Parents’ Perspectives on School Transitions: Challenges and Strategies on Transition from Preschool to Primary School for Equitable Education

The transition from preschool to primary school is a critical period in a child's development, involving significant changes in environment, routines, and academic demands. Parental involvement plays a key role in ensuring a smooth transition; however, many parents experience anxiety due to misconceptions about literacy expectations and limited communication from schools. This study explores parents' perspectives on school transition, identifies challenges they face, and examines their involvement in supporting their children's adjustment. Using a qualitative phenomenological approach, this study conducted in-depth interviews with four parents of first-grade students from different public and private elementary schools in Cimahi City. Observations at one public elementary school complemented the interview data. Thematic analysis was applied, and findings were interpreted using Bronfenbrenner’s ecological theory to understand how various social and environmental systems influence school transitions. Findings reveal that parental concerns about school readiness often stem from misunderstandings about academic expectations and inadequate school communication. Fathers' involvement in the transition process was notably limited, with mothers playing the primary role in preparation and support. Strengthening collaboration between parents and schools is essential for an effective transition. According to Bronfenbrenner’s model, successful transitions depend on interactions across subsystems, including the microsystem, mesosystem, exosystem, and macrosystem. This study enhances understanding of parental roles in school transitions and provides recommendations for educators and policymakers to design inclusive transition programs. Future research could expand sample sizes and further investigate fathers' participation to develop targeted interventions. Encouraging stronger school communication policies and fostering collaboration between early childhood and primary educators can optimize parental involvement and support children’s transition success

Development of a Visual-Based Pocketbook to Prevent Bullying Among Early Childhood Learners

Bullying has become a common phenomenon among early childhood students, particularly in kindergarten settings. Children aged 4–6 years often experience and engage in verbal, social, and physical bullying. This study aims to develop a pocketbook as an educational tool for teachers and parents, providing information on bullying prevention strategies for young children. The pocketbook incorporates visual illustrations to enhance understanding and was implemented in three early childhood education institutions. The research follows the Research and Development (R&D) approach using the ADDIE model, which includes Analysis, Design, Development, Implementation, and Evaluation. The study involved an initial needs analysis, revealing that parents and teachers have limited awareness of bullying. Data collection was conducted through interviews with teachers and parents, observations, content validation, language evaluation, and media validation to assess the feasibility of the pocketbook before implementation. Data analysis was performed using Aiken’s index to determine the effectiveness of the pocketbook in preventing bullying. The findings indicate that the pocketbook is an effective method for raising awareness and preventing bullying in early childhood. This is supported by data analysis, showing that the highest response rating from teachers and parents was on a 7-point scale, with an average approval rate of 49%, demonstrating a positive reception. The pocketbook serves as an innovative educational tool, enriching teachers’ and parents’ knowledge in guiding children to avoid bullying behaviors. Future research should focus on providing training sessions for teachers and parents to optimize the use of the pocketbook, ensuring more effective communication and comprehension of its content

Understanding Stunting Determinants in Urban Indonesia: Evidence from the Regional Technical Implementation Unit of Sekaran Public Health Center

As of August 2023, a total of 39 stunting cases were recorded in the service area of Sekaran Public Health Center RTIU, covering five sub-districts. This study aims to analyze the risk factors contributing to the occurrence of stunting in the designated area.  Employing a qualitative descriptive design, the study gathered in-depth data through semi-structured interviews and field observations, involving eight purposively selected families with stunted children. Data collection was complemented by triangulation with community health workers and Posyandu cadres. Thematic analysis, following Braun and Clarke’s six-phase model, was used to identify emerging patterns and themes. The findings indicate that environmental conditions such as sanitation, toilet facilities, clean water sources, drainage systems, and housing floors were generally adequate. However, many mothers had a history of anemia and received only basic antenatal care, often from private providers. After childbirth, exclusive breastfeeding was rarely practiced, and children were frequently spoon-fed less than three times daily. This suboptimal nutritional intake was primarily due to the parents' work demands and the delegation of caregiving responsibilities to grandmothers or nannies. Additionally, the performance of the Integrated Health Service (Posyandu) in the area was limited to weighing and height measurement activities, without substantial educational or follow-up components. The results of this study imply that interventions to reduce stunting must extend beyond infrastructure and include behavioral changes in nutrition and caregiving practices. The limitation of this study lies in the small number of participants and its localized focus, which may not fully represent broader demographic variations. Future research is recommended to include larger and more diverse samples to enhance the generalizability of findings and explore the effectiveness of integrated, community-based interventions

Systematic Literatur Review Pengembangan Media Pembelajaran Game Edukasi Matematika

Game edukasi adalah sebuah permainan yang dirancang menggunakan multimedia untuk memberikan suatu permasalahan dimana siswa diharuskan menyelesaikannya sehingga terbentuk proses berpikir kritis dan kreatif. Game identik dengan menarik, asik, dan menyenangkan yang dapat membuat siswa tidak bosan dalam memainkannya. Tujuan penelitian ini adalah untuk mengetahui bagaimana pengembangan sebuah game edukasi matematika dan penggunaannya dalam pembelajaran. Metode yang digunakan adalah Systematik Literatur Review (SLR) yang dilakukan melalui tahapan mengidentifikasi, mengkaji, mengevaluasi, serta menafsirkan semua artikel rujukan yang telah terkumpul. Hasil dari penelitian ini menunjukkan berbagai macam multimedia dan software yang digunakan dalam pengembangan game edukasi matematika. Uji validasi ahli produk menunjukkan bahwa media game edukasi layak digunakan dalam pembelajaran matematika

Standardization of Telang Flower Extract for Bioactive Compound Assessment using Solvent Variations

Telang flowers are found in many tropical areas, one of whuch is in Indonesia. The content of telang flowers can be used as anticancer, anti-inflammatory and antimicrobial. The amount of healt potential contained in telang flowers is important to do standardization. This study aims to determine the standardisation of telang flower extract in maceration method with 96% etanhol, ethyl acetate and n-hexane solvents. Standardisation testing includes specific and non-specific parametes. The results showed that the telang flowers used was included in the Clitoria ternatea species. Weight yield, drying shrinkage, specific gravity, moisture content and ash content have met the standard. The largest yield weight is found in ethanol solvent which is 11.83%. The highest secondary metabolite content was found in ethanol solvent, namely alkaloids, flavonoids, tanins, and saponin. While in n-hexane solvent there were only terpenoids and steroids

Efektivitas Pembelajaran Nahwu dengan Kitab Lamḥatun Naẓar pada Siswa Kelas VIII MTs Terpadu Muwahidun Pati

This study investigates the Nahwu (Arabic grammar) learning process at MTs Terpadu Muwahidun, where the Lamḥatun Naẓar book is used, in contrast to the more commonly used books like Jurumiyyah and Alfiyah. The research aims to explain the teaching process and assess the effectiveness of this book for eighth-grade students. Data were collected from 47 female students using observation, interviews, tests, and documentation and analyzed using a T-test. The findings show that Nahwu learning begins with planning, including setting goals for students to understand Arabic texts, and involves methods such as lectures, Q&A, and assignments. The study found that the use of Lamḥatun Naẓar significantly improved students' understanding, with pretest and posttest results showing a notable increase in scores from 54.72 to 71.89, with a significance value of 0.000, confirming the book's effectiveness in the classroom

Kāna Wa Akhawātuhā dalam Surat Al-Baqarah dan Kontribusinya dalam Pembelajaran Nahwu (Analisis Sintaksis)

This study investigates the occurrence and usage of kāna wa akhawātuhā (kāna and its sisters) in Surah Al-Baqarah, which comprises 286 verses. The researcher identified 88 instances of kāna wa akhawātuhā: 57 instances of kāna in the past tense (fi'il madli), 18 in the present tense (fi'il mudhari'), and 3 as imperative forms (fi'il amr). Additionally, there were 9 occurrences of laysa (fi'il madli) and 1 of mā zāla (fi'il mudhari'). The analysis categorized kāna wa akhawātuhā based on conditions of application, types of verbs, need for complements (khabar), and grammatical properties. Most forms acted without conditions, and the majority were complete in their inflection (kāmilut tashrif). Furthermore, the study explored the types of ism (subjects) and khabar (predicates) linked to kāna wa akhawātuhā, categorized by form, number, and gender. The findings provide a systematic inventory of kāna wa akhawātuhā examples, complete with parsing (i’rab) and detailed grammatical analysis, offering significant contributions for the teaching and learning of Arabic grammar (nahwu), particularly at the beginner and intermediate levels. The researcher also proposes instructional steps to integrate these findings into grammar learning practices

Babalu Dance and Holistic Development of Early Childhood: A Case Study on the Integration of Traditional Arts in Early Childhood Education

Traditional dance not only represents cultural heritage but also embodies pedagogical values that can be integrated into early childhood education. One such traditional dance that remains vibrant and practiced in the northern coastal region of Java is the Babalu Folk Dance, characterized by rhythmic, simple yet expressive movements. Although children’s dance practices have flourished in informal educational settings, the utilization of traditional dance as a child development–oriented learning medium remains severely limited. This study originates from this gap, noting the lack of systematic exploration of the contribution of traditional dance movement variations to the holistic development of early childhood. This research aims to analyze the movement structure of Babalu Dance and evaluate its potential in supporting five key developmental domains of early childhood: gross motor, fine motor, cognitive, socio-emotional, and artistic appreciation. Employing a qualitative case study approach, this study was conducted at Sanggar Putra Budaya Batang, involving six children aged 4–6 years, six dance instructors, and six parents. Data collection techniques included participatory observation, semi-structured interviews, and visual documentation, followed by thematic analysis. The findings reveal that each movement category—head, hand, foot, and body—specifically contributes to various dimensions of child development. Body and foot movements support balance and coordination; hand movements strengthen fine motor skills; and the choreographic structure fosters cognitive, social, and expressive aspects. This study underscores the potential of Babalu Folk Dance as a culturally grounded contextual learning medium and recommends its integration into character- and traditional arts–based early childhood education curricula

Transformative Leadership for Integrating Islamic Values and 21st Century Skills: A Conceptual Framework for Contemporary Islamic Education

Purpose – This study aims to propose a conceptual framework of transformative leadership that integrates Islamic values with 21st-century skills to enhance the relevance, ethical grounding, and innovation capacity of Islamic educational institutions in the digital and global era. Design/methods – The research employed a qualitative library research approach by systematically reviewing scholarly articles, books, and institutional policy documents. The method involved inductive thematic analysis to extract leadership constructs aligned with Islamic ethical paradigms and 21st-century educational competencies. Findings – The study identifies that effective transformative leadership in Islamic education must synthesize spiritual integrity, ethical governance, and future-oriented competencies. Core elements include participatory decision-making, value-based curriculum design, digital integration, and teacher empowerment grounded in Islamic pedagogical values. These strategies facilitate character formation alongside the acquisition of critical thinking, creativity, collaboration, and communication (4Cs). Research implications/limitations – This conceptual study is limited by the absence of empirical field validation. Future research should explore how the proposed model functions across diverse institutional contexts using mixed-method or case study designs to test applicability, impact, and scalability. Practical implications – The framework offers guidance for policy-makers, school leaders, and teacher educators to align leadership development, curriculum reform, and institutional transformation with both Islamic values and global skill demands. It supports strategic planning and institutional capacity-building for faith-based schools. Originality/value – This paper contributes original insight by bridging Islamic epistemology with global transformative leadership theory. It challenges the binary between religious tradition and modern innovation, presenting Islamic education as a moral-intellectual paradigm suited to contemporary educational challenges

Analysis of the Representation of Religious Moderation Values in Senior High School Islamic Religious Education Textbooks under the Merdeka Curriculum: A Qualitative Study Using Content Analysis

Purpose – This study aims to evaluate the representation and relevance of religious moderation values in Islamic Religious Education (PAI) textbooks for the Senior High School (SMA) level in North Sumatera. The study responds to the discrepancy between national policies emphasizing the importance of moderation and textbook content that does not fully reflect principles of inclusivity, pluralism, and interfaith dialogue. Design/methods/approach – A qualitative approach was employed using the Qualitative Content Analysis (QCA) method on officially sanctioned PAI textbooks based on the Merdeka Curriculum and KMA No. 183 of 2019. The analysis was conducted on narrative content, visuals, learning activities, and other graphic elements. Data coding and interpretation were supported by ATLAS.ti software, with validity ensured through researcher triangulation and analytical auditing. Findings – The results indicate that PAI textbooks generally represent religious moderation values such as tasamuh (tolerance), tawassuth (moderation), and i’tidal (justice). However, values such as muwathanah (national commitment) and musawah(equality) remain underrepresented. Visual aspects and the integration of learning technology are also minimal, and weaknesses were identified in the editing of religious terminology. Research implications – The study's results serve as a foundation for policymakers, textbook authors, and educators to revise instructional materials to be more inclusive in narrative, visual, and digital dimensions. Recommendations are directed toward strengthening the internalization of moderation values through contextual pedagogical approaches and technology integration