Childhood Education In Indonesia Research Articles

Independent Curriculum Policy in Early Childhood Education Units in Indonesia

The Independent Curriculum is an innovative advancement in the Indonesian education system, namely in Early Childhood Education (PAUD). This study aims to discover the Independent Curriculum policy in PAUD (Early Childhood Education) through a literature review approach. In particular, the researcher will analyze and evaluate policies, regulations, and theories related to the definition of the Independent Curriculum in Early Childhood Education. Information is gathered from reliable sources, including scientific publications, books, and official government papers. The study's findings show that the Independent Curriculum offers PAUD the ability to tailor the curriculum to the specific needs and attributes of students, thus providing flexibility. PAUD is encouraged to develop the Pancasila Student Profile through child-centered learning, play, and exploration. This research also found several challenges in implementing the Independent Curriculum in PAUD, such as limited human resources, infrastructure, and funding. Ultimately, the Independent Curriculum has great potential to improve the quality of early childhood education in Indonesia. Nevertheless, it is crucial for some stakeholders to consistently exert their efforts to ensure the smooth and smooth implementation of the implementation process.

From colonial legacies to inclusive futures: Transforming and reconceptualising early childhood education in Indonesia

This article presents a dialogue between Marek Tesar, Professor at the University of Auckland, and Yulida Pangastuti, a researcher and lecturer at Universitas Gadjah Mada, exploring the reconceptualisation of early childhood education in Indonesia. The conversation delves into the integration of indigenous perspectives, addressing global crises through education, promoting gender equality, and the theoretical foundations and critiques of ideas that shape contemporary early childhood education. The discussion emphasises the importance of incorporating local wisdom and values into educational practices, fostering environmental stewardship and resilience, and challenging traditional gender roles to create more inclusive and equitable learning environments. Theoretical insights from postcolonial and feminist theories demonstrate their critical role in deconstructing colonial legacies and patriarchal structures within education. The article aims to contribute to the ongoing dialogue on creating educational frameworks that respect and utilise diversity, promote social justice, and empower all children. Drawing on diverse theoretical perspectives and practical strategies, this dialogue offers a comprehensive approach to rethinking early childhood education in ways honouring cultural relevance, sustainability, and equity.

Re-inventing Vernacular Heritage for the Modern World: Integrating the Philosophical Values of Traditional Games in Early Childhood Education in Indonesia

Traditional games have a special place in the culture of every nation. They are an integral part of the cultural heritage of each country, meant not only for entertaining but also to pass down deep philosophical values. In Indonesia, many such games exist and they are being now integrated into early childhood education in order to infuse the philosophical values they propagate, into the children’s educational upbringing. This study explores the integration of the philosophies and values of traditional games in a project learning model in Indonesia to improve the problem solving skills in early childhood. The setting is the schools offering early childhood education in Indonesia. The research employs a qualitative approach using observations, interviews, and document analysis as data gathering techniques. It employs case studies where the observations take place and the interviews are held with the teachers of selected schools. Findings show that the integration of philosophies and values of traditional games in the project learning models provide rich and meaningful learning experiences for young children. It affirms that the values such as cooperation, perseverance, creativity, and fairness highlighted in the traditional games help in the development of problem-solving skills. These findings indicate the need to pay attention to cultural heritage in early childhood education and the importance of integrating cultural values in the learning process. The paper concludes that the integration of the philosophical values of traditional games in the project learning models can be an effective strategy to improve problem solving skills in early childhood education.

Implementasi Kurikulum Merdeka di Pendidikan Anak Usia Dini (PAUD): Tinjauan Kritis dari Perspektif Guru

The Implementation of the Merdeka Curriculum in Early Childhood Education (ECE) presents unique challenges and opportunities in improving the quality of early childhood education in Indonesia. This article analyzes teachers' perspectives on the implementation of the Merdeka Curriculum, focusing on understanding, implementation, and impact of the curriculum. Through questionnaires and critical analysis, findings indicate that most teachers have a sufficient understanding of the Merdeka Curriculum, although there is still a need for better training and support. Implementation challenges include resource limitations, inadequate management support, and the expansion of new learning approaches. Nevertheless, the Merdeka Curriculum has had a positive impact on children's motivation to learn and parental involvement in education. In conclusion, with a collective commitment to improving the quality of PAUD education, the Merdeka Curriculum has great potential to provide innovation and optimal benefits for the development of children in Indonesia.

Peran Standar Pengelolaan PAUD dalam Meningkatkan Perkembangan Sosial Anak Usia Dini

This research discusses the role of preschool management standards in improving early childhood social development in Indonesia. preschool plays a crucial role in children's development, with curriculum, teaching methods, infrastructure, and parental and community involvement being key elements in ensuring quality education. Good preschool management standards can create a conducive learning environment, encourage healthy social interactions, and support the development of children's social skills. The research uses the literature study method by collecting data from various relevant sources such as books, scientific journals, articles and official documents. The analysis shows that Total Quality Management (TQM) indicators, such as leadership, commitment, customer focus, data measurement and analysis, and continuous improvement, can be applied in preschool management to improve service quality. Although there are implementation constraints, such as uneven quality of preschool and lack of a comprehensive assessment system, this study provides recommendations to improve access to educational resources, develop an objective assessment system, and increase parental and community involvement. With collaborative efforts from various parties, the quality of early childhood education in Indonesia can be improved, ultimately supporting children's optimal social development.

Post Covid-19 pandemic analysis offline classes versus online classes: Conflicts in early childhood education in Indonesia during the Covid-19 pandemic

Early childhood education in Indonesia is an area that parents are beginning to show interest in for preparing their children to progress to the next stage of education. The learning process involves selfdevelopment, cognitive training, emotional training, psychomotor training, and social interaction training, fostering independence in children during their playtime. Early childhood education differs from other levels as it emphasizes play while still incorporating learning. However, the onset of the Covid-19 pandemic in early 2019 has significantly impacted early childhood education, leading to the implementation of online classes. This change has affected not only students, who are in an age group susceptible to the disease, but also young children who may struggle to grasp the meaning of the Covid19 virus, unlike adults. Research objectives: a. To analyze early childhood responses to online learning. b. To investigate the impact of online teaching and learning activities on early childhood education in Indonesia. Utilizing qualitative research methods, this study is described through descriptive analysis based on a literature review and an examination of social phenomena. Children experience psychological shock when transitioning to home-based learning, missing the presence of teachers and friends, resulting in boredom and a lack of motivation to complete assignments. This psychological impact extends to parents, particularly mothers, who now have the responsibility of teaching their children at home, a role previously handled by teachers at school. Online classes are considered the optimal solution to curb the spread of Covid-19 in early childhood environments. The conflict between online and offline classes in the realm of early childhood education forms the basis of this research article.

Disaster Preparedness and Safety Curriculum for Early Childhood Education in Indonesia.

Indonesia is located within the Asia-Pacific Ring of Fire, so natural disasters such as earthquakes, tsunamis, volcanic eruptions, floods, and landslides are common. Preparedness is essential to prevent many casualties due to various disasters. The Aceh, Indonesia earthquake and tsunami in 2004 was one of the most devastating disasters since the 1990s. Some of the victims were children. This is because there was no pattern of preparedness in dealing with disasters when the incident took place; even the word tsunami was not familiar in Indonesia at that time. Thus, the preparation of a disaster preparedness and safety curriculum began to be implemented in Indonesia after the Aceh earthquake and tsunami. The disaster preparedness and safety curriculum in early childhood education is developed in accordance with the potential and characteristics of the school area. Basic disaster material provided concepts, characteristics and threats, maps, ways of overcoming, and disaster preparedness and security. Facilities and infrastructure supporting disaster preparedness learning used disaster puzzles, disaster posters, songs about disasters, and prayers asking God for help to be protected from disasters.

Language Development and Building Character Early Children through Role Playing Method

The purpose of this research is to explain the role-playing method in the process of language development and building children's character from an early age. Role playing is expected to be able to have an effect on the early childhood education process so that it contributes to the control of early childhood education in Indonesia. References are obtained through literature review in order to obtain sources related to the data needed for analysis and then conclusions. Role playing is able to develop language and build character, through the roles played by children it is easier to interact and have the opportunity to play various kinds of characters so as to provide appropriate learning to build character so that they are able to directly differentiate between good and bad roles. The rampant actions of children against parents, teachers and bullying and the lack of maximum implementation of character education values in children is the background for research and is a special concern and must be immediately taken seriously by educators.
 Keywords: Language Development, Role Playing Method, Building Character Children

PELATIHAN VARIASI TEKNIK BERMAIN SEPAKBOLA PADA SEKOLAH SEPAKBOLA (SSB) PUTRA TRESNA BALI

Based on discussions with several SSB (Soccer School) Men's Tresna Bali coaches during football practice held at the Denpasar Flapa Field on October 28 2023, SSB students are expected to meet the requirements based on the PSSI. Coaches do not understand the variations and training stages of the Football Coaching Curriculum, and SSB students do not understand and master the training session model based on the PSSI Football Coaching Curriculum. Undirected soccer training programs and lack of knowledge are obstacles in developing quality young players in the future. Early childhood development is an important factor for countries to improve the quality of their senior players. Currently, the quality of early childhood education in Indonesia seems to be still low. Apart from that, some coaches and parents who have a big influence on children's interest in football still have minimal knowledge about how to use coaching information. The problems faced by the SSB Putra Tresna Denpasar City coach above are as follows: the coach is unable to organize and plan his training program properly based on the PSSI football coaching curriculum as well as a lack of coaching knowledge regarding training methods and stages. Football coaches, coaches do not yet understand and master the training session model based on the PSSI curriculum for football coaches. Based on these problems, training will focus on two aspects. SSB students will be able to understand the variations and stages of training based on the PSSI Football Coaching Curriculum. Second, so that SSB students understand and master the training session model based on the PSSI Football Coaching Curriculum. About the PSSI Curriculum for Football Coaches. The training program for implementing curriculum-based training programs is divided into five stages, namely the planning stage, activity implementation stage, observation stage, evaluation stage, and mentoring stage. This training activity will be carried out for four consecutive days, and of course mentoring activities will be carried out for two months after the activity. The target number of participants is 5 coaches and 32 SSB players, so the total is 37 people. The implementing partner for this service program is the Tresna Men's Football School (SSB) in Denpasar. Based on the results of the PKM football training activities, it shows that the suggestions in the problem formulation can be implemented well and appropriately. From the results of implementing this activity, there was an increase in knowledge and skills, as well as motivation and interest of young players and SSB Putra Tresna Bali students in practicing soccer games, especially basic variations. football playing techniques, the answer is high. This leads to improvement in personal skills of SSB students. Will be useful in the future

Diversity of Learning Opportunities and Learning Innovation in Mattering Digital Literacy: The Role of Digital Storytelling

This study aims to explore the intricate relationships among Diversity of Learning Opportunities, Learning Innovation, Digital Storytelling, and Digital Literacy in early childhood education in Indonesia. Employing a quantitative approach with Likert-scale surveys, the research involved 250 participants from kindergarten settings in Pandeglang, Banten. The study found that diverse learning opportunities significantly impact both Digital Storytelling and Digital Literacy. Learning Innovation positively influences Digital Storytelling and Digital Literacy. Moreover, Digital Storytelling emerges as a mediator, channeling the influence of both Diversity of Learning Opportunities and Learning Innovation on Digital Literacy. The theoretical implications enrich our understanding of the interconnectedness of these elements in early childhood education. Practically, the findings guide educators and policymakers in fostering digital literacy through diverse learning experiences, innovative teaching practices, and the promotion of digital storytelling. The study’s limitations include a specific geographical focus and reliance on quantitative data. Recommendations include expanding research contexts, incorporating qualitative methods, and collaborative efforts for effective strategies in early childhood digital literacy development. Overall, this research contributes valuable insights to the dynamic landscape of early childhood education in the digital era.

Analisis Konflik Kelas Luring Pada Pendidikan Anak Usia Dini di Masa Pandemi COVID-19

Early childhood education in Indonesia is still an education that is starting to be of interest to parents to direct their children's readiness to continue their education to the next stage. With the learning process of self-development, cognitive processing, emotional processing, psychomotor processing and social interaction exercises in the form of children's independence during their playing period. Early childhood education is also different from other levels of education, it is only trained to play a lot but there is still learning. However, since the COVID-19 pandemic in early 2019 until now, early childhood education has been affected and online classes are held, in addition to students, including the age vulnerable to disease, are also still the lack of understanding of early childhood interpreting the covid 19 virus like adults. The psychological shock experienced by children when they have to go to school at home, not meeting teachers and friends will lead to boredom, lazy to do assignments so that they are affected by the psychological slumber felt by parents, especially mothers who have to teach children at home, who were previously children's learning tasks. more handled by teachers in schools. With online classes it is considered the best solution to hack the spread of covid 19 in the environment of early childhood. The emergence of conflicts between online and offline classes in the world of early childhood education is the basis for the research of this article, which uses qualitative research methods and is described in a descriptive analysis based on literature review and studies of social phenomena.

The Role of Pedagogical Documentation in Early Childhood Education in Indonesia

Considering the significance of pedagogical documentation in the early childhood education/care system, the current study examines the influence of pedagogical documentation on children's semantic memory, observed activities and evaluated skills and qualities per their teachers and caretakers. This study also examines the interactive effect of the learning environment with pedagogical documentation to enhance children's semantic memory, observed activities, and evaluated skills and qualities. A mixed-method approach has been utilized to examine the proposed associations. Learning events were organized for children aged 36 to 72 months in the kindergartens and preschools in Mataram, Indonesia. After four weeks of observations, the teachers and caretakers of the children recorded their responses regarding children's semantic memory, observed activities, skills, and qualities. The data were analyzed using SmartPLS 3.0 software. The results showed a significant increase in children's semantic memory, evaluated skills and qualities, and a positive change in their routine activities. Simultaneously, results also presented the significant role of the learning environment in enhancing positive outcomes of the pedagogical documentation in the early childhood education/care system.

Memahami Arti Penting Mars HIMPAUDI

Early childhood education in Indonesia is gathered in one organization called Himpaudi. The function of the organization is to maintain the quality and credibility of early childhood learning so that it is in accordance with the development and age of the child. Himpaudi has a march that has many important meanings, one of which is (1) that early childhood education is accommodated by an early childhood education institution that functions as a place for children to be creative. (2) educators in early childhood education institutions are obliged to carry out education with joy and a radiant face. (3) Early childhood education institutions must organize education by forming the character of early childhood who are honest, friendly and always want to try. Thus, the existence of early childhood education institutions is able to form early childhood who are religious and have good morals and social spirit.

Digital Storytelling Trends in Early Childhood Education in Indonesia: A Systematic Literature Review

Digital storytelling is often used in various contexts today, especially in the world of education. Many educators have followed this trend in early childhood education (ECE). This study examines the application of digital storytelling in ECE in Indonesia. Using a systematic literature review (SLR) a method, this research is a qualitative approach which is also known as a meta-synthesis. The literature reviewed was 15 articles from 56 articles that researchers found in the Google Scholar database. The results show that digital storytelling serves as an important method and medium to ensure children's learning experiences are enjoyable. In general, it is used in ECE in Indonesia through simple technology. This technology can enhance a story or fairy tale by making it more fun, interesting, communicative, and dramatic. However, the findings of this review of studies and methodological gaps have implications for ECE policy, practice, and research in Indonesia.
 Keywords: digital storytelling, early childhood education, storytelling trend in Indonesia

Build Early Childhood Mathematical Logic Intelligence (AUD) with ScaffoldingAt the Beam Center at the Al-Falah School, Ciracas, East Jakarta

the purpose of this research is to describe the experience of Al-Falah school in Jakarta in building mathematical logic intelligence through beam centers using scaffolding. The research was conducted using a qualitative descriptive research approach, this is intended to be able to reveal empirical facts in a natural way, and to reveal something behind every event (some things beyond) in building mathematical logic intelligence, and throughout a series of learning activities for Early Childhood Education in Indonesia. Al-Falah school in a more focused and in-depth manner. The findings of the study stated that the use of scaffolding by teachers during the learning process at the beam center strongly supports the development of children's mathematical logic, this is evidenced by the increasing stage of children's playing with blocks and how children can solve their own problems while playing.

Teacher's Experiences of Using Digital Storytelling in Early Childhood Education in Indonesia: A Phenomenological Study

Digital storytelling is an important component of early childhood education (ECE) because it can help capture and expand their imagination. The purpose of this study was to explain early childhood teachers' beliefs about the use of digital storytelling in their classrooms. This research was conducted in Yogyakarta, Indonesia. Phenomenological methods are used to understand and describe these phenomena and the essence of ECE teachers' experiences. The results showed that the experience of ECE teachers in learning using digital storytelling in the classroom had many benefits in improving the quality of learning. This study provides guidelines for ECE teachers on how technology can be integrated into children's learning activities using digital storytelling. The results of this study can also contribute to teachers to better understand the impact of using such technology to improve the development of technological literacy in early childhood education.

IMPACT OF ISLAMIC VALUE TO SCHOOL MANAGEMENT: CASE STUDY OF EARLY CHILDHOOD EDUCATION PROGRAMS

School management is influenced by the norms, values and rules that they make as a platform. This article aims to analyze the influence of moral values platform (Islamic value) toward school management of early childhood education in Indonesia. With case study approach at 6 Islamic Kindergarten (TK IT) in Padang, data were collected through in-depth interviews with teachers and foundation leaders. FGDs were also conducted with the school principal in order to do the data enrichment and triangulation. Data were analized through data reduction, data display and data ferivication. The study results show three types of Integrated Islamic Kindergartens (TK IT) in Indonesia with different Islamic platforms, namely TK IT affiliated with JSIT, TK IT affiliated with ASESI and TK IT non-afiliated. These three type of integrated Islamic schools have Islamic platform on developed their schools. The difference of platform influenced the management of Integrated Islamic Kindergartens (TK IT) which includes design of school target, academic standard policies of school, and human resource management. Thus, the authors argue that the Islamic values on the school platform determine the school management.

PEMBENTUKAN KELEKATAN AMAN ORANGTUA PADA ANAK USIA DINI DALAM PEMBELAJARAN DARING

The pandemic era has changed the face of the early childhood education learning model towards an online learning model. During this pandemic, online learning models are seen as more rational and safer to implement when the Covid 19 outbreak has not ended. However, the implementation of online learning has encountered many technical problems due to the adaptation factors of teachers, parents, and children who are not used to applying this learning model. In contrast to these technical problems, this study aims to reveal the positive side of implementing online learning in early childhood, especially for children aged 4 to 6 years. The online learning practice of early childhood education on YouTube is the object of observation which is discussed as well as being studied in depth. Data collection techniques in this study used documentation and observation data collection techniques that were limited to online learning content of early childhood education in Indonesia. The results of this study indicate that there is a secure attachment that is formed through the process of parenting and compassion for children during this activity. This study also found the supporting factors for the formation of secure attachment between parents and children, namely the emergence of online technical problems that precisely attached secure attachment between the two.

Neuroscience and the construction of a new child in early childhood education in Indonesia: A neoliberal legacy

Neuroscience has become a new ‘truth’ in early childhood education across the globe, including in Indonesia. This article aims to demonstrate how the alignment of neuroscience discourse and the legacy of neoliberalism constructs a new form of childhood in Indonesia. The conceptual framework of brain science, predicated on biological determinism, suggests that the brain will significantly influence not only children’s development in the present but also will have an impact in the future. Neuroscience is also based on the idea of transparency. Beneath this conceptual framework lies the idea that a child’s mind can be made visible through both technological means and standardized development measures. Global neoliberal discourse reinforces this techno-scientific approach through the concept that stimulating children’s development facilitates economic growth in a country. This instrumental use of child development contrasts with the paradigm which emphasizes children’s agency. This article is based on ongoing and previous fieldwork from both authors. Using Foucault’s concept of discourse and disciplinary power, the authors argue that neuroscience has become the truth that hides societal issues such as poverty as well as becomes a form of surveillance that constructs a child as being open to the adult gaze and surveillance. The findings will also illuminate the tension and negotiation between local values and global values in assembling a new form of childhood in Indonesia.

Online Learning for Early Childhood (Case Study in Indonesia)

This article describes online learning in early childhood education in Indonesia. Particular attention is paid to the Greater Jakarta area, which is a buffer area of the capital city of Indonesia. This study used a survey method with a questionnaire containing five open-ended questions that the respondents could fill in freely. The questionnaire was distributed through an online form to early childhood education teachers and parents of young children. Respondents' answers were grouped based on their similarity and sorted based on the number of answers, then analyzed quantitatively and descriptively. The results showed that online learning is difficult to implement in early childhood education. The enforced application of online learning in early childhood actually creates many obstacles and causes an unfavorable impact on early childhood behavior while learning. However, online learning in early childhood must still be implemented during a pandemic as it is the only option. The solution to increase the abilities and skills of teachers in planning and implementing online learning include the ability to involve parents. The results of this study are expected to be a reference by teachers, parents, and early childhood education providers in implementing effective online learning in early childhood education in a fun way and paying attention to the characteristics of early childhood.