UIN (Universitas Islam Negeri) Sunan Kalijaga, Yogyakarta: E-Journal Fakultas Ilmu Tarbiyah Dan Keguruan
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Development of Early Landslide Detection Tool as Optimization of Disaster Mitigation Understanding for Early Childhood in Wonosobo
No full textEarly childhood is a crucial period with immense potential and high vulnerability to natural disasters. In Wonosobo Regency, landslides pose a serious threat, necessitating concrete efforts to enhance the preparedness of young children. This study aims to develop an early landslide detection tool to improve disaster mitigation understanding among early childhood children. The research method employed is Research and Development (R&D) using the ADDIE model, which consists of five stages: Analysis, Design, Development, Implementation, and Evaluation. Data collection techniques include observation, interviews, and documentation, which were subsequently analyzed. The study results indicate that the developed early detection tool is highly feasible, with an expert media evaluation score of 100%, making the product suitable for further testing. Trials showed that this tool could provide fast and accurate warnings about potential landslides, significantly enhancing preparedness and disaster mitigation understanding among young children in the Wonosobo Regency. The implications of this research highlight the importance of integrating early detection technology into disaster mitigation education, which can improve the safety and understanding of young children regarding future disasters
Development of Interactive Multimedia "ABBD: Aku Bisa Belajar Disiplin" to Improve Student Discipline in Early Childhood Education
No full textThis study aimed to address low technology utilization and poor student discipline in schools by developing interactive multimedia titled ABBD: Aku Bisa Belajar Disiplin. Using the ADDIE model (Analyze, Design, Development, Implementation, Evaluation), this Research and Development (RnD) study was conducted over six months (March-August 2023) at RA Mutiara Iman. Participants included ten students aged 5–6 years, selected randomly, while media and material experts and field practitioners were purposively chosen for feasibility evaluations. Data were collected through observations, interviews, questionnaires, and documentation. Qualitative data were analyzed using the Miles and Huberman model, while quantitative data were assessed using Likert and Guttman scales. The results showed significant improvement in student discipline, with scores increasing from 66% pre-intervention to 85% post-intervention. Feasibility evaluations by media experts scored 88.9% (very good), while material experts scored 97.7% (very good). Field practitioners, including principals and teachers, rated the multimedia between 95.3%–100% (very good). Trials with students revealed high acceptance, with one-to-one trials scoring 90% and small-group trials scoring 92.5%. The multimedia incorporated audio, video, animations, and interactive buttons, ensuring user-friendly and age-appropriate content. These findings underscore the effectiveness of "ABBD" in improving discipline among early childhood students and highlight the potential for integrating technology into educational practices. The study\u27s limitations include its focus on a small sample size and short-term evaluation, which may restrict the generalizability and understanding of long-term impacts. Future research should explore its long-term impacts and scalability in diverse educational settings to maximize its broader application
Optimizing Digital Literacy Integration in Early Childhood Education: A Case Study of Tarbiyatul Athfal Bulumanis Kidul Kindergarten
No full textDigital literacy is increasingly recognized as a fundamental component of early childhood education, equipping young learners with essential skills to navigate digital environments. This study investigates the implementation of digital literacy in the independent curriculum at Tarbiyatul Athfal Bulumanis Kidul Kindergarten, focusing on organizational strategies, challenges, and pedagogical impacts. Employing a qualitative case study approach, data were gathered through observations, semi-structured interviews, and document analysis involving key stakeholders such as teachers, curriculum coordinators, and administrators. The findings indicate that while educators possess foundational digital competencies, continuous professional development is required for effective technology integration. Infrastructure limitations, financial constraints, and technical difficulties remain significant barriers to optimal digital literacy adoption. However, structured pedagogical strategies that incorporate information and communication technology (ICT) have been shown to enhance student engagement and learning outcomes. The study underscores the necessity of robust teacher training programs, improved digital infrastructure, and multi-stakeholder collaboration to ensure the sustainable integration of digital literacy in early childhood education. A key finding reveals that despite existing challenges, schools that implement digital literacy with structured teacher support and adaptive learning strategies demonstrate significant improvements in students\u27 digital competencies and cognitive engagement. Future research should explore the long-term effects of early digital literacy exposure on cognitive and social development across diverse educational settings
Enhancing Early Literacy: The Impact of the Hubbul Ilmii Book on Reading Skills in Malaysian Children Aged 5-6 Years
No full textThis study investigates the impact of the Hubbul ilmii Book on the reading abilities of children aged 5-6 years at SB Al-Ikhlas Kampung Sungai Penchala, Malaysia. Utilising a quantitative, experimental one-group pretest-posttest design, 35 participants underwent an eight-week reading program: Pretest and posttest assessments measured reading proficiency in vocabulary, sentence comprehension, and fluency. Data collection included observations and interviews, analysed using paired sample t-tests. Results demonstrated a significant positive effect, with a p-value of 0.000 and a t-value of 8.276, confirming improved reading skills post-intervention. Specifically, children showed marked improvements in letter recognition, memorisation, distinguishing letters, and reading fluency. The mean difference between pre-test and post-test scores was -4.400, with a standard deviation of 3.145 and a standard error mean of 0.531. These findings align with existing literature, underscoring the book\u27s efficacy in enhancing early literacy. Implications suggest integrating multimedia resources in curricula to bolster language development. However, the study\u27s limitations include its short duration and small sample size, which may affect the generalizability of the results. Further research with larger samples and longer durations is needed to validate these findings and explore long-term impacts. Implications suggest that integrating multimedia resources and age-appropriate books in curricula can significantly enhance language development and reading skills in young children. In conclusion, the Hubbul Ilmii Book effectively improves young children\u27s reading abilities, supporting comprehensive language development and fostering learning confidence. This study advocates for the inclusion of such resources in early childhood education programs to bolster literacy and overall academic achievement
Early Childhood Education Teachers\u27 Perspectives on Play-Based Learning: A Survey in Yogyakarta
No full textThis study explores and analyzes the perspectives of early childhood education (ECE) teachers in Yogyakarta regarding Play-Based Learning (PBL) and evaluates the alignment of their perspectives with PBL implementation in early childhood settings. Utilizing a mixed-methods approach, data were collected through a structured questionnaire administered via Google Forms to 41 randomly selected ECE teachers, representing 20% of the target population. The survey included 26 closed-ended items on a Likert scale and four semi-open questions for additional insights. Descriptive statistical analysis using SPSS version 26 revealed a mean perspective score of 39.5854 with a standard deviation of 6.70439, categorizing 56.1% of teachers as having a medium alignment with PBL, 26.8% as high, and 17.1% as low. Thematic analysis of qualitative responses highlighted the perceived benefits of PBL for both children and teachers, including enhanced creativity, easier engagement, and improved learning environments. Despite the limited sample size and potential biases, the findings underscore the importance of continuous professional development for ECE teachers. Future research should expand the sample size and explore additional variables influencing teachers\u27 perspectives. These insights are crucial for policymakers and educational institutions aiming to enhance early childhood education quality through effective PBL implementation
The Impact of Women’s Perinatal Mental Health Status on the Social Behavior of Children: A Systematic Review
No full textPerinatal mental health disorders are common among women during pregnancy and up to a year after delivery, primarily due to significant hormonal changes. These conditions can lead to emotional and behavioral instability that may adversely affect a child\u27s social development. Children whose social development is impaired due to compromised maternal perinatal mental health are more likely to experience difficulties in concentrating on learning, adapting socially, and forming relationships with peers. This study aims to explore in depth how perinatal mental health status influences the development of children\u27s social behavior. A systematic review was conducted using the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) and SWiM (Synthesis Without Meta-analysis) approaches. The literature search covered three major databases—PubMed, ScienceDirect, and Wiley—and two search engines—Google Scholar and Research Rabbit—for publications from 2015 to 2024. Keywords related to the impact of perinatal mental health on children\u27s social behavior were used. Studies meeting the inclusion criteria were assessed for quality using the Joanna Briggs Institute (JBI) guidelines. Children of mothers who experienced depression during pregnancy and the postpartum period had a significantly higher risk of problems with emotional regulation (4.2-fold), hyperactivity (2.17-fold), attention disorders (1.64-fold), and anxiety disorders (0.79-fold) compared to children of mothers with good perinatal mental health. Poor maternal mental health during the perinatal period is associated with an increased risk of social behavior problems in children aged 2–5 years. Therefore, close attention to maternal mental health during pregnancy and postpartum is crucial to mitigating negative impacts on child development and emotional well-being. These findings underscore the importance of perinatal mental health interventions in reducing early childhood social disorders. Further research is needed to better understand the relationship between maternal mental health and children\u27s social behavior and to develop effective clinical interventions
Exploring the Role of Game-Based Learning in Early Childhood Cognitive Development: Perspectives from Teachers and Parents
No full textGame-based learning is increasingly recognized as an effective approach to fostering cognitive development in early childhood. This study examines how it enhances children\u27s problem-solving, memory, and attention, as well as teachers\u27 and parents\u27 perceptions of its implementation. Using a qualitative case study approach, data were collected from 20 teachers and 15 parents through semi-structured interviews, classroom observations, and document analysis. Thematic analysis revealed that game-based learning promotes cognitive development by encouraging active engagement, fostering curiosity, and improving problem-solving and information retention. Teachers highlighted the importance of designing meaningful play experiences, while parents observed improvements in children\u27s focus and memory. However, challenges such as inadequate teacher training, limited play resources, and low parental awareness hinder optimal implementation. Findings suggest that successful game-based learning requires well-structured activities, professional development for educators, and greater parental involvement. Addressing these challenges through targeted interventions could enhance its effectiveness in early childhood education. This study provides valuable insights into teachers’ and parents’ perceptions of play-based learning in cognitive development and underscores the need for collaborative efforts to maximize its potential. Future research should explore its long-term impacts and strategies for integrating it into diverse educational settings
Educational Level, Work Experience, and Commitment as Determinants of Authentic Leadership Quality Among Elementary School Principals in Surakarta: A Correlational Study
No full textPurpose – This study investigates the influence of educational level, work experience, and work commitment on the quality of authentic leadership among elementary school principals in Surakarta. Given the initial findings indicating low levels of authentic leadership among these principals, the study seeks to fill a gap in the literature by exploring how these factors contribute to enhancing leadership quality in an educational context.
Design/methods/approach – A correlational research design was employed to explore the relationships between the variables. The study sampled 110 principals from a population of 255 in Surakarta using cluster random sampling. Data were collected through validated and reliable questionnaires measuring work experience, work commitment, and authentic leadership quality, alongside the educational level of the principals. Data analysis included classical assumption tests and regression analysis to determine the significance of the relationships.
Findings – The study found significant positive relationships between educational level, work experience, and work commitment with authentic leadership quality. Specifically, regression analysis revealed that higher education levels, greater work experience, and stronger work commitment positively influenced the quality of authentic leadership. These findings suggest that these factors are critical in developing authentic leadership in school settings.
Research implications – This research contributes to the understanding of authentic leadership within educational management by identifying key factors that enhance leadership quality among school principals. It provides empirical evidence supporting the importance of formal education, practical experience, and commitment in cultivating effective and authentic leadership
Value-Based Leadership of Islamic Education Teachers and Its Role in Disciplinary Religious Practice Formation: A Qualitative Case Study in an Indonesian Public School
No full textPurpose – This study aims to explore the contribution of Islamic Religious Education (IRE) teachers\u27 leadership competencies in shaping students’ discipline in religious observance at SMPN 2 Sintoga. The research addresses an empirical gap in the literature, which seldom links the leadership of IRE teachers to students’ worship practices within formal educational settings.
Design/methods/approach – A qualitative approach was employed using an intrinsic case study method. Data were collected through participatory observation, semi-structured interviews, and document analysis involving IRE teachers, the school principal, and students. Thematic analysis was conducted with methodological triangulation and validated through member checking.
Findings – The leadership of IRE teachers plays a strategic role in fostering students’ religious discipline through the habituation of congregational prayer, Qur’anic recitation, and motivational approaches. Among the 24 eighth-grade students interviewed, more than two-thirds reported a shift from reluctance to regular engagement in religious practices. Leadership strategies included cross-functional coordination, reward-and-sanction systems, and consistent spiritual guidance.
Research implications – The results offer practical implications for educators and policymakers in designing character education programs rooted in daily worship practices, positioning religious teachers as moral and spiritual change agents
Strengthening Islamic Character through Four Integrated Mechanisms in Primary Teacher Education: A Qualitative Case Study of PGSD Students at UNM Campus V
No full textPurpose – This study examines how Islamic values are internalised and sustained among Primary School Teacher Education (PGSD) students at a regional Indonesian campus, addressing the gap between moral knowing and moral action and the conditions that stabilise practice.
Design/methods/approach – A qualitative case study was conducted at (Universitas Negeri Makassar) Campus V, Parepare using purposive sampling: 30 PGSD students, one Islamic Religious Education (PAI) lecturer, three lecturers involved in character initiatives, and two da’wah-organisation administrators. Data comprised participant observation, semi-structured interviews, and document analysis. Analysis followed Miles–Huberman procedures; trustworthiness was enhanced through triangulation, member checking, and peer debriefing. Ethical clearance was obtained. The study was guided by Lickona’s moral knowing–feeling–action and Self-Determination Theory.
Findings – Four reinforcing mechanisms structure a pathway from knowledge to practice: (i) PAI pedagogy; (ii) campus religious activities; (iii) worship journaling; and (iv) lecturer exemplarity supported by facilities/culture. Internalised values include faith–piety, honesty–trustworthiness, a clarified distinction between discipline (temporal order) and istiqamah (cross-week steadiness), and tolerance. Enablers comprise intrinsic motivation, family/community continuity, lecturer modelling, and fit-for-purpose facilities; barriers include heterogeneous motivation, academic fatigue, misaligned home rhythms, uneven modelling, scheduling frictions, and digital distraction. Participation was more focused when ≥ 3 mechanisms operated within a week, a pattern recurrent across weeks and settings.
Research implications – Recommend a weekly cycle (class stimulus to collective engagement to reflective journaling to exemplarity/ambient cues), protected prayer-time windows, SOPs for lecturer exemplarity, facility optimisation, light peer review of journals, family briefs for commuters, digital-hygiene routines, schedule de-confliction, and recovery-time metrics