International Journal of Emerging Issues in Early Childhood Education

The Facebook and Digital References Integration for Child Development Psychology (CDP) Online Tutorial Model

Dr. Mukti Amini — 2024-04-03

Smartphones in Indonesia are very close to the people now. Indonesia was ranked 4th in the world in the use of handphones. One of the application developments that are available now on mobile phones is Facebook. Therefore, Facebook can be easily accessed from a smartphone, and many students who already have a Facebook account can access it through a smartphone. The ease of access to Facebook through smartphones is exciting to implement in education and learning, including learning courses through online tutorials. Child Development Psychology (CDP) is one of the courses that provides online tutorial support services for students. Meanwhile, the number of digital references for learning courses, which can be accessed free of charge, can also be used for online tutorial material. Through linked digital references, participants will be interested in learning the online tutorial, which is also used to search for the appropriate digital references. This study aims to evaluate the use of Facebook and digital references for CDP online tutorials. The method used is descriptive. The tools used for collecting data were a questionnaire for students, document analysis, and interviews. The data has been collected and analyzed descriptively. The study concluded that this model has yet to improve students' participation in CDP online tutorials. However, it effectively creates more intimate communication through the Facebook group. The study also concluded that the overall student experiences the many benefits of the CDP online tutorials model.

Impact Of Academic Supervision on Improving Performance of Early Childhood Education Teachers in Early Age Learning

Theresia Alviani Sum — 2024-03-19

This research aims to understand and describe the implementation of academic supervision by school principals; assess the performance of Early Childhood Education (PAUD) teachers; determine the influence of academic supervision on PAUD teacher performance; and identify the impact of academic supervision implementation on PAUD teacher performance. This study employed an ex-post facto correlational research design. The population consisted of 594 respondents from various PAUD institutions, with a sample size of 44 respondents selected using Stratified Random Sampling based on the accreditation status of the PAUD institutions. Data were collected through non-test methods, including questionnaires validated using Likert scales and Cronbach's Alpha reliability test, interviews, observations, and documentation. Instrument content validity was 0.89 < 0.75, and reliability was 0.815 < 0.6. Data analysis involved parametric statistical analysis and Spearman correlation tests.

The findings revealed: 1) Academic supervision by school principals in Manggarai Raya was implemented with a percentage of 40% for accreditation A, indicating excellent performance. However, when viewed comprehensively, it was considered low or unsatisfactory due to being below 50%; 2) PAUD teacher performance in Manggarai Raya, assessed using all indicators, fell into the very good category with a percentage of 20%. Yet, when viewed holistically, it was deemed inadequate/poor as it was below 50%; 3) There was a positive influence of academic supervision by school principals on PAUD teacher performance in Manggarai Raya, with a Cohen's value of 0.99, indicating that 99% of the variance in teacher performance was influenced by academic supervision by school principals; 4) The contribution of academic supervision to PAUD teacher performance in Manggarai Raya, assessed using an R2 coefficient, was 0.27% or 27%; and 5) There was an impact of academic supervision on PAUD teacher performance.

Keywords: academic supervision, PAUD teacher performance

Optimizing the Teacher's Role in Assessment of Children's Language Development in Accordance with the Merdeka Curriculum at Mekar Sari Preschool

Nenny Mahyuddin — 2024-03-16

This research aims to optimize the role of teachers in the process of assessing children's language development according to the Merdeka curriculum in Mekar Sari Early Childhood Education (preschool). This research focuses on how teachers can be more effective in assessing and encouraging children's language development in the context of the Merdeka curriculum. Through a literature approach and descriptive method, this research identifies strategies and practices that can help teachers improve the quality of their assessments. It is hoped that the results of this research will provide valuable insights for improving the quality of preschool education by optimizing the role of teachers in assessing children's language development in the context of the Merdeka curriculum.

The Use of Portfolio Documentation as an Assessment of Children's Holistic Development

Anita Nafadhila — 2024-01-29

This research aims to describe how portfolio documentation is used to assess children's holistic development at PAUD Laut Biru. This study uses qualitative methods with data collection techniques through observation and documentation. The implication of the portfolio documentation assessment at PAUD Laut Biru is that it can provide an overview of children's holistic development as well as a note to find out the weaknesses and strengths of the portfolio documentation assessment and be able to design assessment strategies for children’s holistic development.

Creativity and Project Based Learning

Maryana Arpah — 2024-03-14

In this study, researchers will examine the creativity of children aged 5-6 years through Project Based Learning. This research uses descriptive qualitative research methods with research techniques of observation, interviews, documentation and field notes. The aim of this research is to find out whether Project Based Learning can increase the creativity of children aged 5-6 years. The creativity of children aged 5-6 years has been very well developed, seen from almost all aspects observed by researchers, which often appears and can be seen in every child, this is of course the result of Project Based Learning. Based on these findings, it can be concluded that Project Based Learning is able to increase the creativity of children aged 5-6 years at PAUD Al-Kautsar Cilegon City.