.3).

The Type of Childcare for Working Mothers in Indonesia Sri Tatminingsih
Jurnal Pendidikan Usia Dini Vol 16 No 2 (2022): Jurnal Pendidikan Usia Dini Volume 16 Number 2 November 2022
Publisher : Program Studi Magister Pendidikan Anak Usia Dini

One of the problems faced by working mothers is caring for children, especially children who are still at an early age. This is because their workplace does not allow them to bring small children or does not provide daycare. This study aims to find out the types of child care that working mothers in Indonesia choose and their considerations in choosing that type. This research method uses a mixed-method design by combining two types of quantitative and qualitative data. Data collection was carried out through surveys with questionnaire instruments and interviews with working mothers. The number of respondents surveyed was 500 working mothers and 100 of them were interviewed. Interviews were conducted in person or via telephone and video calls using the Zoom meeting and WhatsApp applications. The study was conducted in 2020 and 2021. The results of the study found that five types of child care were selected with the main considerations being the child's development, the competence and personality of the caregivers, the conditions of the living area, and considerations of cost.Keywords: early childhood, working mothers, types of care References: Alsheikh, N., Parameswaran, G., & Elhoweris, H. (2010). Parenting style, self-esteem, and student performance in the United Arab Emirates. Current Issues in Education, 13(1), 1–26. Amalia, R. P., Abidin, F. A., & Lubis, F. Y. (2022). Parenting Stress, Mother's Assessment Of Covid-19, And Supportive Parenting [Stres Pengasuhan, Penilaian Ibu Terhadap Covid-19, Dan Pengasuhan Suportif ]. Jurnal Ilmu Keluarga Dan Konsumen, 15(1), 51–62. https://doi.org/10.24156/jikk.2022.15.1.51 Arabi, R., Mamat, R., Rashid, N. A., & Bakri, R. (2018). Working Mothers’ Knowledge of Exclusive Breastfeeding in Hospital Canselor Tuanku Muhriz (HCTM) (Pengetahuan Penyusuan Susu Ibu Secara Eksklusif dalam Kalangan Ibu Bekerja di Hospital Canselor Tuanku Muhriz (HCTM)). Jurnal Sains Kesihatan Malaysia, 16(1), 163–168. Creswell, J. W., & Clark, V. L. P. (2011). Designing and Conducting Mixed Methods Research. SAGE Publications. https://books.google.co.id/books?id=YcdlPWPJRBcC De Almeida, L. S. (2012). Working mothers and their multivoiced self. Revista Colombiana de Psicologia, 21(2), 313–322. Dey, S., Patra, A., Giri, D., Sharma, J., & Anna, L. (2021). The effectiveness of Parental Intervention in Teaching Emotional Intelligence to Their Adole scent Children. International Education & Research Journal [IERJ], 7(December), 9–12. Dhingra, V., & Keswani, S. (2019). Impact of Working and Non—Working Mothers on Development of their Children in Madhya Pradesh. International Journal of Research in Advent Technology, 7(3), 1369–1375. https://doi.org/10.32622/ijrat.732019104 Friska Realita. (2019). Relationship between Knowledge Level of Health Workers and Government Regulation No. 33 of 2012 concerning Exclusive Breastfeeding [Hubungan Tingkat Pengetahuan Tenaga Kesehatan terhadap Peraturan Pemerintah No.33 Tahun 2012 Tentang Pemberian ASI Ekslusif]. Jurnal Kebidanan, 8(33), 43–49. https://doi.org/10.26714/jk.8.1.2019.43-49 Hakiki, G., & Idha, S. (2021). Women and Men in Indonesia 2021. BPS-Statistics Indonesia, viii+39. Handayani, A., Yulianti, P. D., & M., P. D. (2019). Module Validation of Equal Roles for Men and Women to Achieve Work-Family Balance [Validasi Modul Kesetaran Peran Laki-Laki dan Perempuan untuk Mencapai Keseimbangan Kerja-Keluarga] Musãwa Jurnal Studi Gender Dan Islam, 18(2), 173. https://doi.org/10.14421/musawa.2019.1832.173-182 Hidayah, N., Tarnoto, N., & Maharani, E. A. (2019). Profile of Child Care Needs in Young Couples [Profil Kebutuhan Pengasuhan Anak pada Pasangan Muda]. Jurnal Ilmu Perilaku, 2(2), 89. https://doi.org/10.25077/jip.2.2.89-106.2018 Hurst, M., & Zambrana, R. E. (1982). Child Care and Working Mothers in Puerto Rican Families. The ANNALS of the American Academy of Political and Social Science, 461(1), 113–124. https://doi.org/10.1177/0002716282461000012 Meier, P., & Mead, L. (1978). Working Mothers. Journal of Obstetric, Gynecologic, & Neonatal Nursing, 7(3), 49–49. https://doi.org/10.1111/j.1552-6909.1978.tb00746.x Merlina, N. (2010). Parenting Patterns in the Giri Jaya Indigenous Community [Pola Pengasuhan Anak pada Komunitas Adat Giri Jaya]. Patanjala: Balai Pelestarian Sejarah Dan Nilai Tradisional Bandung, 2(2), 241–257. Montgomery, K. S. (2002a). Information for working mothers. The Journal of Perinatal Education an ASPOLamaze Publication, 11(2), 44–45. https://doi.org/10.1624/105812402X88713 Montgomery, K. S. (2002b). Resource Column: Information for Working Mothers. The Journal of Perinatal Education, 11(2), 44–45. https://doi.org/10.1891/1058-1243.11.2.44 Nilam Sari, P. (2017). Increasing the Success of the Exclusive Breastfeeding Program for Working Mothers as an Effort to Achieve the MDGs [Meningkatkan Kesuksesan Program ASI Ekslusif pada Ibu Bekerja sebagai Upaya Pencapaian MDGs]. Jurnal Kesehatan Masyarakat Andalas, 9(2), 93. https://doi.org/10.24893/jkma.9.2.93-97.2015 Odenweller, K. G., & Rittenour, C. E. (2017). Stereotypes of Stay-at-Home and Working Mothers. Southern Communication Journal, 82(2), 57–72. https://doi.org/10.1080/1041794X.2017.1287214 R, R., & Chacko, E. (2019). Effectiveness of Day Care center son working Mothers. Center for Management Studies, Jain University,. Retnaningsih, W., & Setiyawati, D. (2019). Validation of the Positive Discipline Training Module to Improve Parenting Practices in Mothers of Preschool Children [Validasi Modul Pelatihan Disiplin Positif untuk Meningkatkan Praktik Pengasuhan pada Ibu Anak Prasekolah]. Gadjah Mada Journal of Professional Psychology (GamaJPP), 5(2), 158. https://doi.org/10.22146/gamajpp.50373 Rimba Eka Handini, Haryoko, S. F., & Yulianto, A. (2017). Relationship between Work-Family Conflict and Work Engagement [Hubungan antara Work-Family Conflict dan Keterikatan Kerja pada Ibu Bekerja]. Jurnal NOETIC Psychology, 4(July-Deesember), 169–180. Salum, E. D. O., Lima, J. C., Marcacine, P. R., Walsh, H. P., & Walsh, I. A. P. de. (2020). Epidemiological profile of working mothers. Revista Família, Ciclos de Vida e Saúde No Contexto Social, 8(2), 200. https://doi.org/10.18554/refacs.v8i2.4525 Saraswati, W., & Febriani, Z. (2018). Relationship between Mindful Parenting and Parenting Style in Mothers with Children Aged 3-6 Years. [Hubungan antara Mindful Parenting dengan Gaya Pengasuhan pada Ibu yang Memiliki Anak Usia 3-6 Tahun]. Journal Psikogenesis, 6(2), 214–222. https://doi.org/10.24854/jps.v6i2.704 Shao, M., He, W., Zhao, L., & Su, Y. S. (2022). The Influence of Parental Involvement on Parent Satisfaction: The Moderating Effect of Parental Educational Level and the Number of Children. Frontiers in Psychology, 12(January). https://doi.org/10.3389/fpsyg.2021.752802 Sim, W. H., Jorm, A. F., & Yap, M. B. H. (2022). The Role of Parent Engagement in a Web-Based Preventive Parenting Intervention for Child Mental Health in Predicting Parenting, Parent and Child Outcomes. International Journal of Environmental Research and Public Health, 19(4). https://doi.org/10.3390/ijerph19042191 Widyastuti, S. B., Soedjatmiko, & Firmansyah, A. (2011). Growth and development profile of children at two-day care centers in Jakarta. Paediatrica Indonesiana, 45(11–12), 275–279. https://doi.org/10.14238/pi Xia, X. (2022). 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Contact Name
Erie Siti Syarah

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syarah.erie@gmail.com

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+628128030360

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jpud.unj@gmail.com

Editorial Address
Gedung Bung Hatta Lantai 4 R 403 Pascasarjana, Universitas Negeri Jakarta Jalan Rawamangun Muka, Jakarta Timur 13220

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Kota adm. jakarta timur,

Dki jakarta

INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name Erie Siti Syarah

Contact Email syarah.erie@gmail.com

Phone +628128030360

Journal Mail Official jpud.unj@gmail.com

Editorial Address Gedung Bung Hatta Lantai 4 R 403 Pascasarjana, Universitas Negeri Jakarta Jalan Rawamangun Muka, Jakarta Timur 13220

Location Kota adm. jakarta timur, Dki jakarta INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Contact Name
Erie Siti Syarah

Contact Email
syarah.erie@gmail.com

Phone
+628128030360

Journal Mail Official
jpud.unj@gmail.com

Editorial Address
Gedung Bung Hatta Lantai 4 R 403 Pascasarjana, Universitas Negeri Jakarta Jalan Rawamangun Muka, Jakarta Timur 13220

Location
Kota adm. jakarta timur,

Dki jakarta

INDONESIA