Lara Fridani’s research while affiliated with State University of Jakarta and other places

Penelitian ini bertujuan untuk mendeskripsikan bagaimana TIK diintegrasikan dengan pembelajaran anak usia dini berbasis sentra di sekolah laboratorium yang memberikan layanan pendidikan untuk anak usia 2-6 tahun. Metode penelitian yang digunakan dalam penelitian ini adalah studi kasus. Penelitian dilakukan di salah satu sekolah laboratorium universitas negeri di Jakarta. Partisipan dalam penelitian ini adalah para pendidik di sekolah laboratorium yang disebut dengan “Educarer”. Hasil penelitian menunjukkan penggunaan perangkat TIK berupa laptop, komputer, tablet, smartphone, televisi Android dan tape recorder dalam integrasi pembelajaran anak usia dini yang dilaksanakan di sentra pembelajaran yang mencakup Sentra Persiapan, Sentra Eksplorasi, Sentra Membangun dan Sentra Seni. Secara lebih spesifik, hasil penelitian menunjukkan optimalisasi penggunaan perangkat TIK oleh pendidik yang diintegrasikan dengan konten pembelajaran dalam setiap kegiatan yang dilaksanakan pada keempat sentra pembelajaran tersebut. Temuan lain dari penelitian ini menunjukkan bahwa Educarer juga menyampaikan pentingnya pelatihan untuk mengembangkan keterampilan penerapan TIK dan integrasinya dalam pembelajaran anak usia dini. Lebih lanjut, Educarer juga menyampaikan tantangan yang dihadapi dalam integrasi TIK pada pembelajaran sentra bagi anak usia 2-6 tahun.

According to some early childhood education experts, a child is ready for school if they have the specific information and abilities they need to do so. They define readiness in this sense as a state that must be achieved before studying at school. Previous research has linked sustained academic performance across life to preparation for school. In this study, the researchers examined the strategies used by kindergarten teachers to support children's school readiness and transition to elementary school after the pandemic. Specifically, this research aims to find out the learning strategies implemented by kindergarten teachers when children return to school. Focus Group Discussions (FGD) for nineteen kindergarten teachers were used by researchers to collect narrative data, which was then studied using thematic analysis. Based on the results of qualitative data, researchers obtained information about various strategies implemented by teachers and the challenges they faced when accompanying children to learn. It is expected that the results of this research will provide enlightenment for early childhood teachers in general about the various strategies that need to be implemented to motivate children to learn so that they are ready for school and have a successful transition to elementary school. Keywords: early childhood, kindergarten teachers‘ strategy, school readiness, transition to elementary school References: Beaton, W., & McDonell, L. (2013). The transition into kindergarten: A community approach to integrating a child’s fragmented world – A discussion paper examining issues and implications of early childhood transitions to kindergarten. Nanaimo, BC: Tillicum Lelum Aboriginal Friendship Centre and Vancouver Island University. Cushon , J.A; Vu , Lan T; Janzen, T.B.L; & Muhajarine, N. (2011) Neighborhood Poverty Impacts Children's Physical Health and Well-Being Over Time: Evidence From the Early Development Instrument, Early Education and Development, 22:2, 183-205, DOI: 10.1080/10409280902915861 Creswell J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches. Thousand Oaks, CA: Sage. Dockett, S., Perry, & Kearney (2011). Facilitating children’s transition to school from families with complex support needs. Albury: Research Institute for Professional Practice, Learning and Education, Charles Sturt University. Fridani, L. (2014). School Readiness and Transition to Primary School: A Study of Teachers, Parents, and Educational Policy Makers’ Perspectives and Practices in the Capital City of Indonesia. Doctoral dissertation. Monash University, Australia. Halle, T. G., Hair, E. C., Wandner, L. D., & Chien, N. C. (2012). Pro- files of school readiness among four-year-old Head Start children. Early Childhood Research Quarterly, 27(4), 613–626. https://doi. org/10.1016/j.ecresq.2012.04.001. Harradine C. & Clifford R.M. (1996) When are Children Ready for Kindergarten? Views of Families, Kindergarten Teachers and Child Care Providers, paper presented at the Annual Meeting of the American Educational Research Association, New York, April. Hustedt, J. T., Buell, M. J., Hallam, R. A., & Pinder, W. M. (2017). While kindergarten has changed, some beliefs stay the same: kin- dergarten teachers’ beliefs about readiness. Journal of Research in Childhood Education, 32(1), 52–66. https://doi.org/10.1080/ 02568543.2017.1393031 Jensen, J. L., Goldstein, J., & Brunetti, B. A. (2021). Kindergarten readiness assessments help identify skill gaps .WestEd. Johnson, L. J., Gallagher, R. J., Cook, M., & Wong, P. (1995). Critical skills for kindergarten: Perceptions from kindergarten teachers. Journal of Early Intervention, 2, 315–349. Jiang, Y., & Monk, H. (2015). Young Chinese-Australian children’s use of technology at home: Parents and grandparents’s views. Asia Pacific Journal of Research in Early Childhood Education, 10 (1), 87-106. Laura, E.L., & Munsch,J. (2014). Child Development : An active Learning Approach. Sage Publications, Inc. Ma, Xin & Shen, Jianping & Krenn, Huilan. (2013). The relationship between parental involvement and adequate yearly progress among urban, suburban, and rural schools. School Effectiveness and School Improvement. 25. 629-650. 10.1080/09243453.2013.862281. McCain, M. N., Mustard, J. F., & McCuaig, K. (2011). Early years study 3: Making decisions taking action. Toronto,on: Margaret & Wallace McCain Family Foundation. Patton, M. Q. (2002). Two decades of developments in qualitative inquiry: A personal, experiential perspective. Qualitative social work, 1(3), 261-283 Petriwskyj, A.,Thorpe, K., & Tayler, C. (2005). Trends in construction of transition to school in three western regions, 1990-2004. International Journal of Early Years Education ,12, (2), 39-49. Puccioni, J. (2015) Parents’ Conceptions of School Readiness, Transition Practices, and Children's Academic Achievement Trajectories, The Journal of Educational Research, 108:2, 130-147, DOI: 10.1080/00220671.2013.850399 Radesky, Jenny & Schumacher, Jayna & Zuckerman, Barry. (2015). Mobile and Interactive Media Use by Young Children: The Good, the Bad, and the Unknown. Pediatrics. 135. 1-3. 10.1542/peds.2014-2251. Reynolds, A. J. (2019). The power of P-3 school reform. Phi Delta Kappan, 100(6), 27-33. https://doi.org/10.1177/0031721719834025 Rosier, K. & Mc Donald,M. (2011). Promoting positive education and care transitions for children. The Australian Institute of Families Studies (13). Sayers,M., Moore,T., Brinkman, S., & Goldfled, S. (2012). The impact of reschool on children’s developemental oucomes and transition to school in Australia. Manuscript submitted for publication. Scott-Little, C., Kagan, S. L., & Frelow, V. (2006). Conceptualiza-tions of readiness and the content of early learning standards: The intersection of policy and research? Early Childhood Research Quar-terly, 21, 153–173. Venter, N.V., Joubert, J., & Chetty, R. (2014). Characteristics of a School, Community and Family Partnership to Increase Parental Involvement in Learning at Rural Multigrade Schools. Mediterranean journal of social sciences, 5, 1225. Vogler, P., Crivello, G. (2008). Early childhood transitions research: a review of concepts, theory, and practice. The Hague: Bernard van Leer Foundation. Xin Ma, Jianping Shen & Huilan Y. Krenn (2014) The relationship between parental involvement and adequate yearly progress among urban, suburban, and rural schools, School Effectiveness and School Improvement, 25:4, 629-650, DOI: 10.1080/09243453.2013.862281 Wesley, P. W., & Buysse, V. (2003). Making meaning of school readi- ness in schools and communities. Early Childhood Research Quarterly, 18(3), 351–375. https://doi.org/10.1016/s0885- 2006(03)00044-9. Williams, G. P., Lerner, M. A., Sells, J., Alderman, S. L., Hashi- kawa, A., Mendelsohn, A., McFadden, T., Navsaria, D., Pea- cock, G., Scholer, S., Takagishi, J., Vanderbilt, D., Pinto, C. D. L., Attisha, E., Beers, N., Gibson, E., Gorski, P., Kjolhede, C., O’Leary, S. C., & Weiss-Harrison, A. (2019, August 1). School Readiness. American Academy of Pediatrics. Zubrick, Taylor, & Christensen. (2015). Patterns and predictors of language and literacy abilities 4-10 years in the longitudinal study of Australian children.

This study aims to explore the strategies of South Jakarta International School teachers in improving the digital literacy skills of students aged 7-8 years. This research uses a qualitative case study method focusing on learning activities, teacher strategies, and challenges teachers face. Research data were obtained from observation, interviews, and documentation. The research data were analyzed using Campbell's pattern matchmaking model. By utilizing BYOD (Bring Your Own Device) policies, teachers provide opportunities for students to access, be responsible, and utilize technology in learning. This policy benefits students, teachers, and schools. Teachers also implement digital literacy strategies to empower students in integrating technology into learning activities. Through digital learning resources teachers provide, students can develop digital literacy skills such as coding, typing, and digital applications. However, the study also found some obstacles, such as technical issues, self-learning, and online communication and security. This study recommends that teachers and students increase effectiveness, creativity, and initiative in the digital literacy learning process by using appropriate digital learning resources and applications. This study also recommends that parents be involved in the child's learning process by providing guidance and supervision, monitoring children's digital footprints regularly and having knowledge about information and digital literacy from various digital sources.

Penelitian ini bertujuan untuk mengkaji peran orang pada beberapa pasangan orangtua dalam memberikan pendidikan seksualitas pada anak usia dini. Beberapa aspek yang akan digali terkait dengan pemahaman orangtua tentang pendidikan seks, pendidikan seks menurut adat minangkabau, tanggung jawab orang tua dalam pemberian pendidikan seks terhadap anak usia dini. Penelitian ini menggunakan pendekatan narrative inquiry dengan mengumpulkan data menggunakan teknik wawancara semi terstruktur, dimana narasi partisipan dianalisis secara tematis dengan teknik analisis data menggunakan penkodean tema dan triangulasi data. Teori sigmund Freud, UU nomor 35 tahun 2001, teori ekologi Brofenbrenner dan tinjauan adat Minangkabau menjadi acuan dalam pembahasan penelitian ini. Hasil penelitian menunjukan bahwa pemberian pendidikan seks kepada anak merupakan tantangan besar dalam keluarga di Minangkabau karena Adat Minangkabau yang kolektif dan menganut sistem kekerabatan matrilineal berpengaruh pada pembagian peran pengasuhan. Ibu memiliki peran penting dalam pemberian pendidikan seks sedangkan ayah sama sekali tidak membahas topik seksual dengan anak-anak mereka Penelitian ini memberikan kontribusi terhadap peran orangtua, pemahaman, serta pentingnya komunikasi, dukungan keluarga dalam memberikan pendidikan seksualitas pada anak usia dini tahun. Penelitian ini melibatkan orangtua dari suku Minangkabau asli yang masih menjaga aturan adat untuk melihat bagaimana adat mengatur pendidikan seksualitas yang dapat dijadikan dasar penelitian selanjutnya.

This study aims to examine the experience of several Muslim married couples when they have their first child. Some aspects that will be explored are related to feelings, expectations, and factors that support the views and practices of husbands and wifes’ parenting for their first child. This study applies a narrative inquiry approach by collecting data using a semi-structured interview technique, where the participants' narratives are analyzed thematically. Bronfenbrenner's ecological theory and a review of Islamic teachings are the references in the discussion of this study. The results show that the dynamics of emotions, expectations, and strategies are carried out by each couple when they have their first child. This study contributes to the views and practices of Muslim married couples, as well as insight into the importance of cooperation, communication, and support from the social environment for married couples in facing the new experience of welcoming their first child into the family. This research involves young married couples from various cultures in Indonesia to see variations in emotional dynamics and forms of support that can be used as a basis for further research.

Bullying behaviour can have a negative impact on a child's physical and psychological health. Bullying in the classroom is a challenge for early-childhood educators. Preschool is the first place outside the home where children face social challenges when interacting with their classmates. Child-Friendly Class is the first step and part of the Children Friendly School (CSF) as a UNICEF program and an important Indonesian government policy to prevent the emergence of child bullying behaviour. This study aims to identify needs in the process of developing a Child-Friendly Classroom Management model to anticipate bullying behaviour. This research and development method uses an adaptation of the Rowntree model which includes three stages of the process and data collection techniques using interviews, questionnaires, and observation. The results of this study indicate that the preparation of an effective classroom management guidebook to create child-friendly classes needs to be followed up immediately. Several findings related to teachers' perceptions of classroom management, and child-friendly classes prove that child-friendly classes have not been implemented properly in PAUD institutions, with bullying behaviour still appearing in early childhood in PAUD institutions. PAUD teachers understand that it is important to implement classroom management but so far there has been no manual on how to manage effective classrooms as well as training related to the implementation of effective classroom management. The creation of child-friendly classes is believed to be able to help teachers suppress the emergence of bullying behaviour in early childhood. Keywords: Child-Friendly Classroom Management, Bullying Prevention, Early Childhood Education References: Allday, R. A., Hinkson-Lee, K., Hudson, T. M., Neilsen-Gatti, S., Kleinke, A., & Russel, C. S. (2012). Training General Educators to Increase Behavior-Specific Praise: Effects on Students with EBD. Behavioral Disorders, 37, 87–98. Alsaker, F. D., & Valkanover, S. (2012). The Bernese Program against Victimization in Kindergarten and Elementary School. New Directions for Youth Development, 2012(133), 15–28. https://doi.org/10.1002/yd.20004 Arseneault, L., Walsh, E., Trzesniewski, K., Newcombe, R., Caspi, A., & Moffitt, T. E. (2006). Bullying Victimization Uniquely Contributes to Adjustment Problems in Young Children: A Nationally Representative Cohort Study. PEDIATRICS, 118(1), 130–138. https://doi.org/10.1542/peds.2005-2388 Benedict, E., Horner, R. H., & Squires, J. (2007). Assessment and Implementation of Positive Behavior Support in Preschools. Topics in Early Childhood Special Education, 27, 174–192. Boz, Y. (2008). Turkish student teachers’ concerns about teaching. European Journal of Teacher Education, 31(4), 367–377. https://doi.org/10.1080/02619760802420693 Bradshaw, C. P., & Johnson, R. M. (2011). The Social Context of Bullying and Peer Victimization: An Introduction to the Special Issue. Journal of School Violence, 10(2), 107–114. https://doi.org/10.1080/15388220.2011.557145 Bradshaw, C. P., Sawyer, A. L., & O’Brennan, L. M. (2009). A Social Disorganization Perspective on Bullying-Related Attitudes and Behaviors: The Influence of School Context. American Journal of Community Psychology, 43(3–4), 204–220. https://doi.org/10.1007/s10464-009-9240-1 Bullock, J. R. (2002). Bullying among Children. Childhood Education, 78(3), 130–133. https://doi.org/10.1080/00094056.2002.10522721 Çobanoğlu, F., Ayvaz-Tuncel, Z., & Ordu, A. (2018). Child-friendly Schools: An Assessment of Secondary Schools. Universal Journal of Educational Research, 6(3), 466–477. https://doi.org/10.13189/ujer.2018.060313 Cothran, D. J., Kulinna, P. H., & Garrahy, D. A. (2003). “This is kind of giving a secret away...”: Students’ perspectives on effective class management. Teaching and Teacher Education, 19(4), 435–444. https://doi.org/10.1016/S0742-051X(03)00027-1 Cross, D., Monks, H., Hall, M., Shaw, T., Pintabona, Y., Erceg, E., Hamilton, G., Roberts, C., Waters, S., & Lester, L. (2011). Three‐year results of the Friendly Schools whole‐of‐school intervention on children’s bullying behaviour. British Educational Research Journal, 37(1), 105–129. https://doi.org/10.1080/01411920903420024 Cross, D., Pintabona, Y., Hall, M., Hamilton, G., & Erceg, E. (2004). Validated Guidelines for School-Based Bullying Prevention and Management. International Journal of Mental Health Promotion, 6(3), 34–42. https://doi.org/10.1080/14623730.2004.9721937 Cross, D., Runions, K. C., Shaw, T., Wong, J. W. Y., Campbell, M., Pearce, N., Burns, S., Lester, L., Barnes, A., & Resnicow, K. (2019). Friendly Schools Universal Bullying Prevention Intervention: Effectiveness with Secondary School Students. International Journal of Bullying Prevention, 1(1), 45–57. https://doi.org/10.1007/s42380-018-0004-z Evertson, C. M., & Weinstein, C. S. (2012). Handbook of Classroom Management: Research, Practice, and Contemporary Issues. Fox, B. H., Farrington, D. P., & Ttofi, M. M. (2012). Successful Bullying Prevention Programs: Influence of Research Design, Implementation Features, and Program Components. Research Design, 6, 10. Georgiou, S. N. (2008). Bullying and victimization at school: The role of mothers. The British Journal of Educational Psychology, 78 Pt 1, 109–125. Hammarberg, T. (1998). A School for Children with Rights. UNICEF International Child Development Centre. Hymel, S., & Swearer, S. M. (2015). Four decades of research on school bullying: An introduction. American Psychologist, 70(4), 293–299. https://doi.org/10.1037/a0038928 Johansen, A., Little, S. G., & Akin-Little, A. (2011). An Examination of New Zealand Teachers’ Attributions and Perceptions of Behaviour, Classroom Management, and the Level of Formal Teacher Training Received in Behaviour Management. King, E. (2020). Implications for the child friendly schools policy within Cambodia’s cultural and primary school context. Asia-Pacific Journal of Teacher Education, 48(4), 375–388. https://doi.org/10.1080/1359866X.2019.1645811 Kirves, L., & Sajaniemi, N. (2012). Bullying in early educational settings. Early Child Development and Care,182(3–4), 383–400. https://doi.org/10.1080/03004430.2011.646724 MacSuga, A. S., & Simonsen, B. (2011). Increasing Teachers’ Use of Evidence-Based Classroom Management Strategies through Consultation: Overview and Case Studies. Beyond Behavior, 20, 4–12. Maida, P. (2006). Child-Friendly-School-Manual. UNICEF. Modipane, M., & Themane, M. (2014). Teachers’ social capital as a resource for curriculum development: Lessons learnt in the implementation of a Child-Friendly Schools programme. South African Journal of Education, 34(4), 1–8. https://doi.org/10.15700/201412052105 Monks, C. P., Smith, P. K., & Swettenham, J. (2005). Psychological correlates of peer victimisation in preschool: Social cognitive skills, executive function and attachment profiles. Aggressive Behavior, 31(6), 571–588. https://doi.org/10.1002/ab.20099 Olweus, D. (1994). Bullying at School: Basic Facts and Effects of a School Based Intervention Program. Journal of Child Psychology and Psychiatry, 35(7), 1171–1190. https://doi.org/10.1111/j.1469-7610.1994.tb01229.x O’Neill, S. C., & Stephenson, J. (2011). Classroom behaviour management preparation in undergraduate primary teacher education in Australia: A web-based investigation. Australian Journal of Teacher Education, 36(10). https://doi.org/10.14221/ajte.2011v36n10.3 O’Neill, S., & Stephenson, J. (2012). Does classroom management coursework influence pre-service teachers’ perceived preparedness or confidence? Teaching and Teacher Education, 28(8), 1131–1143. https://doi.org/10.1016/j.tate.2012.06.008 Osher, D., Kelly, D. L., Tolani-Brown, N., Shors, L., & Chen, C.-S. (2009). American Institutes for Research 1000 Thomas Jefferson Street , NW Washington, DC 20007-3835. 13. Perren, S., Stadelmann, S., & Von Klitzing, K. (2009). Child and family characteristics as risk factors for peer victimization in kindergarten. Swiss Journal of Educational Research, 36(1), 13–32. https://doi.org/10.24452/sjer.36.1.4806 Reinke, W. M., Lewis-Palmer, T., & Merrell, K. (2008). The Classroom Check-up: A Classwide Teacher Consultation Model for Increasing Praise and Decreasing Disruptive Behavior. School Psychology Review, 37(3), 315–332. PubMed. Repo, L., & Sajaniemi, N. (2015). Prevention of bullying in early educational settings: Pedagogical and organisational factors related to bullying. European Early Childhood Education Research Journal, 23(4), 461–475. https://doi.org/10.1080/1350293X.2015.1087150 Rigby, K. (2003). Consequences of Bullying in Schools. The Canadian Journal of Psychiatry, 48(9), 583–590. https://doi.org/10.1177/070674370304800904 Rowntree, D. (1994). Preparing Materials for Open, Distance and Flexible Learning: An Action Guide for Teachers and Trainers. Kogan Page. https://books.google.com.jm/books?id=6Tf1kH6MQZ0C Sainio, M., Veenstra, R., Huitsing, G., & Salmivalli, C. (2011). Victims and their defenders: A dyadic approach. International Journal of Behavioral Development, 35(2), 144–151. https://doi.org/10.1177/0165025410378068 Salmivalli, C. (2002). Is there an age decline in victimization by peers at school? Educational Research, 44(3), 269–277. https://doi.org/10.1080/00131880210135331 Saracho, O. (2016). Contemporary Perspectives on Research on Bullying and Victimization in Early Childhood Education. Information Age Publishing, Incorporated. https://books.google.co.id/books?id=dalCDQAAQBAJ Saracho, O. N. (2017). Bullying Prevention Strategies in Early Childhood Education. Early Childhood Education Journal, 45(4), 453–460. https://doi.org/10.1007/s10643-016-0793-y Sempowicz, T., & Hudson, P. (2011). Analysing Mentoring Dialogues for Developing a Preservice Teacher’s Classroom Management Practices. Australian Journal of Teacher Education, 36(8). https://doi.org/10.14221/ajte.2011v36n8.4 Smith, J. D., Schneider, B. H., Smith, P. K., & Ananiadou, K. (2004). The Effectiveness of Whole-School Antibullying Programs: A Synthesis of Evaluation Research. School Psychology Review, 33, 547–560. Sourander, A., Ronning, J., Brunstein-Klomek, A., Gyllenberg, D., Kumpulainen, K., Niemelä, S., Helenius, H., Sillanmäki, L., Ristkari, T., Tamminen, T., Moilanen, I., Piha, J., & Almqvist, F. (2009). Childhood Bullying Behavior and Later Psychiatric Hospital and Psychopharmacologic Treatment. ARCH GEN PSYCHIATRY, 66(9), 9. Tauber, R. T. (2007). Classroom Management: Sound Theory and Effective Practice. Praeger Publishers. https://books.google.la/books?id=XiQFyR41kysC Ttofi, M. M., & Farrington, D. P. (2011). Effectiveness of school-based programs to reduce bullying: A systematic and meta-analytic review. Journal of Experimental Criminology, 7(1), 27–56. https://doi.org/10.1007/s11292-010-9109-1 Ttofi, M. M., & Farrington, D. P. (2012). Bullying prevention programs: The importance of peer intervention, disciplinary methods and age variations. Journal of Experimental Criminology, 8(4), 443–462. https://doi.org/10.1007/s11292-012-9161-0 Unal, Z., & Unal, A. (2012). The Impact of Years of Teaching Experience on the Classroom Management Approaches of Elementary School Teachers. International Journal of Instruction, 5, 41–60. UNICEF. (2007). Implementation Handbook for The Convention on The Rights of The Child (3th Edition). UNICEF. Vaillancourt, T., McDougall, P., Hymel, S., Krygsman, A., Miller, J., Stiver, K., & Davis, C. (2008). Bullying: Are researchers and children/youth talking about the same thing? International Journal of Behavioral Development, 32(6), 486–495. https://doi.org/10.1177/0165025408095553 Vlachou, M., Andreou, E., Botsoglou, K., & Didaskalou, E. (2011). Bully/Victim Problems Among Preschool Children: A Review of Current Research Evidence. Educational Psychology Review, 23(3), 329–358. https://doi.org/10.1007/s10648-011-9153-z Vlachou, M., Botsoglou, K., & Andreou, E. (2014). Bullying/Victimization in Preschool Children. https://doi.org/10.13140/2.1.5086.1764 Vreeman, R. C., & Carroll, A. E. (2007). A systematic review of school-based interventions to prevent bullying. Archives of Pediatrics & Adolescent Medicine, 161 1, 78–88. Witvliet, M., Olthof, T., Hoeksma, J. B., Goossens, F. A., Smits, M. S. I., & Koot, H. M. (2010). Peer Group Affiliation of Children: The Role of Perceived Popularity, Likeability, and Behavioral Similarity in Bullying. Social Development, 19(2), 285–303. https://doi.org/10.1111/j.1467-9507.2009.00544.x Yaşar, M. (2017). Adaptation of General System Theory and Structural Family Therapy Approach to Classroom Management in Early Childhood Education* *. 32.

Penelitian ini bertujuan untuk mengetahui pengembangan profesi guru pada jenjang anak usia dini melalui aspek teori perkembangan karier Super pada fase establishment. Penelitian ini dilatarbelakangi sebuah fenomena bahwa guru pada jenjang pendidikan anak usia dini belum sepenuhnya memenuhi kualifikasi guru profesional. Metode penelitian yang digunakan adalah deskriptif kualitatif dengan pengambilan data melalui wawancara tidak terstruktur dan Focus Group Disscusion. Penelitian diikuti oleh tujuh orang guru. Hasil penelitian menunjukkan bahwa partisipan memulai profesi sebagai guru dengan pendidikan yang belum menunjang. kesimpulan dari penelitian adalah dengan berbagai keterbatasan, namun guru anak usia dini tetap komitmen berkarier sebagai guru dan berupaya mengembangkan kariernya. Dunia pendidikan anak adalah pembelajaran terbaik bagi para guru, kebahagiaan menyaksikan perkembangan anak dan mendapatkan pengalaman pekerjaan dapat menepikan persoalan salary.

Kemandirian dan keterampilan sosial merupakan dua hal fundamental yang harus distimulus sejak usia dini yang dipengaruhi oleh pengasuhan keluarga. Penelitian ini bertujuan untuk mengkaji bentuk-bentuk kemandirian dan keterampilan sosial yang muncul pada anak uisa 5-6 tahun yang memiliki kedua orang tua bekerja di Jakarta. Penelitian menggunakan metode kualitatif jenis studi kasus tipe single case study. Subjek penelitian berinisial K, usia 6 tahun memiliki kedua orang tua bekerja. Subjek dan informan dipilih melalui teknik purposive sampling. Data pada penelitian diperoleh melalui pengamatan, wawancara yang mendalam dan pengumpulan dokumentasi. Teknik analisis data menggunakan model Miles and Hubberman. Hasil penelitian menunjukkan adanya perbedaan antara kemandirian saat anak di rumah dan di sekolah, keterampilan sosial anak belum berkembang sesuai dengan tahapan usianya, adanya pelimpahan pengasuhan yang dilakukan orang tua kepada pihak ketiga yaitu nenek dan pengasuh, serta adanya perbedaan penerapan pola pengasuhan yang diberikan oleh orang tua dan nenek.

Self help book is believed as an alternative method to help someone in order to help himself dealing with the psychological problems that they had experienced. One of the psychological problems which very vulnerable to be experienced by someone that working is emersion of burnout symptoms. The researcher has interviewed Counseling Guidance’s (BK) teacher to find the factor that caused emersion of burnout symptoms of work, from the interview some informations has gathered about the causes of Counseling Guidance's teacher experienced burnout symptoms, among others because the number of Counseling Guidance teachers in the school with an unbalanced number of students and unclear duties and roles assigned to Counseling Guidance teachers. Other that, there were many Counseling Guidance teachers did not have an appropriate knowledge with the qualification that have been determined. Every individual has a different level of burnout symptoms and the impact that they experienced was also different. The level of burnout symptoms could be reduced or even eliminated by determining the appropriate method, one of them by counseling approach of Cognitive Behaviour Therapy (CBT) using guided imagery technique.

Pembelajaran Jarak Jauh disebut pembelajaran jarak jauh (distance learning), untuk membedakan dengan sistem pembelajaran jarak dekat atau pembelajaran tatap muka. Penelitian ini bertujuan untuk mendeskripsikan keterlibatan orang tua pada PJJ; menganalisis pengaruh faktor demografi terhadap keterlibatan orang tua dalam PJJ; serta menganalis uji perbedaan antara orang tua pada siswa TK-A dan TK-B. Metode penelitian kuantitatif. Sampel peneltian adalah orang tua siswa pada TK-A dan TK-B di TK Tarakanita, Jakarta Timur. Teknik pengumpulan data melalui survei, dengan instrumen penelitian kuesioner. Teknik analisis data menggunakan analisis deskriptif, analisis regresi linear berganda dengan menggunakan ordinary least square (OLS) dengan perangkat lunak IBM SPSS, serta uji beda dengan menggunakan Kruskal-Willis Test. Hasil penelitian menunjukkan bahwa tingkat keterlibatan orang tua pada PJJ sudah relatif baik; faktor demografi mempengaruhi keterlibatan orang tua; serta tidak terdapat perbedaan keterlibatan orang tua pada TK-A dan TK-B di TK Tarakanita, Jakarta Timur