cover
Article Per Year (5 Year)
All
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
Jurnal Pendidikan Usia Dini
Published by Universitas Negeri Jakarta
ISSN : 16931602     EISSN : 25030566     DOI : https://doi.org/10.21009/JPUD
Core Subject : Education,
Education
JPUD - The Early Childhood Education Journal contains articles which are the results of research in the field of Early Childhood Education.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 333 Documents
 23   24   25   26   27 
Teacher's Understanding of Project Learning Models through Children's Comics with STEAM Content in Indonesia Hapidin; Yuli Pujianti; Erie Siti Syarah; Winda Gunarti
Jurnal Pendidikan Usia Dini Vol 17 No 1 (2023): Jurnal Pendidikan Usia Dini Volume 17 Number 1 April 2023
Publisher : Program Studi Magister Pendidikan Anak Usia Dini

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (370.043 KB) | DOI: 10.21009/JPUD.171.06

Abstract

Comic media is one of the learning media that can contain messages and information about various knowledge, experiences, and events in a complete, interesting, and meaningful way. The contents of these stories can also accommodate a variety of learning content such as science, technology, engineering, art, and mathematics known as STEAM content (Science, Technology, Engineering, Art, and Math). This study aims to obtain information on teachers' understanding of the project learning model and STEAM content used in ECE units. Based on survey research and case studies, this research involved 34 ECE teacher participants representing teachers in the Seribu Islands district, DKI Jakarta. Data collection was carried out using a Google form questionnaire, participatory observation, focused discussions, and document analysis. The research produced several findings, first, comic media is very effective and interesting to provide an overview of STEAM project activities and content for ECE units. Second, learning projects containing STEAM content can be designed through learning tools and teaching modules based on maritime themes. Third, project learning with STEAM content can be one of the characteristics of the implementation of the independent curriculum in ECE units. Finally, the use of comic media in project learning with STEAM content can increase early childhood maritime cultural literacy. It is hoped that the use of comic media will help ECE educators in the Seribu Islands Regency improve their understanding of maritime cultural literacy in early childhood. Keywords: teacher's understanding, ECE steam content, children's comics References: Almulla, M. A. (2020). The Effectiveness of the Project-Based Learning (PBL) Approach as a Way to Engage Students in Learning. SAGE Open, 10(3). https://doi.org/10.1177/2158244020938702 Asghar, A., Ellington, R., Rice, E., Johnson, F., & Prime, G. M. (2012). Supporting STEM Education in Secondary Science Contexts. Interdisciplinary Journal of Problem-Based Learning, 6(2). https://doi.org/10.7771/1541-5015.1349 Bagiati, A., & Evangelou, D. (2015). Engineering curriculum in the preschool classroom: The teacher’s experience. European Early Childhood Education Research Journal, 23(1), 112–128. https://doi.org/10.1080/1350293X.2014.991099 Brown, R., Brown, J., Reardon, K., & Merrill, C. (2011). Understanding STEM: Current Perceptions. Technology and Engineering Teacher. Chen, Y.-L., Huang, L.-F., & Wu, P.-C. (2021). Preservice Preschool Teachers’ Self-efficacy in and Need for STEM Education Professional Development: STEM Pedagogical Belief as a Mediator. Early Childhood Education Journal, 49(2), 137–147. https://doi.org/10.1007/s10643-020-01055-3 Connor, A. M., Karmokar, S., & Whittington, C. (2015). From STEM to STEAM: Strategies for Enhancing Engineering & Technology Education. International Journal of Engineering Pedagogy (IJEP), 5(2), 37. https://doi.org/10.3991/ijep.v5i2.4458 DeJarnette, N. K. (2018). Implementing STEAM in the Early Childhood Classroom. European Journal of STEM Education, 3(3), 1–9. https://doi.org/10.20897/ejsteme/3878 EL-Deghaidy, H., Mansour, N., Alzaghibi, M., & Alhammad, K. (2017). Context of STEM Integration in Schools: Views from In-service Science Teachers. EURASIA Journal of Mathematics, Science and Technology Education, 13(6). https://doi.org/10.12973/eurasia.2017.01235a Farida, N., & Rasyid, H. (2019). The Effectiveness of Project-based Learning Approach to Social Development of Early Childhood. 296(Icsie 2018), 369–372. https://doi.org/10.2991/icsie-18.2019.67 Garba, S. A., Byabazaire, Y., & Busthami, A. H. (2015). Toward the use of 21stcentury teaching-learning approaches: The trend of development in Malaysian schools within the context of Asia Pacific. International Journal of Emerging Technologies in Learning, 10(4), 72–79. https://doi.org/10.3991/ijet.v10i4.4717 Gartrell, D. (2016). Developmentally Appropriate STEM: It’s STREAM! www.ChildCareExchange.com Gebbie, D. H., Ceglowski, D., Taylor, L. K., & Miels, J. (2012). The Role of Teacher Efficacy in Strengthening Classroom Support for Preschool Children with Disabilities Who Exhibit Challenging Behaviors. Early Childhood Education Journal, 40(1), 35–46. https://doi.org/10.1007/s10643-011-0486-5 Hapidin, ., Dhieni, N., & Pujianti, Y. (2020). Transformative Education Perspective: The Maritime Cultural Literacy of the Society Kepulauan Seribu, Dki Jakarta, Indonesia. 168–174. https://doi.org/10.5220/0008996001680174 Hapidin, Nurjannah, & Hartati, S. (2018). Pengembangan Model Pembelajaran Tematik Integratif berbasis proyek dalam menerapkan pendidikan kelautan pada anak di Kepulauan Seribu. Jurnal Pendidikan Usia Dini, 12(1), 51–65. https://doi.org/10.21009/JPUD.121 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 Herro, D., & Quigley, C. (2017). Exploring teachers’ perceptions of STEAM teaching through professional development: Implications for teacher educators. Professional Development in Education, 43(3), 416–438. https://doi.org/10.1080/19415257.2016.1205507 Horrace, R. (2021). STREAM into Online Play Groups How Children Adapt to Play in a Rapidly Digitized World. International Journal of the Whole Child, 6(1). https://libjournals.mtsu.edu/index.php/ijwc/article/view/2048 Ismuwardani, Z., Nuryatin, A., & Doyin, M. (2018). Implementation of Project Based Learning Model to Increased Creativity and Self-Reliance of Students on Poetry Writing Skills. Journal of Primary Education, 8(1), 51–58. https://doi.org/10.15294/jpe.v8i1.25229 Jamil, F. M., Linder, S. M., & Stegelin, D. A. (2018). Early Childhood Teacher Beliefs About STEAM Education After a Professional Development Conference. Early Childhood Education Journal, 46(4), 409–417. https://doi.org/10.1007/s10643-017-0875-5 Kim, H., Sefcik, J. S., & Bradway, C. (2017). Characteristics of Qualitative Descriptive Studies: A Systematic Review. Research in Nursing & Health, 40(1), 23–42. https://doi.org/10.1002/nur.21768 Lampe, M. (2012). Bugis–Makassar seamanship and reproduction of maritime cultural values in Indonesia. Jurnal Humaniora, 24(2), 121–132. Maiorca, C., Roberts, T., Jackson, C., Bush, S., Delaney, A., Mohr-Schroeder, M. J., & Soledad, S. Y. (2021). Informal Learning Environments and Impact on Interest in STEM Careers. International Journal of Science and Mathematics Education, 19(1), 45–64. https://doi.org/10.1007/s10763-019-10038-9 Margot, K. C., & Kettler, T. (2019). Teachers’ perception of STEM integration and education: A systematic literature review. International Journal of STEM Education, 6(1), 2. https://doi.org/10.1186/s40594-018-0151-2 Mengmeng, Z., Xiantong, Y., & Xinghua, W. (2019). Construction of STEAM Curriculum Model and Case Design in Kindergarten. American Journal of Educational Research, 7(7), 485–490. https://doi.org/10.12691/education-7-7-8 Prameswari, T., & Anik Lestariningrum. (2020). Strategi Pembelajaran Berbasis STEAM Dengan Bermain Loose Parts Untuk Pencapaian Keterampilan 4c Pada Anak Usia 4-5 Tahun. Efektor, 7(1), 24–34. https://doi.org/10.29407/e.v7i2.14387 Quigley, C. F., Herro, D., & Jamil, F. M. (2017). Developing a Conceptual Model of STEAM Teaching Practices. School Science and Mathematics, 117(1–2), 1–12. https://doi.org/10.1111/ssm.12201 Relevansi, U. D. A. N., & Ahmad, T. A. (2017). Urgensi Dan Relevansi Pembelajaran Sejarah Maritim Untuk Wilayah Pedalaman. Paramita: Historical Studies Journal, 27(1), 113–126. https://doi.org/10.15294/paramita.v27i1.9190 Sharapan, H. B. (2012). From STEM to STEAM: How Early Childhood Educators Can Apply Fred Rogers’ Approach. Young Children, 67, 36–40. Shernoff, D. J., Sinha, S., Bressler, D. M., & Ginsburg, L. (2017). Assessing teacher education and professional development needs for the implementation of integrated approaches to STEM education. International Journal of STEM Education, 4(1), 13. https://doi.org/10.1186/s40594-017-0068-1 Simoncini, K., & Lasen, M. (2018). Ideas About STEM Among Australian Early Childhood Professionals: How Important is STEM in Early Childhood Education? International Journal of Early Childhood, 50(3), 353–369. https://doi.org/10.1007/s13158-018-0229-5 Smith, K. L., Rayfield, J., & McKim, B. R. (2015). Effective Practices in STEM Integration: Describing Teacher Perceptions and Instructional Method Use. Journal of Agricultural Education, 56(4), 182–201. https://doi.org/10.5032/jae.2015.04183 Srikoom, W., Hanuscin, D. L., & Faikhamta, C. (2017). Perceptions of in-service teachers toward teaching STEM in Thailand. Asia-Pacific Forum on Science Learning and Teaching, 18(2). Wahyuningsih, S., Nurjanah, N. E., Rasmani, U. E. E., Hafidah, R., Pudyaningtyas, A. R., & Syamsuddin, M. M. (2020). STEAM Learning in Early Childhood Education: A Literature Review. International Journal of Pedagogy and Teacher Education, 4(1), 33. https://doi.org/10.20961/ijpte.v4i1.39855
How Teacher’s Gender Influence Student’s Gender Identity in Early Childhood Safiruddin Al Baqi
Jurnal Pendidikan Usia Dini Vol 17 No 1 (2023): Jurnal Pendidikan Usia Dini Volume 17 Number 1 April 2023
Publisher : Program Studi Magister Pendidikan Anak Usia Dini

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (226.146 KB) | DOI: 10.21009/JPUD.171.08

Abstract

The development of gender identity in early childhood will influence how they accept their gender. Someone who confuses about their gender would be at risk to experience gender dysphoria. This study aimed to determine differences in gender identity among early childhood based on the presence of male and female teachers. The study used a quantitative approach with a cross-sectional study design. Data was collected using gender identity questionnaires from April until August 2023. The sample was 200 students (95 male; 105 female) in 23 preschool institutions (5.83 years old; SD: 0.50) in 5 regencies in East Java. Data from the two groups sample showed a difference in average scores (9.15 for children who had two gender teachers and 7.57 who only had one gender teacher). The results of statistical analysis using the Mann-Whitney U-Test showed a significance value of 0.00. The result shows significant differences in gender identity between the two groups. It shows the importance of the existence of male and female teachers in early childhood education because both have important complementary roles, especially for the children's gender identity. Researchers suggest schools, the government, or other policymakers provide regulations for the presence of male teachers in early childhood education institutions. Keywords: early childhood; gender identity; teacher gender References: Al Baqi, S. (2021). Penguatan Identitas Gender pada Siswa Laki-laki Melalui Kehadiran Guru Laki-laki di Tingkat PAUD [Strengthening Gender Identity in Male Students Through the Presence of Male Teachers at the Early Childhood Education Level]. Martabat: Jurnal Perempuan Dan Anak, 5(2), 289–309. https://doi.org/10.21274/martabat.2021.5.2.289-309 Arikunto, S. (1983). Prosedur penelitian: Suatu pendekatan praktik [Research procedure: A practical approach]. PT. Bina Aksara, Jakarta. https://books.google.co.id/books?id=6PKbAQAACAAJ Azizah, N. (2014). Pengenalan Identitas Gender pada Anak (Studi pada Taman Pendidikan Anak atau Day Care) [Introduction to Gender Identity in Children (Studies in Children's Education Parks or Day Care)]. Yin Yang, 9(1), 47–58. Beek, T. F., Cohen-Kettenis, P. T., & Kreukels, B. P. C. (2015). Gender incongruence/gender dysphoria and its classification history. International Review of Psychiatry, 28(1), 5–12. https://doi.org/10.3109/09540261.2015.1091293 Boddington, Ellen. (2016). A qualitative exploration of gender identity in young people who identify as neither male nor female—ProQuest. May, 134. Bryan, N., & Milton Williams, T. (2017). We need more than just male bodies in classrooms: Recruiting and retaining culturally relevant Black male teachers in early childhood education. Journal of Early Childhood Teacher Education, 38(3), 209–222. https://doi.org/10.1080/10901027.2017.1346529 Bussey, K. (2010). Gender Identity Development. In Handbook of Identity Theory and Research. Springer US. Cervantes, J. C. (2018). Gender Identity in Early Childhood. KnE Life Sciences, 2018, 189–198. https://doi.org/10.18502/kls.v4i8.3276 Coxon, J., & Seal, L. (2021). Medical Management to Support Trans Men In A Gender Identity Clinic. In Men’s Health (pp. 260–265). CRC Press. https://doi.org/10.1201/9780429347238-32 Farquhar, S. (1997). Are Male Teachers Really Necessary? (9 Seiten). Gianesini, G. (2016). Gender Identity. Encyclopedia of Family Studies, 5(10), 1–6. https://doi.org/10.1002/9781119085621.wbefs465 Koch, S., & Farquhar, B. (2015). Breaking through the glass doors: Men working in early childhood education and care with particular reference to research and experience in Austria and New Zealand. European Early Childhood Education Research Journal, 23(3), 380–391. https://doi.org/10.1080/1350293X.2015.1043812 Martin, R. (2017). Gender and Emotion Stereotypes in Children’s Television. Journal of Broadcasting and Electronic Media, 61(3), 499–517. https://doi.org/10.1080/08838151.2017.1344667 Maulana, R. A., Kurniati, E., Yulindrasari, H., No, J. S., Kec, I., Kota, S., & Barat, J. (2020). Apa yang Menyebabkan Rendahnya Keberadaan Guru Laki-laki di PAUD? [ What Causes the Low Presence of Male Teachers in ECE] 15(1), 23–32. Patacchini, E. (2019). Mothers, Peers and Gender-Role Identity Claudia Olivetti, Eleonora Patacchini and Yves Zenou. 1295. Pujisatuti, T. (2014). Peran Orang Tua Dalam Pembentukan Identitas Gender Anak [The Role of Parents in Forming Children's Gender Identity]. Syi’ar, 14(1), 53–61. Qosyasih, N. N. S., & Adriany, V. (2021). Constructing Gender Identity in Young Children. Proceedings of the 5th International Conference on Early Childhood Education (ICECE 2020), 538(Icece 2020), 177–179. https://doi.org/10.2991/assehr.k.210322.038 Salim, R. M. A., & Safitri, S. (2020). Parents as Teachers: The Influence of Internal and External Factors on Parenting Style Differences. Jurnal Psikologi Teori Dan Terapan, 10(2), 95. https://doi.org/10.26740/jptt.v10n2.p95-104 Santrock, J. W. (2011). Life-span Development (13th ed.). McGraw-Hill. Smith, K. E. (1981). Male Teachers in Early Childhood Education: Sex-Role Perceptions. The Humanist Educator, 20(2), 58–64. https://doi.org/10.1002/j.2164-6163.1981.tb00078.x Sovitriana, R. (2020). Kajian Gender Dalam Tinjauan Psikologi [Gender Studies in Psychological Review]. In Angewandte Chemie International Edition, 6(11), 951–952. (Vol. 13, Issue April). Steensma, T. D., Kreukels, B. P. C., de Vries, A. L. C., & Cohen-Kettenis, P. T. (2013). Gender identity development in adolescence. Hormones and Behavior, 64(2), 288–297. https://doi.org/10.1016/j.yhbeh.2013.02.020 Sum, T. A., Tamo, A., & Talu, I. (2003). Faktor penyebab kurangnya minat laki-laki untuk menjadi guru paud di kabupaten manggarai [Factors causing men's lack of interest in becoming early childhood teachers in Manggarai district]. Missio, 10, 192–203. VandenBos, G. R. (2015). APA Second Edition Dictionary of Psychology. American Psychological Association. https://doi.org/10.1515/9783111704227.1 Zucker, K. J., Bradley, S. J., Sullivan, C. B. L., Kuksis, M., Birkenfeld-Adams, A., & Mitchell, J. N. (1993). A Gender Identity Interview for Children. Journal of Personality Assessment, 61(3), 443–456. https://doi.org/10.1207/s15327752jpa6103_2
Early Childhood Teacher Job Satisfaction in Terms of Technostress and Work-Family Conflict in Indonesia Anbar Zumayyah M; Yuli Kurniawati Sugiyo Pranoto; Siti Nuzulia
Jurnal Pendidikan Usia Dini Vol 17 No 1 (2023): Jurnal Pendidikan Usia Dini Volume 17 Number 1 April 2023
Publisher : Program Studi Magister Pendidikan Anak Usia Dini

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (209.713 KB) | DOI: 10.21009/JPUD.171.09

Abstract

Teachers have an important and primary role in the education system. The achievement of the teacher's role in education will have an impact on job satisfaction. This study aims to analyze the job satisfaction of Early Childhood Education teachers in terms of variables of technostress and work-family conflicts among teachers who are married. This study was designed with a correlational quantitative design. Data collection is done online with the assistance of Google forms-distributed throughout Indonesia. One hundred and fifty-seven teacher respondents who fit the criteria became the research sample. The data analysis technique uses hierarchical regression. The results of the analysis stated that there was a relationship between technostress and job satisfaction. The findings show that two of the five aspects of technostress that techno-overload and techno-insecurity have a negative correlation with job satisfaction, while techno-uncertainty has a positive correlation. In addition, two aspects of technostress namely techno-invasion and techno-complexity do not correlate with job satisfaction. next to the relationship between work-family conflict with job satisfaction. The findings show that one of the two aspects of work-family conflict is strain negatively correlated with job satisfaction while time and behavior do not correlate with job satisfaction. Based on the results of this study it can be concluded that early childhood teachers are more affected by their job satisfaction technostress/techno-overload compared to work-family conflict. Keywords: early childhood teacher, job satisfaction, technostress, work-family conflict References: A Suh, JL (2017). Understanding teleworkers' technostress and its influence on job satisfaction. Internet Research, 27(1), 140–159. https://doi.org/10.1108/IntR-06-2015-0181 1. Dwi Putranti, A., & Achmad Kurniady, D. (2013). The Contribution of Kindergarten Principals' Transformational Leadership and Teacher Job Satisfaction to Organizational Citizenship Behavior (Ocb) of Kindergarten Teachers throughout Kudus Regency. Journal of Education Administration, 1, 1–11. Effiyanti, T., & Sagala, GH (2016). Technostress in Teachers: Confirmation of the Stressor and Its Antecedents. XIX National Symposium on Accounting, 1–18. Ernst Kossek, E., & Ozeki, C. (1998). Work–family conflict, policies, and the job–life satisfaction relationship: A review and directions for organizational behavior–human resources research. Journal of Applied Psychology, 2(83), 139–149. https://doi.org/https://doi.org/10.1037/0021-9010.83.2.139 Frone, M., Russell, M., & Cooper, C. (1992). Prevalence of work-family conflict: Are work and family boundaries asymmetrically permeable? Journal of Organizational Behavior, 13(7), 723-729. Ghufron, MN (2016). Early Childhood Teacher Job Satisfaction in Terms of Class Climate and Teaching Efficacy. Ghufron. NM,. 2016, 4(2), 254–270. Greenhaus, JH, & Beutell, NJ (1985). Sources of Conflict between Work and Family Roles. The Academy of Management Review, 10(1), 76. https://doi.org/https://doi.org/10.2307/258214 Gregson, T. (1987). Factor Analysis of a Multiple-choice Format For Job Satisfaction. Sage Journals, 61(3), 747–750. https://doi.org/https://doi.org/10.2466/pr0.1987.61.3.747 Hardiyanti, WE, & Alwi, NM (2022). Analysis of the Digital Literacy Capabilities of ECE Teachers during the COVID-19 Pandemic. Journal of Obsession : Journal of Early Childhood Education, 6(4), 3759–3770. https://doi.org/10.31004/obsession.v6i4.1657 Herzberg, F. (1965). Job attitudes in the Soviet Union. Personnel Psychology. Hong, X., Liu, Q., & Zhang, M. (2021). Dual Stressors and Female Pre-school Teachers' Job Satisfaction During the COVID-19: The Mediation of Work-Family Conflict. Frontiers in Psychology, 12(June). https://doi.org/10.3389/fpsyg.2021.691498 Jena, R. (2015). Technostress in ICT enabled collaborative learning environment: An empirical study among Indian academicians. Computers in Human Behavior, 51. Jena, RK (2015). Impact of Technostress on Job Satisfaction: An Empirical Study among Indian Academicians. The International Technology Management Review, 5(3), 117. https://doi.org/10.2991/itmr.2015.5.3.1 Jiang, Y., Li, P., Wang, J., & Li, H. (2019). Relationships Between Kindergarten Teachers' Empowerment, Job Satisfaction, and Organizational Climate: A Chinese Model. Journal of Research in Childhood Education, 33(2), 257–270. https://doi.org/10.1080/02568543.2019.1577773 Kahn, RL, Wolfe, DM, Quinn, R., Snoek, JD, & R., & A, R. (1964). Organizational stress. New York: Wiley. Kim, S., & Lee, J. (2021). The mediating effects of ego resilience on the relationship between professionalism perception and technostress of early childhood teachers. International Journal of Learning, Teaching and Educational Research, 20(4), 245–264. https://doi.org/10.26803/IJLTER.20.4.13 Kreitner, R. and AK (200 CE). Organizational behavior. Jakarta: Salemba Empat. Kumar, K & Bhatia, L. (2011). Teachers and their Attitude Towards Teaching. Asia Pacific Journal of Research in Business Management, 2(9). Laksmi, NAP, & Hadi, C. (2012). The relationship between Dual Role Conflict (Work Family Conflict) and Job Satisfaction in Production Employees at PT.X. Journal of Industrial and Organizational Psychology, 1(02), 66–72. Lazarus, RS & Folkman, S. (1984). Stress, appraisal, and coping. New York : McGraw-Hill, Inc. Liu, XS, & Ramsey, J. (2008). Teachers' job satisfaction: Analyzes of the Teacher Follow-up Survey in the United States for 2000–2001. Teaching and Teacher Education, 24(5), 1173–1184. https://doi.org/10.1016/J.TATE.2006.11.010 Mukhlishon, G. (2016). The relationship between Technostress and Job Satisfaction and Organizational Commitment to Mojokerto Hospital Employees. Thesis, University of Surabaya. Netemeyer, RG, Boles, JS, McMurrian, R. (1996). Development and validation of work-family conflict and family-work conflict scales. Journal of Applied Psychology, 81, 400–410. https://doi.org/doi:10.1037/0021-9010.81.4.400 Nisak, IA (2020). The effect of technostress on job satisfaction with work-family conflict and work-family conflict as intervening variables in PDAM Kota…. http://etheses.uin-malang.ac.id/19081/ Noor, NM, & Zainuddin, M. (2011). Emotional labor and burnout among female teachers: Work-family conflict as mediator. Asian Journal of Social Psychology, 14(4), 283–293. https://doi.org/10.1111/j.1467-839X.2011.01349.x PC Smith, LM Kendall, and CLH (1969). The measurement of satisfaction in work and retirement. Rand McNally. Chicago. Park, HJ, & Cho, JS (2016). The influence of information security technostress on the job satisfaction of employees. Journal of Business and Retail Management Research, 11(1), 66–75. Pusdatin Kemendikbud Indonesia. (2021). Early Childhood Education Statistics (ECE) 2020/2021. Ministry of Education and Culture, 1. Raharjo, NP, & Winarko, B. (2021). Analysis of the Digital Literacy Level of the City of Surabaya's Millennial Generation in Overcoming the Spread of Hoaxes. Komunika Journal: Journal of Communication, Media and Informatics, 10(1), 33. https://doi.org/10.31504/komunika.v10i1.3795 Ramakrishna Ayyagari, VG and RP (2011). Technostress: Technological Antecedents and Implicat. Management Information Systems Research Center, University of Minnesota Stable, 35(4), 831–858. https://www.jstor.org/stable/41409963 Roesadi, NFA (2022). The Impact of Technostress on Job Satisfaction During the Covid-19 Pandemic (Study of Educators in Gunungkidul Regency) [Yogyakarta College of Economics]. http://repository.stieykpn.ac.id/id/eprint/2015 Setyawati, R., Ekadewi, D., & Hapsari, MI (2021). The Role of Digital Literacy for Early Childhood Education Teachers to Implement Online Learning Activities During the Covid 19 Pandemic the Role of Digital Literacy for Early Childhood Education Teachers to Implement Online Learning Activities During the Covid. 360–365. Sewell, G and Taskin, L. (2015). Out of sight, out of mind in a new world of work? Autonomy, control, and spatiotemporal scaling in telework,. Organization Studies, 36(11), 1507-1529. Shabir U, M. (2015). Teacher's Position as Educator. Auladun, 2(2), 221–232. Sunata, AAKSAIM (2014). (Study at Triatma Jaya Tourism Vocational School Badung, Tabanan and Buleleng). Journal of Management & Accounting STIE Triatma Mulya (, 20(2), 160–177. Susanto, R. (2020). The Contribution of the Fundamental Factors of Job Satisfaction: The Foundation for the Professional Development of Educators. Scientific Journal of Education and Learning, 4(1), 2. https://ejournal.undiksha.ac.id/index.php/JIPP/article/view/25665/15441 Tarafdar, M., Tu, Q., Ragu-Nathan, BS, & Ragu-Nathan, TS (2007). The Impact of Technostress on Role Stress and Productivity. Journal of Management Information Systems, 24(1), 301–328. https://doi.org/10.2753/MIS0742-1222240109 Tarafdar, M., Tu, Q., Ragu-Nathan, TS, & Ragu-Nathan, BS (2011). Crossing to the dark side: Examining creators, outcomes, and inhibitors of technostress. Communications of the ACM, 54(9), 113–120. https://doi.org/10.1145/1995376.1995403 Widati, MA (2016). Effect of Multiple Role Conflict and Job Stress on Job Satisfaction (Study on Female Teachers at SLB Sri Mujinab Pekanbaru). Thesis, Yogyakarta Muhammadiyah University. Worchek, S., & Shebilske, W. (1989). Psychology: Principles and Applications. New Jersey: Prentice Hall. Yin, P., Ou, CXJ, Davison, RM, & Wu, J. (2018). Coping with mobile technology overload in the workplace. Internet Research, 28(5), 1189–1212. https://doi.org/10.1108/IntR-01-2017-0016
Using Smart Apron Learning Media in Teaching Early Literacy Skills Fidesrinur; Nurfadilah; Zahrina Amelia; Astri Lestari
Jurnal Pendidikan Usia Dini Vol 17 No 1 (2023): Jurnal Pendidikan Usia Dini Volume 17 Number 1 April 2023
Publisher : Program Studi Magister Pendidikan Anak Usia Dini

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (228.731 KB) | DOI: 10.21009/JPUD.171.07

Abstract

Literacy is one area of academic skills that can help children learn to read more easily and can influence skills in other academic areas. This study aims to describe the use of smart aprons learning media in teaching early literacy skills in schools that already use it in the Greater Jakarta area. This qualitative descriptive research was carried out in August 2022 with 11 teachers as respondents. Collecting data using observation techniques, interviews, and documentation. The validity of the data is obtained through data triangulation. The results of the study show that the use of smart aprons in literacy teaching is implemented in planning, opening learning activities, explaining activities, and closing learning activities, and is used in reflecting on learning about literacy. Besides being used for teaching literacy, smart aprons are also used to stimulate other aspects of development, such as children's cognitive and gross motor skills. Smart aprons are easy to use, time efficient, and flexible and make children enthusiastic about learning, encourage children's motivation, encourage teacher creativity, and children know something that was not previously known and encourage teacher creativity. Keywords: smart apron media, literacy skills, early childhood References: Banerjee, R., Alsalman, A., & Alqafari, S. (2016). Supporting Sociodramatic Play in Preschools to Promote Language and Literacy Skills of English Language Learners. Early Childhood Education Journal, 44(4), 299–305. https://doi.org/10.1007/s10643-015-0715-4 Baroody, A. E., & Diamond, K. E. (2016). Associations among preschool children’s classroom literacy environment, interest and engagement in literacy activities, and early reading skills. Journal of Early Childhood Research, 14(2), 146–162. https://doi.org/10.1177/1476718X14529280 Bodrova, E. (2008). Make‐believe play versus academic skills: A Vygotskian approach to today’s dilemma of early childhood education. European Early Childhood Education Research Journal, 16(3), 357–369. https://doi.org/10.1080/13502930802291777 Buckingham, D. (2019). The Media Education Manifesto. Wiley. https://books.google.co.id/books?id=3m0fvgEACAAJ Fricke, S., Szczerbinski, M., Fox-Boyer, A., & Stackhouse, J. (2016). Preschool Predictors of Early Literacy Acquisition in German-Speaking Children. Reading Research Quarterly, 51(1), 29–53. https://doi.org/10.1002/rrq.116 Inoue, T., Georgiou, G. K., Parrila, R., & Kirby, J. R. (2018). Examining an Extended Home Literacy Model: The Mediating Roles of Emergent Literacy Skills and Reading Fluency. Scientific Studies of Reading, 22(4), 273–288. https://doi.org/10.1080/10888438.2018.1435663 Landerl, K., Freudenthaler, H. H., Heene, M., De Jong, P. F., Desrochers, A., Manolitsis, G., Parrila, R., & Georgiou, G. K. (2019). Phonological Awareness and Rapid Automatized Naming as Longitudinal Predictors of Reading in Five Alphabetic Orthographies with Varying Degrees of Consistency. Scientific Studies of Reading, 23(3), 220–234. https://doi.org/10.1080/10888438.2018.1510936 Lonigan, C. J., & Shanahan, T. (2010). Developing Early Literacy Skills: Things We Know We Know and Things We Know We Don’t Know. Educational Researcher, 39(4), 340–346. https://doi.org/10.3102/0013189X10369832 Missall, K. N., Carta, J. J., McConnell, S. R., Walker, D., & Greenwood, C. R. (2008). Using Individual Growth and Development Indicators to Measure Early Language and Literacy. Infants & Young Children, 21(3). https://journals.lww.com/iycjournal/Fulltext/2008/07000/Using_Individual_Growth_and_Development_Indicators.8.aspx Pears, K. C., Kim, H. K., Fisher, P. A., & Yoerger, K. (2016). Increasing pre-kindergarten early literacy skills in children with developmental disabilities and delays. Journal of School Psychology, 57, 15–27. https://doi.org/10.1016/j.jsp.2016.05.004 Pfost, M. (2015). Children’s Phonological Awareness as a Predictor of Reading and Spelling. Zeitschrift Für Entwicklungspsychologie Und Pädagogische Psychologie, 47(3), 123–138. https://doi.org/10.1026/0049-8637/a000141 Piasta, S. B., Purpura, D. J., & Wagner, R. K. (2010). Fostering alphabet knowledge development: A comparison of two instructional approaches. Reading and Writing, 23(6), 607–626. https://doi.org/10.1007/s11145-009-9174-x Quinn, J. M., Wagner, R. K., Petscher, Y., & Lopez, D. (2015). Developmental Relations Between Vocabulary Knowledge and Reading Comprehension: A Latent Change Score Modeling Study. Child Development, 86(1), 159–175. https://doi.org/10.1111/cdev.12292 Rohde, L. (2015). The Comprehensive Emergent Literacy Model: Early Literacy in Context. SAGE Open, 5(1), 2158244015577664. https://doi.org/10.1177/2158244015577664 Suggate, S., Schaughency, E., McAnally, H., & Reese, E. (2018). From infancy to adolescence: The longitudinal links between vocabulary, early literacy skills, oral narrative, and reading comprehension. Cognitive Development, 47, 82–95. https://doi.org/10.1016/j.cogdev.2018.04.005 Sugiyono. (2008). Metode penelitian pendidikan: (Pendekatan kuantitatif, kualitatif dan R & D). Alfabeta. https://books.google.co.id/books?id=0xmCnQAACAAJ Wilcox, M. J., Gray, S., & Reiser, M. (2020). Preschoolers with developmental speech and/or language impairment: Efficacy of the Teaching Early Literacy and Language (TELL) curriculum. Early Childhood Research Quarterly, 51, 124–143. https://doi.org/10.1016/j.ecresq.2019.10.005 Zettler-Greeley, C. M., Bailet, L. L., Murphy, S., DeLucca, T., & Branum-Martin, L. (2018). Efficacy of the Nemours BrightStart! Early Literacy Program: Treatment Outcomes from a Randomized Trial With At-Risk Prekindergartners. Early Education and Development, 29(6), 873–892. https://doi.org/10.1080/10409289.2018.1475202
ECE Music Courses in Higher Education: Rhythmic Learning Based on Local Culture Through the Solfeggio Technique Tuti Tarwiyah
Jurnal Pendidikan Usia Dini Vol 17 No 1 (2023): Jurnal Pendidikan Usia Dini Volume 17 Number 1 April 2023
Publisher : Program Studi Magister Pendidikan Anak Usia Dini

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/JPUD.171.10

Abstract

The lack of learning techniques used by teachers in teaching music in early childhood, especially rhythmic learning, in general teachers only teach rhythm by explaining the value of notes, not using singing, and not connecting it with singing. The purpose of this research is to describe the effectiveness of rhythmic learning using cultural-based solfeggio techniques through lecture assignments. The research method used is descriptive qualitative with an emphasis on exploration. Data collection was taken from the results of the learning value of the rhythmic ensemble which lasted for four meetings. The results showed that of the eighteen students who attended the Culture-Based Arts Education course, when it came to Rhythmic Ensemble, fifteen of them got an A and only one got an A-. All of them can read notes and show them through body rhythmics while singing folk songs. Therefore, it can be recommended that early childhood teachers for music learning, especially in discussing the value of notes/rhythmic learning, use the solfeggio technique using folk songs to introduce local culture from an early age. Keywords: ECE program student, rhythmic learning, local culture, solfeggio technique References: Banoe, P. (2003). Kamus musik. Kanisius. Bronson, M. B. (1995). The right stuff for children birth to 8: Selecting play materials to support development. Natl Assn for the Education. Burak, S. (2019). Self-efficacy of pre-school and primary school pre-service teachers in musical ability and music teaching. International Journal of Music Education, 37(2), 257–271. https://doi.org/10.1177/0255761419833083 Carrillo, C., Baguley, M., & Vilar, M. (2015). The Influence of Professional Identity on Teaching Practice: Experiences of Four Music Educators. International Journal of Music Education, 33(4), 451–462. https://doi.org/10.1177/0255761415582348 Duţică, L. (2018). Assessment Typologies Used Within the Discipline Theory, Solfeggio, Musical Dictation. Review of Artistic Education, 15(1), 37–43. https://doi.org/doi:10.2478/rae-2018-0004 Eyles, A.-M. (2018). Teachers’ Perspectives about Implementing ICT in Music Education. Australian Journal of Teacher Education, 43(5), 110–131. https://doi.org/10.14221/ajte.2018v43n5.8 Hamilton, A. (2007). Music and the Aural Arts. The British Journal of Aesthetics, 47(1), 46–63. https://doi.org/10.1093/aesthj/ayl038 Ismail, M. J., Fung Chiat, L., & Anuar, A. F. (2021). Learning Music Through Rhythmic Movements in Malaysia. Malaysian Journal of Learning and Instruction, 18(Number 1), 241–263. https://doi.org/10.32890/mjli2021.18.1.10 Jing, W., & Danprdit, P. (2022). Piano Rhythmic Exercise for Preschool Education Major Teaching at Taiyuan Teacher College. Journal of Green Learning, 2(2), 100–105. https://doi.org/10.53889/jgl.v2i2.120 Kim, H., Sefcik, J. S., & Bradway, C. (2017). Characteristics of Qualitative Descriptive Studies: A Systematic Review. Research in Nursing & Health, 40(1), 23–42. https://doi.org/10.1002/nur.21768 Kiraly, Z. (2003). Solfeggio 1: A Vertical Ear Training Instruction Assisted by the Computer. International Journal of Music Education, os-40(1), 41–58. https://doi.org/10.1177/025576140304000105 Lubkov, A. V. (2020). Modern Problems of Pedagogical Education. The Education and Science Journal., 22(3). https://doi.org/10.17853/1994-5639-2020-3-36-54 Mohedo, M. T. D., & Bújez, A. V. (2012). Improving Learning in a Professional Context: A Research Perspective on the New Music Teacher. Procedia - Social and Behavioral Sciences, 69, 579–584. https://doi.org/10.1016/j.sbspro.2012.11.449 Niland, A. (2009). The Power of Musical Play: The Value of Play-Based, Child-Centered Curriculum in Early Childhood Music Education. General Music Today, 23(1), 17–21. https://doi.org/10.1177/1048371309335625 Wang, L. (2022). The Skill Training of Reading Music in the Teaching of Solfeggio and Ear Training in the New Media Environment. Applied Bionics and Biomechanics, 2022, 1–11. https://doi.org/10.1155/2022/8209861 Zhang, W. (2022). Practice and Exploration of Music Solfeggio Teaching Based on Data Mining Technology. Journal of Environmental and Public Health, 2022, 5436772. https://doi.org/10.1155/2022/5436772
Development of Zapin's Creative Dance to Improve Children's Kinesthetic Intelligence Aged 5-6 Years Hestilia Oktama Yurita; Elindra Yetti; Yuliani Nurani
Jurnal Pendidikan Usia Dini Vol 17 No 1 (2023): Jurnal Pendidikan Usia Dini Volume 17 Number 1 April 2023
Publisher : Program Studi Magister Pendidikan Anak Usia Dini

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/JPUD.171.13

Abstract

The purpose of this study was to develop dance-based learning media created by Zapin to improve the kinesthetic intelligence of children aged 5-6 years. This study is motivated by the low level of kinesthetic intelligence in children aged 5-6 years because the learning activities carried out by the teacher do not attract children's interest, causing low kinesthetic intelligence in children. In developing creative dance movement learning media using the development stage based on the ADDIE model (Analyze, Design, Development, Implementation, and Evaluation). The feasibility test was carried out by 2 validators, namely dance experts and ECE experts. The test subjects in this study were children aged 5-6 years in Tanggamus Regency, which consisted of 20 children. Data collection was carried out using interviews, observation, questionnaires, and documentation. The media effectiveness test was carried out using the one-group pretest-posttest method. From the results of the effectiveness test, it can be concluded that the developed creative dance can improve kinesthetic intelligence in children aged 5-6 years which consists of aspects of whole-body coordination, balance, agility, and flexibility in children who have carried out learning to move creative dance using the developed media. Keywords: kinesthetic intelligence, dance movement creations, early childhood References: Anggraini, D. D., Dhiba, S. A. F., & Ittar, A. (2016). Improvement of Gross Motor Skills Through Animal Dance Activities in Children Group B. Journal PG-PAUD Trunojoyo, 3(2), 128–137. Anisa, S. (2014). Learning Dance and Song Movement Using Demonstration Methods In Kindergarten Kartika II-31. Journal of Education, 31. Brown, A. K. (2014). A Model for Dance Education: Promoting Personal Voice and Communal Learning. International Journal of Education Through Art, 2(10). Dewi, W. R. (2018). Implementation of Dance Creation in Developing Children's Kinesthetic Intelligence in Paud Negeri Pembina 1 Bengkulu City. Diana, F. (2013). Application of Singing Methods Using Learning Aids to Improve Children's Kinesthetic Intelligence In Group B2 of Aisyiyah Kindergarten Ii Manna Market of South Bengkulu Regency. Gardner, H. (2006). Changing Minds. United State of America: Massachusetts Hardvard Business School Press. Jamaris, M. (2015). New Orientation in Educational Psychology. Bogor: Ghalia Indonesia. Jamaris, M. (2017). Measurement of Plural Intelligence. Bogor: Ghalia Indonesia. Junaedi, S., & Nugroho, I. H. (2014). Traditional Game Fortan as a Method of Play for the Development of Early Childhood Kinesthetic Intelligence. Nusantara Of Research, 38–44. Majidah, S. K., Khadijah, & Sapri. (2018). Efforts to Increase Early Childhood Kinesthetic Intelligence Through Dancing Activities in Group B in Ra Al-Ikhlas Medan. Journal of RAUDHAH, 6(2), 2338–2163. Mulyani, N. (2016). Early Childhood Dance Arts Education. Yogyakarta: Gava Media. Mulyasa. (2014). Manajemen PAUD. Bandung: PT Remaja Rosdakarya. Muntiah, D. (2010). Psikologi Bermain Anak Usia Dini. Jakarta: Kencana. Myrnawati C.H. (2018). Metodologi Penelitian Untuk Pemula. Tanggerang Selatan: Pustakapedia Nurani, Y. (2019). Perspektif Baru Konsep Dasar Pendidikan Anak Usia Dini. Jakarta: Cam Pustaka. Nurani, Y. (2020). Kurikulum Bermain Kreatif Berbasis Kecerdasan Jamak. (Y. Nurani, Ed.) (III). Jakarta: PT Indeks. Papalia, D. E., & Dkk. (2018). Human Development (Developmental Psychology) Jakarta. Retrieved from Kencana Rouf, A.M. (2018). Improves Children's Gross Motor Development Through the Manuk Dadali Dance Method. Bunda Window Journal, 6(1), 30–37. Sansom, A. N. (2016). Finding Dance in Sylvia s Classroom. Waikato Journal of Education, 1173–6135. https://doi.org/10.15663/wje.v14i1.215 Special, I. (2016). Increase Children's Kinesthetic Intelligence Through Traditional Dance Nods at Melati II Glagah Kindergarten. Journal of Early Childhood Education, 3, 292–300. Sumarni. (2014). Improving Children's Kinesthetic Intelligence Skills Through Group B Hide and Seek Games. Suyadi. (2015). Basic Concept of PAUD. Bandung: PT Remaja Rosdakarya. Warburton, E. C., Reedy, P., & Ng, N. (2014). Engaging Families in Dance: An Investigation of Moving Parents and Children Together. International Journal of Education & the Arts, 15. Wira, P. (2018). Peningkatan Kreativitas Melalui Bermain Tari Kreasi Berbasis Multimedia. Jurnal Pendidikan Anak, 7(2), 106–121. Wulandari, R. T. (2017). Pembelajaran Olah Gerak Dan Tari Sebagai Sarana Ekspresi Dan Apresiasi Seni Bagi Anak Usia Dini. Jurnal Pendidikan, 147–162. Yaumi, M. (2012). Learning is based on multiple intelligences. Jakarta: Dian Rakyat. Yetti, E. (2012). The Influence of Learning Models and Dance Movement Skills on Early Childhood Emotional Intelligence. Journal of Arts & Stage Culture, 22(2), 213–224. Dewi, W. R. (2018). Implementation of Dance Creation in Developing Children's Kinesthetic Intelligence in Paud Negeri Pembina 1 Bengkulu City. Yetti, E., & Juniasih, I. (2016). Implementation of Educational Dance Learning Model to Improve Early Childhood Kinesthetic Intelligence Through Active Learning Methods (Development model in Labschool Jakarta Kindergarten in Group B). Journal of Early Childhood Education, 10(9), 385–400.
The Effectiveness of Using Learning Device Information Systems in Preparing Learning Plans Rohita; Nadhifah Rahmadini Hidayat
Jurnal Pendidikan Usia Dini Vol 17 No 1 (2023): Jurnal Pendidikan Usia Dini Volume 17 Number 1 April 2023
Publisher : Program Studi Magister Pendidikan Anak Usia Dini

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/JPUD.171.12

Abstract

The importance of the ability to develop lesson plans requires educators to be able to understand and master learning content as well as understand various ways to complete it. The learning device information system (SIPP) as one of the results of technology is here to help educators complete this task. The purpose of this study was to demonstrate the effectiveness and efficiency of SIPP in developing learning plans in early childhood education. The research was conducted using a quantitative approach, with descriptive statistical analysis presented in the form of a frequency distribution table. The questionnaire was distributed using a Likert scale, which contains items regarding goal achievement, quality, output, and user response as indicators of effectiveness and contains items regarding the use of time, cost, effort, and use of paper materials as indicators of efficiency. The results showed that the four indicators of effectiveness were met with an average score of 385.8. Efficiency which includes four indicators achieves an average score of 19.3. The availability of components in templates that are adjusted to the applicable provisions and can be used automatically allows users to complete their tasks in a relatively faster time. The availability of components in templates that are adjusted to the applicable provisions and can be used automatically allows users to complete their tasks in a relatively faster time. The conclusion is that SIPP is very effective and efficient for preparing lesson plans so that it can facilitate and save the teacher's time in completing the task. Keywords: learning device information; early childhood education, lesson plan References: Abdurohman, M., Kuspriyanto, Sutikno, S., & Sasongko, A. (2010). Perancangan Aturan Transformasi UML-Systemic dalam Perancangan Embedded System. Jurnal Ilmu Komputer Dan Informasi, 3(2), 91–97. https://doi.org/hhttps://doi.org/10.21609/jiki.v3i2.146 Adnan, K., & Bataineh, A. (2014). Impacts of Employee Training on the Performance of Commercial Banks in Jordan. European Journal of Business and Management Www.Iiste.Org ISSN, 6(27), 192–197. Afeanpah, F. (2017). Komentar Tentang Paperless Office. Paperless Office. Afendi, M. (2019). Penggunaan Media Lingkungan Berbasis Eksperimen sebagai Alat Bantu Terciptanya Tujuan Pendidikan. Seminar Nasional Pendidikan FKIP, 2(1), 596–608. Ahmad, & Pambudi, B. S. (2014). Pengaruh Persepsi Manfaat, Persepsi Kemudahan, Keamanan dan Ketersediaan Fitur Terhadap Minat Ulang Nasabah Bank dalam Menggunakan Internet Banking (Studi pada Program Layanan Internet Banking BRI). Jurnal Studi Manajemen, 8(1), 2–11. https://doi.org/https://doi.org/10.21107/kompetensi.v8i1.589 Apriyansyah, Maullidina, I., & Purnomo, E. P. (2018). Efektivitas sistem informasi desa (SID) dalam pelayanan publik di Desa Dlingo, Kecamatan Dlingo, Kabupaten Bantul. Jurnal Analisis Kebijakan Dan Pelayanan Publik, 4(1), 10–24. https://doi.org/http://dx.doi.org/10.31947/jakpp.v4i1.5901 Arza, W. (2019). New Aplikasi Raport K13 Paud/TK/RA (ERA Erlangga). YouTube. Astriani, S. A. (2018). Prinsip & Kriteria Pemilihan Media Pembelajaran. Universitas Nurul Jadid. Astuty, E. Y., & Chandra, A. N. (2016). Rancang Bangun Aplikasi Sistem Pendukung Keputusan untuk Menentukan Tingkat Keahlian User pada PT. Willong Atlantik Jakarta. Jurnal Sains & Teknologi, VI(2), 103–118. Baker El-Ebiary, Y. A., Mjlae, S. A., Abu-Ulbeh, W., Hassan, A. H., Bamansoor, S., & Saany, S. I. A. (2020). The Effectiveness of Management Information System in Decision-Making. Journal of Mechanics of Continua and Mathematical Sciences, 15(7), 316–327. https://doi.org/10.26782/jmcms.2020.07.00026 Beny, B., Yani, H., & Ningrum, G. M. (2019). Evaluasi Usability Situs Web Kemenkumham Kantor Wilayah Jambi dengan Metode Usability Test dan System Usability Scale. RESEARCH : Computer, Information System & Technology Management, 2(1), 30–34. https://doi.org/10.25273/research.v2i1.4282 Burhan, M. N. I., & Herman. (2019). Perilaku Prokrastinasi Akademik Mahasiswa (Studi Pada Mahasiswa Prodi Pendidikan Ilmu Pengetahuan Sosial Fakultas Ilmu Sosial Universitas Negeri Makassar). In Social landscape journal pendidikan ilmu pengetahuan sosial. Universitas Negeri Makassar. Creswell, J. W., & Clark, V. L. P. (2017). Designing and Conducting Mixed Methods Research-SAGE Publications. Creswell, W. J., & Creswell, J. D. (2018). Research Design: Qualitative, Quantitative adn Mixed Methods Approaches. In Journal of Chemical Information and Modeling (Vol. 53, Issue 9). file:///C:/Users/Harrison/Downloads/John W. Creswell & J. David Creswell - Research Design_ Qualitative, Quantitative, and Mixed Methods Approaches (2018).pdf%0Afile:///C:/Users/Harrison/AppData/Local/Mendeley Ltd./Mendeley Desktop/Downloaded/Creswell, Cr Dindayani, N., Menne, F., & Mane, A. (2019). Analisis sistem informasi akuntansi penjualan tunai dalam menunjang efektivitas dan efisiensi sistem pengendalian intern pada PT Optik Tunggal Sempurna Cabang Mall Ratu Indah. Economics Bosowa Journal, 5(002), 108–122. Fatmawati, N., Sofia, A., Drupadi, R., Nawangsasi, D., Irzalinda, V., & Sugiana. (2019). Pelatihan penyusunan perangkat pembelajaran kurikulum 2013 bagi guru pendidikan anak usia dini (PAUD). Seminar Nasional Pendidikan Forkom PG PAUD 2019, 8–14. Febriana, R. (2019). Kompetensi guru (B. S. Fatmawati (ed.); Pertama). Bumi Aksara. Fitria, N., & Rohita. (2019). Content Analysis of Kindergarten Daily Learning Implementation Plans ( RPPH ) in Central Jakarta Region. International Symposium on Social Sciences, Education, and Humanities, 306(Isseh 2018), 152–158. Fitria, N., Rohita, & Zahrawanny, V. P. (2019). Kindergarten teacher’s ability in developing kindergarten learning planning in Kebayoran Baru District. Proceedings of ISER-ACN, December, 7–9. Hendarwati, E., Setiawan, A., & Rahayu, A. P. (2017). Pelatihan pembelajaran inovatif, penyusunan perangkat pembelajaran dan pembukuan pada Bunda PAUD. AKSIOLOGIYA : Jurnal Pengabdian Kepada Masyarakat, 1(2), 81–91. https://doi.org/10.30651/aks.v1i2.748 Himawan. (2019). Review dan Analisa Faktor-Faktor yang Mempengaruhi Kecepatan Akses Halaman Website. Ultimatics : Jurnal Teknik Informatika, 11(1), 38–45. https://doi.org/10.31937/ti.v11i1.1060 Humaedi, M. A. (2015). Etnografi bencana: Menakar peran para pemimpin lokal dalam pengurangan resiko bencana. LKiS Yogyakarta. Irviani, R., & Setiawan, P. (2017). Aplikasi Berbagi Pesan Berbasis Web Sebagai Media Komunikasi Di Stmik Pringsewu. Semnasteknomedia Online, 5(1), 4-7–13. https://ojs.amikom.ac.id/index.php/semnasteknomedia/article/view/1819/1541 Kaleb, B. J., Lengkong, V. P. ., & Taroreh, R. N. (2019). Penerapan Sistem Informasi Manajemen dan Pengawasannya di Kantor Pelayanan Pajak KPP Pratama Manado. Jurnal EMBA, 7(1), 781–790. Kemdikbud. (2015a). Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia Nomor 137 Tahun 2013 Tentang Standar Nasional Pendidikan Anak Usia Dini. Kementrian Pendidikan dan Kebudayaan. Kemdikbud. (2015b). Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia Nomor 146 Tahun 2014 Kurikulum 2013 Pendidikan Anak Usia Dini. Kementrian Pendidikan dan Kebudayaan. Khan, R. A. G., Khan, F. A., & Khan, M. A. (2011). The Impact of Training and Development on Organizational Performance. Global Journal of Management and Business Research, 11(7), 113–123. https://doi.org/10.24191/ji.v17i2.18177 Koloay, L. P., Morasa, J., & Elim, I. (2014). Peranan Sistem Informasi Akuntansi dalam Efektifitas Pelaporan Informasi Akuntansi Pertanggungjawaban Pada PT. POS Indonesia (Persero) Manado. 2(2), 1528–1538. Machmuddah, Z., & Suhartono, E. (2019). Peranan Aplikasi Sistem BOP PAUD yang Akuntabel untuk Guru PAUD Kota Semarang The Role of BOP PAUD System Aplication Accountable for PAUD Teachers in Semarang City. Abdimasku: Jurnal Pengabdian Masyarakat, 2(2), 114–120. https://doi.org/10.33633/ja.v2i2.45 Marading, N. (2019). Peningkatan kompetensi guru binaan dalam menyusun RPPH melalui workshop di Gugus PAUD Rantepao Kabupaten Toraja Utara. Indonesian Journal of Educational Studies (Ijes), 22(1), 8–15. https://doi.org/https://doi.org/10.26858/ijes.v22i1.9342 Masnipal. (2018). Menjadi Guru PAUD Profesional. PT Remaja Rosdakarya. Meliana, Julianto, V., & Hafidz, K. A. (2020). Sistem Informasi Manajemen Taman Kanak-Kanak (Studi Kasus: Taman Kanak-Kanak (TK) Mekar Sari Desa Ambawang). Aisyah Journal of Informatics and Electrical Engineering, 2(2), 145–151. https://doi.org/10.30604/jti.v2i2.39 Membara, E. P., Liza, Y., & Indra, K. (2014). Sistem informasi akademik SMP Negeri 2 Talang Empat berbasis web. Jurnal Infotama, 10(1), 72–80. Mudjiyanto, B. (2018). Tipe Penelitian Eksploratif Komunikasi. Jurnal Studi Komunikasi Dan Media, 22(1), 65–74. https://doi.org/10.31445/jskm.2018.220105 Mulyono, T. (2018). Sistem informasi E-Office pendukung program paperless korespondensi perkantoran (studi kasus : bagian administrasi akademik akademi komunitas semen Indonesia Gresik ). Jurnal Tecnoscienza, 2(2), 107–122. Munawaroh, S., Syukri, M., & Marmawi. (2019). Kompetensi guru dalam menyusun perangkat pembelajaran di PAUD Cahaya Desa Kapur Kecamatan Sungai Raya. Jurnal Pendidikan Dan Pembelajaran Khatulistiwa, 8(7), 1–8. Ndihokubwayo, K., Ndayambaje, I., & Uwamahoro, J. (2020). Analysis of Lesson Plans from Rwandan Physics Teachers. International Journal of Learning, Teaching and Educational Research, 19(12), 1–29. https://doi.org/https://doi.org/10.26803/ijlter.19.12.1 Neuman, W. L. (2018). Metode Penelitian Sosial: Pendekatan Kualitatif dan Kuantitatif (7th ed.). Indeks. Niati, A., Soelistiyono, A., & Ariefiantoro, T. (2019). Pengembangan Kemampuan Sumber Daya Manusia melalui Pelatihan Komputer Microsoft Office Excel untuk Meningkatkan Kinerja Perangkat Desa Mranggen. E-Dimas: Jurnal Pengabdian Kepada Masyarakat, 10(1), 105. https://doi.org/10.26877/e-dimas.v10i1.3557 Ningrum, O. S., & Puspasari, D. (2015). Penggunaan Aplikasi Google Drive Sebagai Penunjang Paperless Office. Jurnal Pendidikan Administrasi Perkantoran (JPAP), 3(3), 1–15. Nugroho, Y. S. (2015). Pengembangan Manajemen Data Elektronik PAUD di PAC Aisyiyah Kecamatan Tingkir, Salatiga. Warta LPM, 18(2), 110–117. https://doi.org/10.23917/warta.v18i2.1950 Oyitso, M., & Olomukoro. (2012). Training and Retraining Nigeria Workers To Enhance Task Performance. Interdisciplinary Journal of Contemporary Research in Business, 4(1), 69–78. https://journal-archieves18.webs.com/69-78.pdf Pamungkas, J., Hayati, N., & Maryatun, I. B. (2016). Pengembangan Perencanaan Pembelajaran Paud Berbasis Budaya. Jurnal Pendidikan Anak, 5(2), 831–839. https://doi.org/10.21831/jpa.v5i2.12389 Parsaorantua, P. H., Pasoreh, Y., & Rondonuwu, S. A. (2017). Implementasi Teknologi Informasi dan Komunikasi (Studi tentang Web E-Government di Kominfo Kota Manado). Acta Diurna Komunikasi, VI(3), 1–14. Prananda, A. A., & Datu, C. (2016). Peranan Sistem Informasi Akuntasi Manajemen dalam Pengambilan Keputusan Investasi Asset Tetap pada PT. ETMIECO Sarana Laut Bitung. Jurnal EMBA, 4(1), 1531–1541. https://doi.org/10.35794/emba.v4i1.12375 Purwanto, R. (2017). Penerapan sistem informasi akademik (SIA) sebagai upaya peningkatan efektifitas dan efisiensi pengelolaan akademik sekolah. Jurnal Teknologi Terapan, 3(2), 24–31. Rafael, A. M. D., Feka, V. P., Nama, D. Y., Nitte, Y. M., & Benu, A. Y. (2021). Pelatihan Media Pembelajaran Powtoon Untuk Pembelajaran Bahasa bagi Guru PAUD Pelangi dan Guru TK Mentari, Balai Pendidikan PAUD Kota Kupang. Pemimpin: Pengabdian Masyarakat Ilmu Pendidikan, 1(1), 37–43. Rahman, F., Nabi Bux, J., Akhter, Y., Saeed Ul Hasan, C., & Ajmal, M. (2011). Relationship Between Training Of Teachers And Effectiveness Teaching. International Journal of Business and Social Science, 2(4), 150–160. http://search.proquest.com/docview/904524261?accountid=12253%5Cnhttp://openurl.man.ac.uk/sfxlcl3?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&genre=article&sid=ProQ:ProQ:abiglobal&atitle=Relationship+Between+Training+Of+Teachers+And+Effect Remler, D. K., & Ryzin, G. G. Van. (2015). Research Methods in Practice. Strategies for Description and Causation. https://www.ptonline.com/articles/how-to-get-better-mfi-results Rohita, Fitria, N., & Haryadi, D. (2018a). Pemanfaatan Aplikasi Penyusunan Perencanaan Pembelajaran (AP3) dalam Penyusunan Perencanaan Pembelajaran bagi Guru Taman Kanak-kanak di Jakarta. Jurnal Pengabdian Kepada Masyarakat, 24(2), 644–654. https://doi.org/10.24114/jpkm.v24i2.10168 Rohita, Haryadi, D., Fitria, N., & Bustan, R. (2019). Sistem informasi perangkat pembelajaran Untuk meningkatkan kualitas pendidik anak usia dini. Prosiding Seminar Nasional Pengabdian Masyarakat LPPM UMJ, September, 1–6. Rohita, R., Fitria, N., & Haryadi, D. (2018b). Pemanfaatan aplikasi penyusunan perencanaan pembelajaran (AP3) dalam penyusunan perencanaan pembelajaran bagi guru taman kanak-kanak di Jakarta. Jurnal Pengabdian Kepada Masyarakat, 24(2), 644. https://doi.org/10.24114/jpkm.v24i2.10168 Saifuddin, A. (2020). Penyusunan Skala Psikologi. Prenadamedia Group. Salsabil, Z., & Arfa, M. (2019). Efektifitas website Femaledaily.com dalam memenuhi kebutuhan informasi pengguna. Jurnal Ilmu Perpustakaan, 8(2), 199–210. Saparahayuningsih, S., Daryanti, M. E., & Badeni. (2020). Penyuluhan perencanaan pembelajaran kepada guru-guru Raudatul Atfal wilayah Kecamatan Seluma. Jurnal Pengabdian, 1(1), 16–26. Sari, H. E., & Prasetiawati, R. (2020). Analisis Sistem Informasi Customer Relationship Management Berbasis Web pada PT. INOVATIF TEKNIK MESINDO. Technomedia Journal, 5(1), 1–13. https://doi.org/10.33050/tmj.v5i1.881 Setyowati, E. O. T., & Respati, A. D. (2017). Persepsi Kemudahan Penggunaan, Persepsi Manfaat, Computer Self Efficacy, Dan Kepuasan Pengguna Sistem Informasi Akuntansi. Jurnal Riset Akuntansi Dan Keuangan, 13(1), 63. https://doi.org/10.21460/jrak.2017.131.281 Sijabat, S., Indah, T. A., Ramadhan, F., Ramadhani, A., & Hasibuan, S. H. (2021). Faktor-Faktor yang Menentukan Keberhasilan Produk Melalui Desain Logo pada Produk Og Home Care. KESATRIA: Jurnal Penerapan Sistem Informasi, 2(4), 195–199. https://doi.org/https://doi.org/10.30645/kesatria.v2i4.82 Sudjiman, P. E., & Sudjiman, L. S. (2018). Analisis Sistem Informasi Manajemen Berbasis Komputer dalam Proses Pengambilan Keputusan. TeIKa, 8(2), 55–66. https://doi.org/10.36342/teika.v8i2.2327 Sum, T. A., & Taran, E. G. M. (2020). Kompetensi pedagogik guru PAUD dalam perencanaan dan pelaksanaan pembelajaran. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 4(2), 543–550. https://doi.org/10.31004/obsesi.v4i2.287 Supriyatna, A., & Maria, V. (2017). Pengukuran Tingkat Kepuasan Pengguna Sistem Informasi DJP Online Pelaporan SPT Pajak. Prosiding SNATIF, 4, 147–154. Suratini, N. P. E., Sinarwati, N. K., & Atmadja, A. W. T. (2015). Pengaruh efektivitas sistem informasi akutansi dan penggunaan teknologi informasi akutansi terhadap kinerja individual pada PT. Bank Pembangunan Daerah Bali kantor cabang Singaraja. E-Journal S1 Ak Universitas Pendidikan Ganesha, 3(1). https://doi.org/http://dx.doi.org/10.23887/jimat.v3i1.4779 Suryana, D., & Rizka, N. (2019). Manajemen pendidikan anak usia dini berbasis akreditasi lembaga (Y. Rendy (ed.); Pertama). Prenadamedia Group. Susilo, S., Saibani, A., & Djati. (2016). Pedoman Penyelenggaraan PAUD. Bee Media Pustaka. Wahab, A., Syahid, A., & Junaedi, J. (2021). Penyajian Data Dalam Tabel Distribusi Frekuensi Dan Aplikasinya Pada Ilmu Pendidikan. Education and Learning Journal, 2(1), 40–48. https://doi.org/10.33096/eljour.v2i1.91 Wahyuni, M., Yuliantina, I., & Ritayanti, U. (2015). Penyusunan Rencana Pelaksanaan Pembelajaran PAUD (Issue 021). Direktorat Pembinaan Pendidikan Anak Usia Dini. Wahyuni, R., & Berliani, T. (2018). Pelaksanaan kompetensi pedagogik guru di sekolah dasar. Sekolah Dasar: Kajian Teori Dan Praktik Pendidikan, 27(2), 108–115. https://doi.org/https://doi.org/10.17977/um009v27i22018p108 Yakub. (2012). Pengantar sistem informasi. Graha Ilmu. Yusuf, A. M., Hasmizal, H., & Dini, N. (2021). Sistem Informasi Perhitungan Penyusutan Aktiva Tetap Menggunakan Metode Garis Lurus Berbasis Vb.Net Pada CV Ginanjar Sejahtera Mandiri Karawang. Jurnal Interkom: Jurnal Publikasi Ilmiah Bidang Teknologi Informasi Dan Komunikasi, 16(1), 38–45. https://doi.org/10.35969/interkom.v16i1.95
Stimulating Children's Numerical Literacy: The Effectiveness of Singing Favorite Food Songs Yulsyofriend; Mafardi; Tia Novela; Vivi Anggraini; Adi Priyanto
Jurnal Pendidikan Usia Dini Vol 17 No 1 (2023): Jurnal Pendidikan Usia Dini Volume 17 Number 1 April 2023
Publisher : Program Studi Magister Pendidikan Anak Usia Dini

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/JPUD.171.11

Abstract

Numerical literacy is the ability needed to use number ideas and arithmetic skills in everyday situations as well as the ability to analyze quantitative data around children. This study aims to determine the effect of the intervention of singing favorite food songs on children's numerical literacy. Using a pretest-posttest experimental design with a control group, this study involved 20 children as research objects, consisting of 10 experimental class children and 10 control class children. The results of the study showed that singing activities with the theme of favorite food influenced the numerical literacy of kindergarten children. This singing activity attracts children's interest, thus showing a significant difference between the experimental class and the control class. Therefore, for further research, it is suggested that early childhood educators can always take advantage of artistic activities such as singing to attract children's interest in any learning. Keywords: early childhood, numerical literacy, singing activities References: Anvari, S. H., Trainor, L. J., Woodside, J., & Levy, B. A. (2002). Relations among musical skills, phonological processing, and early reading ability in preschool children. Journal of Experimental Child Psychology, 83(2), 111–130. https://doi.org/10.1016/S0022-0965(02)00124-8 Barrett, M. S. (2006). Inventing songs, inventing worlds: The ‘genesis’ of creative thought and activity in young children’s lives. International Journal of Early Years Education, 14(3), 201–220. https://doi.org/10.1080/09669760600879920 Batchelor, S., Keeble, S., & Gilmore, C. (2015). Magnitude Representations and Counting Skills in Preschool Children. Mathematical Thinking and Learning, 17(2–3), 116–135. https://doi.org/10.1080/10986065.2015.1016811 Dixon-Krauss, L., Januszka, C. M., & Chae, C.-H. (2010). Development of the Dialogic Reading Inventory of Parent-Child Book Reading. Journal of Research in Childhood Education, 24(3), 266–277. https://doi.org/10.1080/02568543.2010.487412 Duncan, G. J., Dowsett, C. J., Claessens, A., Magnuson, K., Huston, A. C., Klebanov, P., Pagani, L. S., Feinstein, L., Engel, M., Brooks-Gunn, J., Sexton, H., Duckworth, K., & Japel, C. (2007). School readiness and later achievement. Developmental Psychology, 43(6), 1428–1446. https://doi.org/10.1037/0012-1649.43.6.1428 Goldstein, H. (2011). Knowing What to Teach Provides a Roadmap for Early Literacy Intervention. Journal of Early Intervention, 33(4), 268–280. https://doi.org/10.1177/1053815111429464 Haimson, J., Swain, D., & Winner, E. (2011). Do Mathematicians Have Above Average Musical Skill? Music Perception, 29(2), 203–213. https://doi.org/10.1525/mp.2011.29.2.203 Harrison, C. S. (1996). Relationships between Grades in Music Theory for Nonmusic Majors and Selected Background Variables. Journal of Research in Music Education, 44(4), 341–352. https://doi.org/10.2307/3345446 Helmrich, B. H. (2010). Window of Opportunity? Adolescence, Music, and Algebra. Journal of Adolescent Research, 25(4), 557–577. https://doi.org/10.1177/0743558410366594 Howse, R. B., Lange, G., Farran, D. C., & Boyles, C. D. (2003). Motivation and Self-Regulation as Predictors of Achievement in Economically Disadvantaged Young Children. The Journal of Experimental Education, 71(2), 151–174. https://doi.org/10.1080/00220970309602061 Jones, M. R., & Bergee, M. (2008). Elements Associated with Success in the First-Year Music Theory and Aural-Skills Curriculum. Journal of Music Theory Pedagogy, 22. Kleemans, T., Peeters, M., Segers, E., & Verhoeven, L. (2012). Child and home predictors of early numeracy skills in kindergarten. Early Childhood Research Quarterly, 27(3), 471–477. https://doi.org/10.1016/j.ecresq.2011.12.004 Lessard, A., & Bolduc, J. (2011). Links between Musical Learning and Reading for First to Third Grade Students: A Literature Review. International Journal of Humanities and Social Science, 1(7). Lyons, I. M., & Ansari, D. (2015). Numerical Order Processing in Children: From Reversing the Distance-Effect to Predicting Arithmetic. Mind, Brain, and Education, 9(4), 207–221. https://doi.org/10.1111/mbe.12094 Lyons, I. M., Price, G. R., Vaessen, A., Blomert, L., & Ansari, D. (2014). Numerical predictors of arithmetic success in grades 1–6. Developmental Science, 17(5), 714–726. https://doi.org/10.1111/desc.12152 Manolitsis, G., Georgiou, G. K., & Tziraki, N. (2013). Examining the effects of home literacy and numeracy environment on early reading and math acquisition. Early Childhood Research Quarterly, 28(4), 692–703. https://doi.org/10.1016/j.ecresq.2013.05.004 Mehr, S. A., Schachner, A., Katz, R. C., & Spelke, E. S. (2013). Two Randomized Trials Provide No Consistent Evidence for Nonmusical Cognitive Benefits of Brief Preschool Music Enrichment. PLoS ONE, 8(12), e82007. https://doi.org/10.1371/journal.pone.0082007 Mol, S. E., & Neuman, S. B. (2014). Sharing information books with kindergartners: The role of parents’ extra-textual talk and socioeconomic status. Early Childhood Research Quarterly, 29(4), 399–410. https://doi.org/10.1016/j.ecresq.2014.04.001 Mundy, E., & Gilmore, C. K. (2009). Children’s mapping between symbolic and nonsymbolic representations of number. Special Issue: Typical Development of Numerical Cognition, 103(4), 490–502. https://doi.org/10.1016/j.jecp.2009.02.003 Neuman, S. B., Kaefer, T., & Pinkham, A. M. (2018). A Double Dose of Disadvantage: Language Experiences for Low-Income Children in Home and School. Journal of Educational Psychology, 110(1), 102–118. https://doi.org/10.1037/edu0000201 Pekrun, R. (2006). The Control-Value Theory of Achievement Emotions: Assumptions, Corollaries, and Implications for Educational Research and Practice. Educational Psychology Review, 18(4), 315–341. https://doi.org/10.1007/s10648-006-9029-9 Peng, P., Namkung, J., Barnes, M., & Sun, C. (2016). A meta-analysis of mathematics and working memory: Moderating effects of working memory domain, type of mathematics skill, and sample characteristics. Journal of Educational Psychology, 108(4), 455–473. https://doi.org/10.1037/edu0000079 Protzko, J. (2017). Raising IQ among school-aged children: Five meta-analyses and a review of randomized controlled trials. Developmental Review, 46, 81–101. https://doi.org/10.1016/j.dr.2017.05.001 Purpura, D. J., Hume, L. E., Sims, D. M., & Lonigan, C. J. (2011). Early literacy and early numeracy: The value of including early literacy skills in the prediction of numeracy development. Journal of Experimental Child Psychology, 110(4), 647–658. https://doi.org/10.1016/j.jecp.2011.07.004 Rauscher, F., Shaw, G., Levine, L., Wright, E., Dennis, W., & Newcomb, R. (1997). Music training causes long-term enhancement of preschool children’s spatial–temporal reasoning. Neurological Research, 19(1), 2–8. https://doi.org/10.1080/01616412.1997.11740765 Rohwer, D. (2012). Predicting Undergraduate Music Education Majors’ Collegiate Achievement. Texas Music Education Research. Santos-Luiz, C. dos. (2007). The learning of music as a means to improve mathematical skills. Sarnecka, B. W., & Wright, C. E. (2013). The Idea of an Exact Number: Children’s Understanding of Cardinality and Equinumerosity. Cognitive Science, 37(8), 1493–1506. https://doi.org/10.1111/cogs.12043 Singh, N. (2016). Mathematics and Music. INTERNATIONAL JOURNAL OF SCIENTIFIC RESEARCH, 5(10). https://doi.org/DOI: 10.36106/ijsr Slusser, E. B., & Sarnecka, B. W. (2011). Find the picture of eight turtles: A link between children’s counting and their knowledge of number word semantics. Journal of Experimental Child Psychology, 110(1), 38–51. https://doi.org/10.1016/j.jecp.2011.03.006 Taylor, S. V., & Leung, C. B. (2020). Multimodal Literacy and Social Interaction: Young Children’s Literacy Learning. Early Childhood Education Journal, 48(1), 1–10. https://doi.org/10.1007/s10643-019-00974-0 Vaiouli, P., & Friesen, A. (2016). The Magic of Music: Engaging Young Children with Autism Spectrum Disorders in Early Literacy Activities With Their Peers. Childhood Education, 92(2), 126–133. https://doi.org/10.1080/00094056.2016.1150745 Vaiouli, P., & Ogle, L. (2015). Music Strategies to Promote Engagement and Academic Growth of Young Children with ASD in the Inclusive Classroom. Young Exceptional Children, 18(2), 19–28. https://doi.org/10.1177/1096250614523968 Vaughn, K. (2000). Music and Mathematics: Modest Support for the Oft-Claimed Relationship. Journal of Aesthetic Education, 34(3/4), 149–166. JSTOR. https://doi.org/10.2307/3333641 Wagner, J. B., & Johnson, S. C. (2011). An association between understanding cardinality and analog magnitude representations in preschoolers. Cognition, 119(1), 10–22. https://doi.org/10.1016/j.cognition.2010.11.014 Whitehurst, G. J., & Lonigan, C. J. (1998). Child Development and Emergent Literacy. Child Development, 69(3), 848–872. https://doi.org/10.1111/j.1467-8624.1998.tb06247.x Wynn, K. (1990). Children’s understanding of counting. Cognition, 36(2), 155–193. https://doi.org/10.1016/0010-0277(90)90003-3
Theory of Mind, Roles, and the Development of Emotion Regulation in Early Childhood Risnawati, Erna; Wardani, Laila Meiliyandrie Indah; Pramitasari, Muktia; Saputra, Alpin Herman
JURNAL PENDIDIKAN USIA DINI Vol 17 No 2 (2023): Jurnal Pendidikan Usia Dini Volume 17 Number 2 November 2023
Publisher : Program Studi Magister Pendidikan Anak Usia Dini

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/JPUD.172.01

Abstract

The ability to regulate children's emotions is the basis for psychosocial development which is the key to future success, and they can quickly adapt to other people or situations that may not always be comfortable for them. Theory of mind (ToM) is a construct used to describe the ability to interpret other people's mental states, which then develops into the ability to empathize. This study examines how the theory of mind contributes to the development of emotion regulation in children aged 4, 5, and 6 years. This research used a quasi-experimental design to find the effect of ToM stimulation on children's emotional regulation. 109 respondents were selected using a purposive sampling technique. The scales used in this research are the PreBers scale to examine children's emotional regulation and the ToM scale. The research results showed that the influence of ToM development on children's emotional regulation was 52.4%. The results of this research highlight that the better the child acquires a Theory of Mind, the better the development of the child's emotional regulation. Furthermore, these findings are significant for early childhood education providers to develop programs to optimize ToM acquisition from childhood. Keywords: theory of mind, empathy, emotion regulation, children aged 4, 5, and 6 years References: Benita, M., Levkovitz, T., & Roth, G. (2017). Integrative emotion regulation predicts adolescents’ prosocial behavior through the mediation of empathy. Learning and Instruction, 50, 14–20. https://doi.org/10.1016/j.learninstruc.2016.11.004 Cress, C. J., Synhorst, L., Epstein, M. H., & Allen, E. (2012). Confirmatory factor analysis of the preschool behavioral and emotional rating scale (PreBERS) with preschool children with disabilities. Assessment for Effective Intervention, 37(4), 203–211. https://doi.org/10.1177/1534508411433499 Cress, C., Lambert, M. C., & Epstein, M. H. (2016). Factor Analysis of the Preschool Behavioral and Emotional Rating Scale for Children in Head Start Programs. Journal of Psychoeducational Assessment, 34(5), 473–486. https://doi.org/10.1177/0734282915617630 Diane E.Papalia; Gabriella Martorell. (2014). Experience Human Development (13th ed.). McGraw Hill-Education. Dunfield, K. A., & Kuhlmeier, V. A. (2013). Classifying prosocial behavior: Children’s responses to instrumental need, emotional distress, and material desire. Child Development, 84(5), 1766–1776. https://doi.org/10.1111/cdev.12075 Eisenberg, N., Fabes, R. A., & Spinrad, T. L. (2007). Prososial Development. Handbook of Child Psychology, 73. Fitzpatrick, P., Frazier, J. A., Cochran, D., Mitchell, T., Coleman, C., & Schmidt, R. C. (2018). Relationship Between Theory of Mind, Emotion Recognition, and Social Synchrony in Adolescents With and Without Autism. Frontiers in Psychology, 9(July), 1–13. https://doi.org/10.3389/fpsyg.2018.01337 Glenwright, M., & Pexman, P. M. (2010). Development of children’s ability to distinguish sarcasm and verbal irony. Journal of Child Language, 37(2), 429–451. https://doi.org/10.1017/S0305000909009520 Graham, A., & Fitzgerald, R. (2011). Supporting children’s social and emotional well-being: Does “having a say” matter? Children and Society, 25(6), 447–457. https://doi.org/10.1111/j.1099-0860.2010.00295.x Hum, K., & Lewis, M. (2013). Emotion Regulation in Children. Handbook of Self-Regulatory Processes in …, 33(April), 102–112. http://books.google.com/books?hl=en&lr=&id=o9DG7crxtZoC&oi=fnd&pg=PA173&dq=Emotion+Regulation+in+Children+With&ots=Lh-WsDVhYR&sig=9M0LvXTiIxBAP85dfTvmEIvqJWA Imuta, K., Henry, J. D., Slaughter, V., & Ruffman, T. (2016). Supplemental Material for Theory of Mind and Prosocial Behavior in Childhood: A Meta-Analytic Review. Developmental Psychology, 52(8), 1192–1205. https://doi.org/10.1037/dev0000140.supp Kuntoro, I. A., Risnawati, E., & Collier-Baker, E. (2019). The development of mental time travel in Indonesian children. Diversity in Unity: Perspectives from Psychology and Behavioral Sciences, 91–98. https://doi.org/10.1201/9781315225302-12 Lane, J. D., Wellman, H. M., Olson, S. L., LaBounty, J., & Kerr, D. C. R. (2010). Theory of mind and emotional understanding predict moral development in early childhood. British Journal of Developmental Psychology, 28(4), 871–889. https://doi.org/10.1348/026151009X483056 Lee, K., Sidhu, D. M., & Pexman, P. M. (2021). Teaching sarcasm: Evaluating metapragmatic training for typically developing children. Canadian Journal of Experimental Psychology, 75(2), 139–145. https://doi.org/10.1037/cep0000228 Lei, Y., Wang, Y., Wang, C., Wang, J., Lou, Y., & Li, H. (2019). Taking familiar others’ perspectives to regulate our own emotion: An event-related potential study. Frontiers in Psychology, 10(JUN), 1–9. https://doi.org/10.3389/fpsyg.2019.01419 Lewis, A. (2019). Examining the concept of well-being and early childhood: Adopting multi-disciplinary perspectives. Journal of Early Childhood Research, 17(4), 294–308. https://doi.org/10.1177/1476718X19860553 Meyebovsky, M. M., Tabullo, Á. J., & García, C. S. (2021). Associations between Theory of Mind and Emotion Regulation in Argentinean Adults. Current Psychology, 40(12), 6118–6131. https://doi.org/10.1007/s12144-019-00539-9 Mizokawa, Ai; Koyasu, M., & Mizokawa, A. (1999). Children ’ understanding of hidden emotion , theory of mind , and peer relationship Method Participants. 2025–2030. Nyklíček, I., Zeelenberg, M., & Vingerhoets, A. (2011). Emotion regulation and well-being. In Emotion Regulation and Well-Being (Issue January 2011). https://doi.org/10.1007/978-1-4419-6953-8 Risnawati, E., Anggraika, I., & Collier-baker, E. (2015). Kontribusi Perolehan Theory of mind terhadap Perkembangan mental Time Travel pada Anak Usia 3-5 tahun. 4(1), 37–39. Shahaeian, A., Peterson, C. C., Slaughter, V., & Wellman, H. M. (2011). Culture and the Sequence of Steps in Theory of Mind Development. Developmental Psychology, 47(5), 1239–1247. https://doi.org/10.1037/a0023899 Shukla, P., & Rishi, P. (2014). A Corelational Study of Psychosocial & Spiritual Well Being and Death Anxiety among Advanced Stage Cancer Patients. American Journal of Applied Psychology, 2(3), 59–65. https://doi.org/10.12691/ajap-2-3-1 Slaughter, V., Dennis, M. J., & Pritchard, M. (2002). Theory of mind and peer acceptance in preschool children. British Journal of Developmental Psychology, 20(4), 545–564. https://doi.org/10.1348/026151002760390945 Wellman, H. M., & Liu, D. (2004). Scaling of theory-of-mind tasks. Child Development, 75(2), 523–541. https://doi.org/10.1111/j.1467-8624.2004.00691.x
Validity Test of the Locomotor Learning Model in Children Aged 6-8 Years Sari, Eka Fitri Novita; Marlina Siregar, Nofi; Mitsalina, Dinan
JURNAL PENDIDIKAN USIA DINI Vol 17 No 2 (2023): Jurnal Pendidikan Usia Dini Volume 17 Number 2 November 2023
Publisher : Program Studi Magister Pendidikan Anak Usia Dini

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/JPUD.172.07

Abstract

The locomotor learning model for early childhood developed in Indonesia is still not innovative. Therefore, researchers intend to develop an innovative locomotion learning model. This research aims to obtain the validity of the locomotor movement learning model to improve locomotor movement in children aged 6-8 years. The validation data collection method used Focus Group Discussion (FGD) by 5 experts. The validity of the learning model is assessed based on content and construct validity. The content and construct validation results through expert FGDs show that the locomotor learning model for children aged 6-8 years is included in the very valid category. These findings suggest that, theoretically, it is sound and may be used to help kids between the ages of six and eight develop their locomotor skills. Researchers' locomotor movement learning model offers tremendous potential for academics and practitioners to conduct more studies based on its construct validity and content results. One area that warrants further investigation is the applicability and efficacy of the locomotor movement learning model for 6–8-year-old children. Keywords: locomotor learning model, Children 6-8 years References: Alawiyah, N., & Attamim, N. (2020). The Development of Fine Motor and Visual Motor Skills of Children 4-5 Years Old to Get Ready Write. JECIES: Journal of Early Childhood Islamic Education Study, 1(1), 15-33. doi:https://doi.org/10.33853/jecies.v1i1.52 Andriyani, F. D., Biddle, S. J. H., Arovah, N. I., & de Cocker, K. (2020). Physical activity and sedentary behavior research in Indonesian youth: A scoping review. International Journal of Environmental Research and Public Health, 17(20), 1–15. https://doi.org/10.3390/ijerph17207665 Bunketorp Käll, L., Malmgren, H., Olsson, E., Lindén, T., & Nilsson, M. (2015). Effects of a Curricular Physical Activity Intervention on Children’s School Performance, Wellness, and Brain Development. Journal of School Health, 85(10), 704–713. https://doi.org/10.1111/josh.12303 Dewolf, A. H., Sylos Labini, F., Ivanenko, Y., & Lacquaniti, F. (2021). Development of Locomotor-Related Movements in Early Infancy. Frontiers in Cellular Neuroscience, 14. https://doi.org/10.3389/fncel.2020.623759 Darni & Gusti Handayani. (2020). Development of Motor Learning Model Based on Game and Fun Activities. Proceedings of the 1st Progress in Social Science, Humanities and Education Research Symposium (PSSHERS 2019), 398–401. https://doi.org/10.2991/assehr.k.200824.09 Eddy Marheni, Firunika Intan Cahyani, & Eko Purnomo. (2021). Implementation of Motor Learning on Social Skills in Children. Proceedings of the 1st International Conference on Sport Sciences, Health, and Tourism (ICSSHT 2019), 83–87. https://doi.org/10.2991/ahsr.k.210130.016 Human, department oh health and, & Services. (2016). Physical activity guidelines for Americans 2nd edition. The Oklahoma Nurse, 53(4), 25. https://doi.org/10.1249/fit.0000000000000472 Janssen, I., & LeBlanc, A. G. (2010). Systematic review of the health benefits of physical activity and fitness in school-aged children and youth. International Journal of Behavioral Nutrition and Physical Activity, 7. https://doi.org/10.1186/1479-5868-7-40 Michel, J., Bernier, A., & Thompson, L. A. (2022). Physical Activity in Children. JAMA Pediatrics, 176(6), 622. https://doi.org/10.1001/jamapediatrics.2022.0477 Sari, E. F. N., Sujarwo, & Sukiri, S. (2019). Basic Locomotor Movement of First Grade Students of Elementary School. Proceedings of the 5th International Conference on Physical Education, Sport, and Health (ACPES 2019). Proceedings of the 5th International Conference on Physical Education, Sport, and Health (ACPES 2019), Semarang, Indonesia. https://doi.org/10.2991/acpes-19.2019.42 Sullivan, K. J., Kantak, S. S., & Burtner, P. A. (2008). Motor learning in children: feedback effects on skill acquisition. Physical therapy, 88(6), 720–732. https://doi.org/10.2522/ptj.20070196 Syafril, S., Susanti, R., Fiah, R. E., Rahayu, T., Pahrudin, A., Yaumas, N. E., & Ishak, N. M. (2018). Four Ways of Fine Motor Skills Development in Early Childhood. https://doi.org/10.31227/osf.io/pxfkq Tomaczkowski, L., & Klonowska, J. (2020). Physical activity of school children and youth. Baltic Journal of Health and Physical Activity, 12(2), 83–87. https://doi.org/10.29359/bjhpa.12.2.09

Page 25 of 34 | Total Record : 333

 23   24   25   26   27 

Filter by Year

2013 2025


Reset
Filter By Issues
All Issue Vol 19 No 2 (2025): Jurnal Pendidikan Usia Dini Volume 19 Number 2 November 2025 Vol 19 No 1 (2025): Jurnal Pendidikan Usia Dini Volume 19 Number 1 April 2025 Vol 18 No 2 (2024): Jurnal Pendidikan Usia Dini Volume 18 Number 2 November 2024 Vol 18 No 1 (2024): Jurnal Pendidikan Usia Dini Volume 18 Number 1 April 2024 Vol 17 No 2 (2023): Jurnal Pendidikan Usia Dini Volume 17 Number 2 November 2023 Vol 17 No 1 (2023): Jurnal Pendidikan Usia Dini Volume 17 Number 1 April 2023 Vol 16 No 2 (2022): Jurnal Pendidikan Usia Dini Volume 16 Number 2 November 2022 Vol 16 No 1 (2022): Jurnal Pendidikan Usia Dini Volume 16 Number 1 April 2022 Vol 15 No 2 (2021): Jurnal Pendidikan Usia Dini Volume 15 Number 2 November 2021 Vol 15 No 1 (2021): Jurnal Pendidikan Usia Dini Volume 15 Number 1 April 2021 Vol 14 No 2 (2020): Jurnal Pendidikan Usia Dini Volume 14 Number 2 November 2020 Vol 14 No 1 (2020): Jurnal Pendidikan Usia Dini Volume 14 Number 1 April 2020 Vol 13 No 2 (2019): Jurnal Pendidikan Usia Dini Volume 13 Number 2 November 2019 Vol 13 No 1 (2019): Jurnal Pendidikan Usia Dini Volume 13 Nomor 1 April 2019 Vol 12 No 2 (2018): Jurnal Pendidikan Usia Dini Volume 12 Nomor 2 November 2018 Vol 12 No 1 (2018): Jurnal Pendidikan Usia Dini, Volume 12 Nomor 1 April 2018 Vol 11 No 2 (2017): Jurnal Pendidikan Usia Dini, Volume 11 Nomor 2 November 2017 Vol 11 No 1 (2017): Jurnal Pendidikan Usia Dini, Volume 11 Nomor 1 April 2017 Vol 10 No 2 (2016): Jurnal Pendidikan Usia Dini, Volume 10 Nomor 2 November 2016 Vol 10 No 1 (2016): Jurnal Pendidikan Usia Dini, Volume 10 Nomor 1 April 2016 Vol 9 No 2 (2015): Jurnal Pendidikan Usia Dini, Volume 9 Nomor 2 November 2015 Vol 9 No 1 (2015): Jurnal Pendidikan Usia Dini, Volume 9 Nomor 1 April 2015 Vol 8 No 2 (2014): Jurnal Pendidikan Usia Dini, Volume 8 Nomor 2 November 2014 Vol 7 No 2 (2013): Jurnal Pendidikan Usia Dini, Volume 7 Nomor 2 November 2013 More Issue