Fakultas Keguruan dan Ilmu Pendidikan Online Journals (Universitas Widya Gama Mahakam)
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Dampak positive reinforcement terhadap kemandirian anak
No full textThe low level of children's independence is the background of this study. To increase independence, a positive reinforcement strategy is applied as a method of forming consistent positive behavior and character. The purpose of this study was to determine the effect of positive reinforcement on the independence of early childhood. This study uses a quantitative approach with an experimental method. The subjects consisted of 16 children, namely 9 girls and 7 boys in the odd semester of the 2024/2025 academic year. Data processing was carried out using the Paired Sample T Test analysis which was carried out with the help of the SPSS Statistics IMB program. The results of the research findings, there is a significance value of .000, because the significance value of the T-Test <0.05 (.000 <0.05), then Ha is accepted and Ho is rejected. In addition, there was an increase in the level of children's independence after being given treatment, which was seen from three aspects observed. In the initiative aspect, such as tidying up stationery by giving it a star symbol, there was an increase in the category (BSB) from 0% to 31%, category (BSH) from 19% to 31%, while category (MB) decreased from 56% to 38%, and category (BB) decreased from 25% to 0%. In the aspect of responsibility observed through the approach to children, the BSB category increased from 0% to 31%, BSH from 25% to 38%, and MB decreased from 75% to 31%. While in the aspect of self-control which was strengthened through giving praise, the BSB category increased from 0% to 25%. roviding various positive reinforcements that vary makes children feel appreciated so that it can attract children's attention to carry out independent actions continuously
Literasi bahasa di rumah: Pemahaman orang tua terhadap keterlambatan berbicara anak
No full textSpeech delay in early childhood is an increasingly common developmental problem that impacts on children's communication, social and learning skills. This study aims to explain parents' understanding of early childhood speech delay, including knowledge of signs, causal factors, and intervention strategies used in the home environment. A qualitative approach with a case study method was chosen as the approach and type of this research. The research subjects consisted of eight parents in RT 22 Kebun Bunga Village, East Banjarmasin, South Kalimantan, who have children aged 3 to 6 years. Data were collected through semi-structured interviews and participatory observation, then analyzed using data reduction, data presentation, and conclusion drawing stages. The results indicates that most parents only understood speech delay in general without recognizing specific language development indicators. The known causative factors are limited to the use of gadgets and lack of verbal interaction, while innate factors such as medical or neurological conditions are less understood. Interventions are still simple and unsystematic, such as inviting children to continue interacting and sending children to PAUD institutions. This finding indicates the need to increase parental literacy related to language development
School Principal Management for Improving Elementary School Teachers' Performance Through Training
No full textThe principal must have good management skills in improving teacher performance. This study aims to describe the planning, organizing, implementing and supervising carried out by the principal to improve teacher performance at the Islamic Center Elementary School in Samarinda. This study uses a qualitative approach with a case study method. Data collection techniques include observation, in-depth interviews, and documentation, with data validity tested through triangulation of sources and methods. The research findings reveal that 1) Principal planning through comprehensive identification of teacher professional development needs, designing relevant ongoing training programs, providing resources and infrastructure that support learning innovation, and formulating measurable performance targets and transparent evaluation systems 2) Organizing principal must be reflected through the application of collaborative management principles, including clear and accountable division of tasks, the formation of competent supervisory and mentor teams, and facilitating effective communication and synergistic collaboration between teachers, 3) The implementation of principal is implemented through the provision of training, application workshops, and the adoption of innovative technology-based learning models to spur teacher creativity and mastery of technology, 4) Supervision of principal is carried out through clinical supervision that focuses on development, formative evaluation of teacher performance, constructive follow-up of evaluation results, and ongoing individual coaching programs. Comprehensively, principal leadership management to improve teacher performance through training has been implemented effectively and consistently with the principles of modern education management. This study provides practical implications for the development of an effective principal leadership model in improving the quality of education at the elementary school level
Evaluasi Kebijakan Pendidikan Inklusif di SMA Negeri 1 Penajam Paser Utara
No full textInclusive education is an educational system that ensures equity and equality for all students, including those with special needs, within regular educational institutions. Although the implementation of inclusive education in schools is supported by legal frameworks and national policies, there remain gaps between the policy standards and actual practices in schools, including at SMA Negeri 1 Penajam Paser Utara. This study aims to: (1) describe the implementation of inclusive education policy at SMA Negeri 1 Penajam Paser Utara; (2) identify the barriers to its implementation; and (3) explore solutions to overcome these barriers. This research adopts a qualitative approach using an evaluation method. The findings reveal that: (1) the implementation of inclusive education policy at SMA Negeri 1 Penajam Paser Utara has not fully met the standards set by regulations; (2) the key barriers include the availability of special education teachers, initial assessments, infrastructure, and funding; and (3) proposed solutions involve strengthening resources, improving programs, and requesting additional funding. Inclusive education is expected to be implemented more effectively through systematic and comprehensive improvements at the school level, thereby providing fair and equal services to all students, including those with special needs.
 
Integrating Culturally Responsive Teaching in EFL Classrooms
No full textThis study aimed to explore the effectiveness and challenges in integrating Culturally Responsive Teaching (CRT) in English as a Foreign Language (EFL) classrooms. CRT had been recognized as an effective approach to addressing the diverse cultural and linguistic backgrounds of learners in EFL classrooms. However, integrating CRT strategies in language teaching remained a challenge due to curriculum constraints, teacher preparedness, and classroom dynamics. This study used a mixed-methods approach, applying both qualitative and quantitative methods with a case study design. The participants included EFL teachers and learners. Data were collected through Google Forms, semi-structured interviews, classroom observations, and document analysis related to teaching practices. This study involved 27 EFL students and 2 teachers using a mixed-methods approach, including pre- and post-tests, interviews, and observations. Quantitative results analyzed via paired-sample t-tests showed significant improvement (p = 0.001) in language proficiency after implementing CRT. The data were analyzed using descriptive statistics to identify patterns regarding effectiveness and thematic analysis to explore the challenges of implementing CRT in EFL classrooms
Investigating EFL Teachers' Technology Adoption Level of ICT Integration by Using the Extended Technology Acceptance Model: A Study of MGMP Bahasa Inggris in Kutai Kartanegara
No full textDespite the widespread shift to digital learning during the pandemic, limited research has examined how contextual factors influence ICT adoption patterns among EFL teachers in developing regions. This study investigates Information and Communication Technology (ICT) adoption among 247 English as a Foreign Language (EFL) teachers in Kutai Kartanegara, Indonesia, using an extended Technology Acceptance Model (TAM) framework. The research addresses the critical gap in understanding technology integration patterns in post-pandemic Indonesian EFL education contexts.Using Structural Equation Modeling, the study examined core TAM constructs (perceived usefulness, perceived ease of use, attitude toward using, behavioral intention, and actual system use) alongside five extended constructs: digital self-efficacy, facilitating conditions, social influence, technology anxiety, and pandemic technology familiarity. Results revealed moderate-to-high ICT adoption levels, with video conferencing tools achieving the highest adoption rates, particularly Zoom, Google Meet, and WhatsApp for educational purposes. In contrast, AI-powered tools showed the lowest adoption rates, with limited integration in lesson planning activities. The extended TAM demonstrated superior explanatory power, accounting for 63% of variance compared to traditional models. All hypothesized relationships were supported, with perceived usefulness emerging as the strongest predictor of positive attitudes and digital self-efficacy significantly influencing perceived ease of use.Notable findings include persistent digital divides between beginner and advanced users, and the significant influence of pandemic technology familiarity on current adoption patterns, validating emergency remote teaching's lasting impact on educational practices. The study provides practical implications for differentiated professional development, infrastructure investment prioritizing reliable connectivity, and targeted interventions addressing confidence-building alongside technical training to enhance educational technology integration in developing region
PEMBELAJARAN MATEMATIKA DALAM MENGEMBANGKAN KEMAMPUAN KOGNITIF ANAK USIA 4-5 TAHUN
No full textThis study aims to explore how mathematics learning contributes to the cognitive skill development of children aged 4-5 years. The subjects of this study are children aged 4-5 years. Using a qualitative approach, this research observes the teaching strategies employed and children's responses to learning. Data collection techniques were conducted through observations and interviews. The results show that play-based approaches, exploration, and interactive technology have a positive impact on children's critical thinking and problem-solving abilities.
Keywords:Mathematics Learning, Cognitive, Early ChildhoodPenelitian ini bertujuan untuk mengeksplorasi bagaimana pembelajaran matematika dapat berkontribusi pada perkembangan keterampilan kognitif anak usia 4-5 tahun. Subjek penelitian ini adalah anak usia 4-5 tahun. Dengan pendekatan kualitatif, penelitian ini mengobservasi strategi pengajaran yang digunakan serta respons anak terhadap pembelajaran. Teknik pengumpulan data dilakukan melalui observasi dan wawancara, hasil penelitian menunjukkan bahwa pendekatan berbasis permainan, eksplorasi, dan teknologi interaktif memiliki dampak positif terhadap kemampuan berpikir kritis dan pemecahan masalah pada anak.
Kata kunci: Pembelajaran Matematika, Kognitif, Anak Usia Din
Unpacking English Writing Anxiety in Indonesian EFL Learners: A Mixed-Methods Study of Cognitive Strain, Gender, and Academic Level
No full textBackground:
Writing anxiety became a tenacious factor hindering EFL students’ proficiency, specifically at the higher education level. In the Indonesian context, undergraduate and graduate students face a high demand to complete their studies. Writing a thesis is one of the requirements for graduation at the undergraduate level. Meanwhile, the graduate students must write a research article for publication as another requirement. Those things become a contributing factor to students feeling anxious in writing. A bulk of studies investigated the writing anxiety around the world. However, a few studies examine how gender and academic level differentiate the English language education study program students’ writing anxiety in Indonesia. This present study uncovers: 1) types and levels of writing anxiety among the groups, 2) variation of writing anxiety based on gender and academic levels, and 3) reasons affecting writing anxiety.
Methodology:
A sequential explanatory mixed-methods design was deployed in this study. The sample was 112 students, including 58 undergraduates and 54 graduates, of the English language education study program at a state university in Bengkulu, Indonesia. Two different data collection methods were implemented: an online survey and an on-site focus-group discussion (FGD). The second language writing anxiety inventory (SLWAI) and the second language writing reason inventory (SLWARI) were derived into fifty-eight items of a questionnaire utilized to obtain quantitative data. Meanwhile, the qualitative data were assembled using four main leading questions to probe students’ thoughts in identifying the factors contributing to anxiety. Quantitative data analysis was preceded by applying SPSS23, including descriptive and inferential statistical analyses. The qualitative data were analyzed through a directed qualitative content analysis (DQCA). Validity and reliability of data were ensured using methodological triangulation.
Findings:
Statistical analysis revealed that the majority of students, 92%, were at a moderate level of writing anxiety. Besides, cognitive anxiety became the first order of anxiety type experienced by the students. Moreover, the statistical findings presented that there is no significant difference in anxiety based on gender and academic level ( < 0.1). The qualitative analysis elucidated four patterns as contributing factors to the students’ writing anxiety, such as: time constraints, lack of ideas and knowledge, teachers’ teaching methods, and coursebook complexity.
Conclusion:
Both quantitative and qualitative analyses discovered that cognitive-affective aspects are more challenging for Indonesian students than demographic ones. Moreover, the personal challenges and instructional methods became noteworthy issues that contribute a lot to the emergence of anxiety when writing. Writing teachers need to design engaging and supportive learning environments in their instructional activities, for instance, by adapting a process-oriented writing approach and affording constructive feedback on students’ papers. These efforts can reduce students’ cognitive loads, thereby enhancing their self-efficacy in writing.
Originality:
The symptom-based SLWAI and the cause-based SLWARI are integrated simultaneously to disclose the writing anxiety experienced by undergraduate and graduate students in the Indonesian context. Additionally, this study implements a mixed-method approach to obtain plentiful, comprehensive data. Accordingly, a more vivid understanding of students’ anxiety in writing can be attained
Pendekatan Berbasis Pelanggan dalam Manajemen Mutu Pendidikan: Studi Kasus Sekolah Dasar Negeri 001 Muara Badak
No full textThis study examines the implementation of a customer-based approach in education quality management at Sekolah Dasar Negeri 001 Muara Badak. Employing a qualitative research approach, this investigation seeks to identify implementation strategies, measure customer satisfaction levels, assess the impact on education quality, and identify constraints and challenges faced. Findings indicate that adopting a customer-oriented strategy effectively enhanced the standard of educational offerings and increased contentment among learners, their families, and educators. The school successfully integrated this approach through active stakeholder involvement in the education quality improvement process, including facility improvements and teacher training program development.
Pengelolaan Kelas yang Ramah Anak di Pendidikan Anak Usia Dini Konsep dan Implementasi: Pengelolaan Kelas yang Ramah Anak di Pendidikan Anak Usia Dini Konsep dan Implementasi
No full textPengelolaan kelas yang ramah anak merupakan aspek penting dalam meningkatkan kualitas pendidikan anak usia dini (PAUD). Konsep ini menekankan penciptaan lingkungan belajar yang aman, nyaman, inklusif, dan stimulatif, guna mendukung perkembangan optimal anak. Artikel ini bertujuan untuk mengkaji konsep dan implementasi pengelolaan kelas yang ramah anak di PAUD. Penelitian ini menggunakan metode kualitatif deskriptif dengan teknik observasi, wawancara dan studi dokumentasi di beberapa lembaga PAUD di Kutai Kartanegara. Hasil penelitian menunjukkan bahwa sebagai besar lembaga PAUD telah menerapkan prinsip-prinsip kelas ramah anak, meskipun masih terdapat kendaa seperti keterbatasan sarana prasarana dan kapasitas guru. Diperlukan pelatihan berkelanjutan dan dukungan dari berbagai pihak untuk mengoptimalkan implementasi konsep ini.
Kata kunci: Pengelolaan Kelas, Ramah Anak, Pendidikan Anak Usia Dini, Konsep dan Implementasi
Abstract
Child-friendly classroom management is an impotant aspect in improving the quality of early childhood education (PAUD). This concept emphasizes the creation of a safe, comfortable, inclusive, and stimulating learning environment, in order to support optimal child development. This article aims to examine the concept and implementation of child-friendly classroom management in PAUD. This study uses a descriptive qualitative method with observation, interview, and documentation study techniques in several PAUD institutions in Kutai Kartanegara. The result of the study indicate that most PAUD institutions have implemented the principles of child-friendly classes, although there are still obstacles such as limited facilities and infrastructure and teacher capacity. Continuous training and support from various parties are needed to optimize the implementation of this concept.
Keywords: Class Management, Child Friendly, Early Childhood Education, Concept and Implementatio