Fakultas Keguruan dan Ilmu Pendidikan Online Journals (Universitas Widya Gama Mahakam)
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Meningkatkan kecerdasan musikal anak usia dini melalui iringan alat musik gitar dan pianika
No full textMusical intelligence in early childhood is the ability to understand, produce, and express music that includes rhythm, tone, harmony, and expression. This study aims to explore the role of guitar and pianica musical instruments in improving musical intelligence and fine motor development in early childhood. The method used in this study is a literature study by analyzing various sources, including scientific journals and reference books that discuss the relationship between music and child development. The results of the study indicate that the use of guitar and pianica in learning can help children understand the concept of music more deeply, improve musical memory, and strengthen hand and finger coordination, which contributes to fine motor development. In addition, musical activities carried out in groups can also improve children's social skills. Music-based learning that combines games and instruments has been shown to be more effective in fostering interest and musical skills in early childhood. In addition to the musical aspect, the use of musical instruments also has a positive impact on children's cognitive skills. Children who are accustomed to playing music tend to have better focus and concentration, and are able to recognize sound patterns more accurately. This activity also trains hand and eye coordination, which plays an important role in children's writing readiness. It is important for PAUD educators to receive adequate training in music teaching in order to optimize simple musical instrument-based learning. Thus, early music education not only impacts musical intelligence, but also children's motor, social, and cognitive skills. This study recommends the integration of music as part of the PAUD curriculum to support holistic child development
Strategi inovatif dalam pendidikan anak usia dini: Mengurangi egosentrisme melalui permainan tradisional berbasis STEAM
No full textEarly childhood education (ECE) plays a crucial role in shaping the cognitive, social, and emotional development of children. One of the main challenges at this stage is egocentrism, defined as the inability of children to understand perspectives other than their own, which can hinder the development of empathy and social skills. This study aims to examine an innovative strategy to reduce egocentrism among children aged 4 to 6 years through traditional games based on STEAM principles (Science, Technology, Engineering, Arts, and Mathematics), specifically the traditional game of Engklek, which is rich in cultural and character-building values. The research employed a descriptive quantitative approach with a total sample of 311 kindergarten children from Madura, East Java. Data were collected through observational checklists focusing on egocentric behaviors and social character during gameplay sessions consisting of three phases: preparation, gameplay, and reflection. The results demonstrate that Engklek, when integrated with STEAM principles, effectively enhances four key character indicators: tolerance, discipline, self-control, and empathy. The overall average score significantly increased from 2.33 to 3.55 after the intervention, indicating a reduction in egocentric behavior and an improvement in social awareness among the children. This game not only teaches children to follow rules and take turns but also fosters critical thinking and collaboration skills within a joyful and contextual learning environment. These findings align with existing literature that emphasizes the importance of integrating local cultural values and STEAM principles in character education for early childhood. This study offers important implications for educators and policymakers to develop culturally responsive early childhood curricula that integrate traditional games with STEAM-based learning and to provide training for teachers to optimize educational media that support character strengthening and social skills development. Consequently, early childhood education can become more holistic, humane, and relevant to children's developmental needs and contemporary challenge
Aligning Sustainable Development Goals into English for Journalism: A Case Study of Practical Application in ELT
No full textBackground:
This study explores the integration of Sustainable Development Goals (SDGs) into an English for Journalism course as a means to enrich language learning with socially meaningful content.
Methodology:
This research addresses that gap through a qualitative case study involving 18 undergraduate students at UIN Antasari Banjarmasin. Data were collected from teaching resources, student outputs, and reflective journals, and analyzed thematically. The research examined the design and implementation of SDG-based mind-mapping, writing broadcast news scripts on local issues, and recording news readings, aiming to connect journalistic tasks with global concerns.
Findings:
The findings revealed that these tasks not only improved students’ language proficiency and media literacy but also deepened their critical thinking and awareness of sustainability issues such as gender equality, clean water, and public health. Students were able to contextualize global goals through local narratives and developed confidence in using English for real-world communication.
Conclusion:
This study offers a replicable model for embedding socially meaningful content into English for Specific Purposes (ESP) courses, particularly in English for Journalism context, and proposes pedagogical strategies that educators can adapt in diverse contexts.
Originality:
While previous research has explored the theoretical potential of SDGs in fostering critical thinking and global awareness, there is limited evidence of how these goals can be applied in teaching activities. By documenting and reflecting on the teaching process and student responses, this study can enhance both language learning outcomes and student awareness of global issues
Cross-Cultural Politeness in Indonesian and Uzbek Communication: A Linguo-Pragmatic Perspective
No full textBackground
Politeness is a key element of communication that reflects cultural identity, social values, and interpersonal ethics. In both Indonesia and Uzbekistan, politeness plays a crucial role in maintaining harmony and respect, yet it is realized differently due to variations in cultural norms and interactional styles.
Methodology
This study employs a linguo-pragmatic comparative approach based on Brown and Levinson’s politeness theory and Goffman’s concept of face. Data were collected through natural observations, recorded conversations, and questionnaires with 120 participants from Indonesia and Uzbekistan. The analysis focused on verbal and nonverbal expressions of politeness in daily communication, marketplace interactions, and hospitality situations.
Findings
The results show that Indonesian speakers tend to use negative politeness strategies emphasizing moderation, indirectness, and hierarchical respect. In contrast, Uzbek speakers prefer positive politeness strategies characterized by expressiveness, warmth, and repeated offers. Both cultures regard politeness as a reflection of communal and moral values, although they differ in the pragmatic realization and social intensity of politeness.
Conclusion
Politeness in both societies serves as a tool for sustaining harmony and social cohesion. The study confirms that Brown and Levinson’s theory remains relevant but must be contextualized within Asian collectivist pragmatics to fully capture the moral and relational dimensions of politeness in Muslim-majority societies.
Originality
This research offers one of the first comparative linguo-pragmatic analyses of Indonesian and Uzbek politeness, contributing new insights into intercultural Communication, pragmatic competence, and culturally responsive language education
Perencanaan Strategi Pendidikan Berbasis Potensi Lokal untuk Meningkatkan Kualitas Pemuda di Kalimantan Timur
No full textPenelitian ini bertujuan untuk menganalisis perencanaan strategi pendidikan berbasis potensi lokal di Kalimantan Timur, dengan fokus pada pemanfaatan sumber daya alam, keberagaman budaya, dan sektor industri yang relevan untuk meningkatkan kualitas pendidikan. Melalui pendekatan Systematic Literature Review (SLR), penelitian ini mengumpulkan, mengevaluasi, dan mensintesis temuan-temuan dari berbagai artikel jurnal terkait perencanaan pendidikan, pendidikan vokasi, dan integrasi budaya lokal dalam kurikulum. Hasil penelitian menunjukkan bahwa perencanaan pendidikan berbasis potensi lokal dapat memberikan dampak positif terhadap peningkatan mutu pendidikan, dengan mengintegrasikan kekayaan sumber daya alam dan budaya lokal sebagai bagian dari kurikulum yang relevan dan kontekstual. Pendidikan vokasi berbasis potensi lokal, yang menggabungkan keterampilan pengelolaan sumber daya alam seperti pertambangan dan perkebunan, memiliki potensi besar untuk memperkuat kesiapan generasi muda menghadapi tuntutan industri. Selain itu, integrasi budaya lokal dalam pendidikan dapat memperkuat karakter dan identitas siswa, yang pada gilirannya mendukung pengembangan masyarakat yang berbudaya dan berkarakter. Namun, penelitian ini juga menemukan tantangan terkait dengan keterbatasan infrastruktur pendidikan di daerah pedalaman dan disparitas kualitas tenaga pendidik antara daerah perkotaan dan pedesaan. Kolaborasi antara pemerintah, masyarakat, dan sektor swasta sangat diperlukan untuk mengatasi tantangan tersebut dan memastikan keberhasilan implementasi strategi pendidikan berbasis potensi lokal di Kalimantan Timur
Equitable Islamic Education Through Leadership: A Managerial Model of a Tahfidz Boarding School for the Underprivileged
No full textThis study examines the development of effective leadership models for promoting educational equity in tahfidz boarding schools serving underprivileged communities. Using a Literature Systematic Review (LSR) methodology, this research analyzed 92 peer-reviewed articles from 2021-2025 to identify key leadership competencies, organizational structures, and management practices that enable Islamic educational institutions to deliver equitable education while maintaining religious authenticity. Five research questions guided the investigation, focusing on leadership characteristics, Islamic-modern integration, organizational effectiveness, student challenges, and comprehensive managerial models. The findings reveal five core leadership competencies: transformational leadership, instructional leadership, cultural competency, moral integrity, and adaptive innovation capacity. The study identifies effective integration mechanisms between Islamic principles and contemporary management practices, including values-based systems, community-centered governance, and holistic development frameworks. Key organizational structures include distributed leadership, community-based governance, integrated support services, and flexible financial management systems. The research addresses primary challenges facing underprivileged students, including academic preparation disparities, socioeconomic stress, cultural adjustment issues, mental health concerns, and career preparation needs. Based on these findings, the study proposes the Integrated Islamic Educational Leadership (IIEL) Model, consisting of five interconnected components that provide a comprehensive framework for establishing and sustaining equitable tahfidz boarding schools. This model offers practical guidance for educational leaders, policymakers, and community stakeholders seeking to develop Islamic educational institutions that effectively serve underprivileged populations while maintaining educational excellence and spiritual authenticity
Analisis Hubungan Antara Kecerdasan dan Kesiapan Sekolah Pada Siswa Preschool di Sekolah X
No full textThis study aims to analyze the relationship between intelligence level and school readiness in children aged 5–7 years who are about to enter elementary school. A total of 139 students participated, completing an intelligence test using the Coloured Progressive Matrices (CPM) and a school readiness test using the Nijmeegse Schoolbekwaamheids Test (NST). Results showed that most students had intelligence levels in the Grade I/Superior category (72%), Above Average (13%), Average (10%), Below Average (1%), and Mentally Deficient (4%). NST results indicated that 81% of students were classified as ready, 6% as undecided, and 14% as not ready. Less optimal readiness aspects included understanding numbers and comparisons, concentration, body awareness, fine motor skills, shape recognition, and story comprehension. Statistical analysis showed a Sig. value of 0.293 > 0.05, indicating no significant relationship between CPM and NST scores. These findings suggest that intelligence alone does not directly determine school readiness; other factors such as parenting style, developmental stimulation, physical health, motivation, and learning experiences also play a significant role. The study recommends holistic interventions that address both cognitive and non-cognitive skills to better prepare children for primary education
Optimalisasi Hasil Belajar Shalat dan Zikir melalui Pendekatan Kooperatif Tipe Make A Match pada Siswa Kelas VII SMP PGRI 1 Samboja
No full textPenelitian ini bertujuan untuk meningkatkan hasil belajar siswa kelas VII SMP PGRI 1 Samboja pada materi shalat dan zikir dalam kehidupan melalui penerapan model pembelajaran kooperatif tipe Make A Match. Penelitian Tindakan Kelas (PTK) ini dilakukan dalam dua siklus, masing-masing meliputi tahap perencanaan, pelaksanaan, observasi, dan refleksi. Subjek penelitian adalah 25 siswa kelas VII, dengan data dikumpulkan melalui observasi, tes formatif, dan angket respon siswa, serta dianalisis secara deskriptif kuantitatif menggunakan rumus persentase ketuntasan: P = (F/N) × 100% (Arikunto, 2009). Hasil pra-siklus menunjukkan ketuntasan belajar hanya 15% (3 siswa), dengan rata-rata nilai 79,92. Pada siklus I, ketuntasan meningkat menjadi 80% (20 siswa) dengan rata-rata nilai 81,24, dan pada siklus II mencapai 96% (24 siswa) dengan rata-rata nilai 82,04, melampaui KKM 75 dan target penelitian 90%. Peningkatan ini didukung oleh suasana belajar yang menyenangkan, keterlibatan aktif siswa, dan bimbingan tutor sebaya, sejalan dengan temuan Jufri dkk. (2021). Model Make A Match terbukti efektif untuk meningkatkan pemahaman konsep dan motivasi belajar siswa pada mata pelajaran Pendidikan Agama Islam (PAI)
Hubungan Pola Asuh Orangtua Terhadap Perilaku Sosial anak Usia 5-6 Tahun Di TK Kelurahan Tavanjuka
No full textThis study aims to examine the relationship between parenting styles and the social behavior of children aged 5-6 years at TK Kelurahan Tavanjuka, Palu City. The sample consisted of 25 children selected purposively. The research used a quantitative correlational approach with data collected through observation, questionnaires, and documentation. Results showed that 32% of parents applied an authoritarian style, 24% democratic, and 44% permissive. Regarding children’s social behavior, 8% were categorized as Very Well Developed (BSB), 25.33% as Well Developed (BSH), 49.33% as Developing (MB), and 17.33% as Not Yet Developed (BB). Children with authoritarian parenting exhibited high discipline and responsibility but low independence. In contrast, the democratic style optimally supported all three aspects, while permissive parenting was associated with lower discipline and responsibility. Spearman’s correlation analysis revealed a significant positive relationship between parenting styles and children’s social behavior (r = 0.511; p = 0.001), indicating that better parenting styles correspond to better social behavior in children. These findings emphasize the importance of balanced and responsive parenting to support early childhood social development
Academic Supervision, Work Motivation, and Collaborative Learning Practices in Enhancing Teacher Performance at Public Senior High Schools in Berau Regency
No full textThis comprehensive study examines the influence of academic supervision, work motivation, and collaborative learning practices on teacher performance in three public senior high schools in Berau Regency. Using a quantitative approach with cluster random sampling, the research involved 159 teachers from three accredited "A" schools out of a total population of 280 teachers across five schools. Data collection was carried out through validated and reliable questionnaires, and the data were analyzed using multiple linear regression techniques. The results reveal that academic supervision significantly affects teacher performance, accounting for 35% of the variance, with work motivation contributing an additional 6.9%. Similarly, collaborative learning practices exert an influence comparable to that of academic supervision, also at 35%. Collectively, these factors explain 35% of the variability in teacher performance, with the remaining influence attributed to other unmeasured factors. This study underscores the importance of a synergistic approach, where academic supervision provides constructive feedback, incentives motivate teachers, and collaborative learning fosters ongoing professional development. Recommendations include enhancing academic supervision through targeted training for school principals, implementing performance-based rewards by local governments, and establishing sustainable collaborative learning programs within schools to promote innovation and continuous improvement in teaching practices. The findings serve as valuable input for educational policymakers in Berau Regency and contribute to the broader goal of elevating the quality of education in Indonesia. The research highlights the critical role of effective supervision, motivation, and collaborative practices in fostering high-performing teachers and improving educational outcome