Active and Innovative Indonesian Language Learning Model for 8-Year-Old Children

Mastery of Indonesian language skills for children is still a challenge for teachers and parents. Teachers need an effective learning model to improve Indonesian language skills and knowledge. This research aims to develop an active and innovative Indonesian language learning model for children aged 8 years by collaborating with the Numbered Heads Together, Sample Non-Examples, and Guess Words (NET) learning models. This research is a test of the effectiveness of the learning model with a small group trial study carried out at MI Kompa, and a large group trial carried out at MI Adda'wah and MIN I Sukabumi Parungkuda. Data collection techniques were carried out using a mixture of two types of data, qualitative and quantitative. The research results show that the development of the NET learning model in Indonesian language subjects has succeeded in improving children's learning outcomes. Therefore, the results of this study can be used as a starting point for further research. This study has limitations in using descriptive statistical data that do not yet explain the factors that influence the success of the proposed learning model. The results can also provide a basic approach to support further analysis of the impact of using learning strategies in the classroom, both in increasing student and teacher activity. Keywords: numbered heads together, non-examples, guess the words, Indonesian, eight-year-old children References: Bloom, B. S., Krathwohl, D. R., & Masia, B. B. (1984). Bloom taxonomy of educational objectives. In Allyn and Bacon. Pearson Education London. Burns, M., Pierson, E., & Reddy, S. (2014). Working together: How teachers teach and students learn in collaborative learning environments. International Journal of Instruction, 7(1). Hidayat, U. S. (2016). Model-Model Pembelajaran Efektif. Bina Mulia Publishing. Iskatiana, E. (2017). Pengaruh Strategi Pembelajaran Problem Based Learning dan Kooperatif Tipe Number Head Together (NHT) terhadap Hasil Belajar Matematika pada Siswa Kelas V di SD Bangunharjo. Trihayu: Jurnal Pendidikan Ke-SD-An, 4(1). Kagan, S. (1989). The structural approach to cooperative learning. Educational Leadership, 47(4), 12–15. Kurniasih, I., & Sani, B. (2015). Ragam pengembangan model pembelajaran untuk peningkatan profesionalitas guru. Jakarta: Kata Pena, 71–72. Kurniawan, M. I. (2015). Tri pusat pendidikan sebagai sarana pendidikan karakter anak sekolah dasar. PEDAGOGIA: Jurnal Pendidikan, 4(1), 41–49. Listiadi, A., Sulistyowati, R., & Sakti, N. C. (2019). Improving learning quality through NHT cooperation model in Indonesian vocational schools. KnE Social Sciences, 884–902. Nursyamsi, S. Y., & Corebima, A. D. (2016). The effect of numbered heads together (NHT) learning strategy on the retention of senior high school students in Muara Badak, East Kalimantan, Indonesia. European Journal of Education Studies. Rahmawati, I., Shodiqin, A., & Sugiyanti, S. (2018). Efektivitas Model Pembelajaran Numbered Head Together Berbantuan Media Prezi Terhadap Kemampuan Pemecahan Masalah Matematis Siswa Kelas Viii. Senatik 2018. Saadie, M. (2007). Strategi Pambelajaran Bahasa Indonesia. Jakarta: Unversitas Terbuka. Santoso, H. (2011). Membangun minat baca anak usia dini melalui penyediaan buku bergambar. Universitas Negeri Malang. Serdyukov, P. (2017). Innovation in education: what works, what doesn’t, and what to do about it? Journal of Research in Innovative Teaching & Learning, 10(1), 4–33. Solchan, T. W., Mulyati, Y., Syarif, M., Yunus, M., Werdiningsih, E., & Pramuki, B. E. (2008). Pendidikan Bahasa Indonesia di SD. Jakarta: Universitas Terbuka. Susanto, H. (2016). Membangun budaya literasi dalam pembelajaran bahasa Indonesia menghadapi era mea. Jurnal Pendidikan Bahasa Dan Sastra Indonesia, 1(1), 12–16. Zulela, M. S. (2012). Pembelajaran Bahasa Indonesia Apresiasi Sastra di Sekolah Dasar. Bandung: Remaja Rosdakarya. &nbsp

How Teacher’s Gender Influence Student’s Gender Identity in Early Childhood

The development of gender identity in early childhood will influence how they accept their gender. Someone who confuses about their gender would be at risk to experience gender dysphoria. This study aimed to determine differences in gender identity among early childhood based on the presence of male and female teachers. The study used a quantitative approach with a cross-sectional study design. Data was collected using gender identity questionnaires from April until August 2023.  The sample was 200 students (95 male; 105 female) in 23 preschool institutions (5.83 years old; SD: 0.50) in 5 regencies in East Java. Data from the two groups sample showed a difference in average scores (9.15 for children who had two gender teachers and 7.57 who only had one gender teacher). The results of statistical analysis using the Mann-Whitney U-Test showed a significance value of 0.00. The result shows significant differences in gender identity between the two groups. It shows the importance of the existence of male and female teachers in early childhood education because both have important complementary roles, especially for the children's gender identity. Researchers suggest schools, the government, or other policymakers provide regulations for the presence of male teachers in early childhood education institutions. Keywords: early childhood; gender identity; teacher gender References: Al Baqi, S. (2021). Penguatan Identitas Gender pada Siswa Laki-laki Melalui Kehadiran Guru Laki-laki di Tingkat PAUD [Strengthening Gender Identity in Male Students Through the Presence of Male Teachers at the Early Childhood Education Level]. Martabat: Jurnal Perempuan Dan Anak, 5(2), 289–309. https://doi.org/10.21274/martabat.2021.5.2.289-309 Arikunto, S. (1983). Prosedur penelitian: Suatu pendekatan praktik [Research procedure: A practical approach]. PT. Bina Aksara, Jakarta. https://books.google.co.id/books?id=6PKbAQAACAAJ Azizah, N. (2014). Pengenalan Identitas Gender pada Anak (Studi pada Taman Pendidikan Anak atau Day Care) [Introduction to Gender Identity in Children (Studies in Children's Education Parks or Day Care)]. Yin Yang, 9(1), 47–58. Beek, T. F., Cohen-Kettenis, P. T., & Kreukels, B. P. C. (2015). Gender incongruence/gender dysphoria and its classification history. International Review of Psychiatry, 28(1), 5–12. https://doi.org/10.3109/09540261.2015.1091293 Boddington, Ellen. (2016). A qualitative exploration of gender identity in young people who identify as neither male nor female—ProQuest. May, 134. Bryan, N., & Milton Williams, T. (2017). We need more than just male bodies in classrooms: Recruiting and retaining culturally relevant Black male teachers in early childhood education. Journal of Early Childhood Teacher Education, 38(3), 209–222. https://doi.org/10.1080/10901027.2017.1346529 Bussey, K. (2010). Gender Identity Development. In Handbook of Identity Theory and Research. Springer US. Cervantes, J. C. (2018). Gender Identity in Early Childhood. KnE Life Sciences, 2018, 189–198. https://doi.org/10.18502/kls.v4i8.3276 Coxon, J., & Seal, L. (2021). Medical Management to Support Trans Men In A Gender Identity Clinic. In Men’s Health (pp. 260–265). CRC Press. https://doi.org/10.1201/9780429347238-32 Farquhar, S. (1997). Are Male Teachers Really Necessary? (9 Seiten). Gianesini, G. (2016). Gender Identity. Encyclopedia of Family Studies, 5(10), 1–6. https://doi.org/10.1002/9781119085621.wbefs465 Koch, S., & Farquhar, B. (2015). Breaking through the glass doors: Men working in early childhood education and care with particular reference to research and experience in Austria and New Zealand. European Early Childhood Education Research Journal, 23(3), 380–391. https://doi.org/10.1080/1350293X.2015.1043812 Martin, R. (2017). Gender and Emotion Stereotypes in Children’s Television. Journal of Broadcasting and Electronic Media, 61(3), 499–517. https://doi.org/10.1080/08838151.2017.1344667 Maulana, R. A., Kurniati, E., Yulindrasari, H., No, J. S., Kec, I., Kota, S., & Barat, J. (2020). Apa yang Menyebabkan Rendahnya Keberadaan Guru Laki-laki di PAUD? [ What Causes the Low Presence of Male Teachers in ECE] 15(1), 23–32. Patacchini, E. (2019). Mothers, Peers and Gender-Role Identity Claudia Olivetti, Eleonora Patacchini and Yves Zenou. 1295. Pujisatuti, T. (2014). Peran Orang Tua Dalam Pembentukan Identitas Gender Anak [The Role of Parents in Forming Children's Gender Identity]. Syi’ar, 14(1), 53–61. Qosyasih, N. N. S., & Adriany, V. (2021). Constructing Gender Identity in Young Children. Proceedings of the 5th International Conference on Early Childhood Education (ICECE 2020), 538(Icece 2020), 177–179. https://doi.org/10.2991/assehr.k.210322.038 Salim, R. M. A., & Safitri, S. (2020). Parents as Teachers: The Influence of Internal and External Factors on Parenting Style Differences. Jurnal Psikologi Teori Dan Terapan, 10(2), 95. https://doi.org/10.26740/jptt.v10n2.p95-104 Santrock, J. W. (2011). Life-span Development (13th ed.). McGraw-Hill. Smith, K. E. (1981). Male Teachers in Early Childhood Education: Sex-Role Perceptions. The Humanist Educator, 20(2), 58–64. https://doi.org/10.1002/j.2164-6163.1981.tb00078.x Sovitriana, R. (2020). Kajian Gender Dalam Tinjauan Psikologi [Gender Studies in Psychological Review]. In Angewandte Chemie International Edition, 6(11), 951–952. (Vol. 13, Issue April). Steensma, T. D., Kreukels, B. P. C., de Vries, A. L. C., & Cohen-Kettenis, P. T. (2013). Gender identity development in adolescence. Hormones and Behavior, 64(2), 288–297. https://doi.org/10.1016/j.yhbeh.2013.02.020 Sum, T. A., Tamo, A., & Talu, I. (2003). Faktor penyebab kurangnya minat laki-laki untuk menjadi guru paud di kabupaten manggarai [Factors causing men's lack of interest in becoming early childhood teachers in Manggarai district]. Missio, 10, 192–203. VandenBos, G. R. (2015). APA Second Edition Dictionary of Psychology. American Psychological Association. https://doi.org/10.1515/9783111704227.1 Zucker, K. J., Bradley, S. J., Sullivan, C. B. L., Kuksis, M., Birkenfeld-Adams, A., & Mitchell, J. N. (1993). A Gender Identity Interview for Children. Journal of Personality Assessment, 61(3), 443–456. https://doi.org/10.1207/s15327752jpa6103_2   &nbsp

Theory of Mind, Roles, and the Development of Emotion Regulation in Early Childhood

The ability to regulate children's emotions is the basis for psychosocial development which is the key to future success, and they can quickly adapt to other people or situations that may not always be comfortable for them. Theory of mind (ToM) is a construct used to describe the ability to interpret other people's mental states, which then develops into the ability to empathize. This study examines how the theory of mind contributes to the development of emotion regulation in children aged 4, 5, and 6 years. This research used a quasi-experimental design to find the effect of ToM stimulation on children's emotional regulation. 109 respondents were selected using a purposive sampling technique. The scales used in this research are the PreBers scale to examine children's emotional regulation and the ToM scale. The research results showed that the influence of ToM development on children's emotional regulation was 52.4%. The results of this research highlight that the better the child acquires a Theory of Mind, the better the development of the child's emotional regulation. Furthermore, these findings are significant for early childhood education providers to develop programs to optimize ToM acquisition from childhood. Keywords: theory of mind, empathy, emotion regulation, children aged 4, 5, and 6 years References: Benita, M., Levkovitz, T., & Roth, G. (2017). Integrative emotion regulation predicts adolescents’ prosocial behavior through the mediation of empathy. Learning and Instruction, 50, 14–20. https://doi.org/10.1016/j.learninstruc.2016.11.004 Cress, C. J., Synhorst, L., Epstein, M. H., & Allen, E. (2012). Confirmatory factor analysis of the preschool behavioral and emotional rating scale (PreBERS) with preschool children with disabilities. Assessment for Effective Intervention, 37(4), 203–211. https://doi.org/10.1177/1534508411433499 Cress, C., Lambert, M. C., & Epstein, M. H. (2016). Factor Analysis of the Preschool Behavioral and Emotional Rating Scale for Children in Head Start Programs. Journal of Psychoeducational Assessment, 34(5), 473–486. https://doi.org/10.1177/0734282915617630 Diane E.Papalia; Gabriella Martorell. (2014). Experience Human Development (13th ed.). McGraw Hill-Education. Dunfield, K. A., & Kuhlmeier, V. A. (2013). Classifying prosocial behavior: Children’s responses to instrumental need, emotional distress, and material desire. Child Development, 84(5), 1766–1776. https://doi.org/10.1111/cdev.12075 Eisenberg, N., Fabes, R. A., & Spinrad, T. L. (2007). Prososial Development. Handbook of Child Psychology, 73. Fitzpatrick, P., Frazier, J. A., Cochran, D., Mitchell, T., Coleman, C., & Schmidt, R. C. (2018). Relationship Between Theory of Mind, Emotion Recognition, and Social Synchrony in Adolescents With and Without Autism. Frontiers in Psychology, 9(July), 1–13. https://doi.org/10.3389/fpsyg.2018.01337 Glenwright, M., & Pexman, P. M. (2010). Development of children’s ability to distinguish sarcasm and verbal irony. Journal of Child Language, 37(2), 429–451. https://doi.org/10.1017/S0305000909009520 Graham, A., & Fitzgerald, R. (2011). Supporting children’s social and emotional well-being: Does “having a say” matter? Children and Society, 25(6), 447–457. https://doi.org/10.1111/j.1099-0860.2010.00295.x Hum, K., & Lewis, M. (2013). Emotion Regulation in Children. Handbook of Self-Regulatory Processes in …, 33(April), 102–112. http://books.google.com/books?hl=en&lr=&id=o9DG7crxtZoC&oi=fnd&pg=PA173&dq=Emotion+Regulation+in+Children+With&ots=Lh-WsDVhYR&sig=9M0LvXTiIxBAP85dfTvmEIvqJWA Imuta, K., Henry, J. D., Slaughter, V., & Ruffman, T. (2016). Supplemental Material for Theory of Mind and Prosocial Behavior in Childhood: A Meta-Analytic Review. Developmental Psychology, 52(8), 1192–1205. https://doi.org/10.1037/dev0000140.supp Kuntoro, I. A., Risnawati, E., & Collier-Baker, E. (2019). The development of mental time travel in Indonesian children. Diversity in Unity: Perspectives from Psychology and Behavioral Sciences, 91–98. https://doi.org/10.1201/9781315225302-12 Lane, J. D., Wellman, H. M., Olson, S. L., LaBounty, J., & Kerr, D. C. R. (2010). Theory of mind and emotional understanding predict moral development in early childhood. British Journal of Developmental Psychology, 28(4), 871–889. https://doi.org/10.1348/026151009X483056 Lee, K., Sidhu, D. M., & Pexman, P. M. (2021). Teaching sarcasm: Evaluating metapragmatic training for typically developing children. Canadian Journal of Experimental Psychology, 75(2), 139–145. https://doi.org/10.1037/cep0000228 Lei, Y., Wang, Y., Wang, C., Wang, J., Lou, Y., & Li, H. (2019). Taking familiar others’ perspectives to regulate our own emotion: An event-related potential study. Frontiers in Psychology, 10(JUN), 1–9. https://doi.org/10.3389/fpsyg.2019.01419 Lewis, A. (2019). Examining the concept of well-being and early childhood: Adopting multi-disciplinary perspectives. Journal of Early Childhood Research, 17(4), 294–308. https://doi.org/10.1177/1476718X19860553 Meyebovsky, M. M., Tabullo, Á. J., & García, C. S. (2021). Associations between Theory of Mind and Emotion Regulation in Argentinean Adults. Current Psychology, 40(12), 6118–6131. https://doi.org/10.1007/s12144-019-00539-9 Mizokawa, Ai; Koyasu, M., & Mizokawa, A. (1999). Children ’ understanding of hidden emotion , theory of mind , and peer relationship Method Participants. 2025–2030. Nyklíček, I., Zeelenberg, M., & Vingerhoets, A. (2011). Emotion regulation and well-being. In Emotion Regulation and Well-Being (Issue January 2011). https://doi.org/10.1007/978-1-4419-6953-8 Risnawati, E., Anggraika, I., & Collier-baker, E. (2015). Kontribusi Perolehan Theory of mind terhadap Perkembangan mental Time Travel pada Anak Usia 3-5 tahun. 4(1), 37–39. Shahaeian, A., Peterson, C. C., Slaughter, V., & Wellman, H. M. (2011). Culture and the Sequence of Steps in Theory of Mind Development. Developmental Psychology, 47(5), 1239–1247. https://doi.org/10.1037/a0023899 Shukla, P., & Rishi, P. (2014). A Corelational Study of Psychosocial & Spiritual Well Being and Death Anxiety among Advanced Stage Cancer Patients. American Journal of Applied Psychology, 2(3), 59–65. https://doi.org/10.12691/ajap-2-3-1 Slaughter, V., Dennis, M. J., & Pritchard, M. (2002). Theory of mind and peer acceptance in preschool children. British Journal of Developmental Psychology, 20(4), 545–564. https://doi.org/10.1348/026151002760390945 Wellman, H. M., & Liu, D. (2004). Scaling of theory-of-mind tasks. Child Development, 75(2), 523–541. https://doi.org/10.1111/j.1467-8624.2004.00691.

The Impact of Father Involvement in the Early Childhood Problematic Behavior

Father's involvement is something that influences the child's problematic behavior. The purpose of this study is to investigate whether father involvement can influence children's problematic behavior. This study used the systematic literature review (SLR) method by referring to 10 valid articles published in the last 10 years with the publication years between 2013 - 2023. The finding of the literature shows that there is a significant impact of father involvement on the children's problematic behavior. The more the father is involved in the children's development, the lower the level of children's problematic behavior is. The image of a father as a mentor and motivator for early childhood can still be explored in depth. Because of the limitations of this study, this study suggests that future research can further discuss the impact of the father’s involvement in the children's problematic behavior in a specific cultural aspect by considering cross-cultural factors. This is intended to conclude the relationship between the father’s interactive situations with the impact of the father’s involvement in the children's problematic behavior. Keywords: child problematic behavior, father involvement, socio-economic status. References:Ahmed, M., Almher, H., & Abdal, B. B. (2021). Relationship between Perceived Behavioral Control, Attitude and Knowledge Sharing among Engineers in Oil and Gas Companies. IJIEM (Indonesian Journal of Industrial Engineering & Management), 2(2), 147–155. Araban, M., Montazeri, A., Stein, L. A. R., Stein, L. A. R., Stein, L. A. R., Karimy, M., & Mehrizi, A. A. H. (2020). Prevalence and factors associated with disruptive behavior among Iranian students during 2015: a cross-sectional study. Italian Journal of Pediatrics, 46(1), 1–7. https://doi.org/10.1186/s13052-020-00848-x Asri, D. N., & Suharni. (2021). Modifikasi Perilaku: Teori dan Penerapannya. Baker, C. E. (2017). Father-Son Relationships in Ethnically Diverse Families: Links To Boys’ Cognitive and Social Emotional Development in Preschool. Journal of Child and Family Studies, 26(8), 2335–2345. https://doi.org/10.1007/s10826-017-0743-3 Bertalanffy, L. von. (1968). General System Theory. New York: Goerge Braziller. Besnard, T., Verlaan, P., Davidson, M., Vitaro, F., Poulin, F., & Capuano, F. (2013). Bidirectional influences between maternal and paternal parenting and children’s disruptive behaviour from kindergarten to grade 2. Early Child Development and Care, 183(3–4), 515–533. https://doi.org/10.1080/03004430.2012.711597 Braza, P., Carreras, R., Muñoz, J. M., Braza, F., Azurmendi, A., Pascual-Sagastizábal, E., Cardas, J., & Sánchez-Martín, J. R. (2013). Negative Maternal and Paternal Parenting Styles as Predictors of Children’s Behavioral Problems: Moderating Effects of the Child’s Sex. Journal of Child and Family Studies, 24(4), 847–856. https://doi.org/10.1007/s10826-013-9893-0 Cano, T., Perales, F., & Baxter, J. (2019). A Matter of Time: Father Involvement and Child Cognitive Outcomes. Journal of Marriage and Family, 81(1), 164–184. https://doi.org/10.1111/jomf.12532 Chomariyah, S., Fakhruddin, & Supriyadi. (2019). Development of Interactive Multimedia on Ablution and Prayer Learning to Introduce Religious and Moral Values for Kindergarten. Journal of Primary Education, 8(3), 270–280. Chu, H. S., & Lee, H. (2019). Relationship between paternal psychological distress and involvement in childcare among fathers of preschool-aged children: Mediating effect of maternal psychological distress. BMC Pediatrics, 19(1), 1–10. https://doi.org/10.1186/s12887-019-1688-z Coates, E. E. (2019). Pathways Linking Nonresident Father Involvement and Child Outcomes. Journal of Child and Family Studies, 28, 1681–1694. https://doi.org/10.1007/s10826-019-01389-6 Craig, A. G., Thompson, J. M. D., Slykerman, R., Wall, C., Murphy, R., Mitchell, E. A., & Waldie, K. E. (2021). The Father I Knew: Early Paternal Engagement Moderates the Long-term Relationship between Paternal Accessibility and Childhood Behavioral Difficulties. Journal of Family Issues, 42(10), 2418–2437. https://doi.org/10.1177/0192513X20980128 Dereli, E. (2020). Physical and Relational Aggressive Behavior in Preschool: School Teacher Rating, Teachers’ Perception and İntervention Strategies. Journal of Educational Issues, 6(1), 228. https://doi.org/10.5296/jei.v6i1.16947 Flouri, Midouhas, E., & Narayanan, M. K. (2016). The Relationship Between Father Involvement and Child Problem Behaviour in Intact Families: A 7-Year Cross-Lagged Study. Journal of Abnormal Child Psychology, 44(5), 1011–1021. https://doi.org/10.1007/s10802-015-0077-9 Flouri, Narayanan, M. K., & Midouhas, E. (2015). The Cross-Lagged Relationship between Father Absence and Child Problem Behaviour in The Early Years. Child: Care, Health and Development, 41(6), 1090–1097. https://doi.org/10.1111/cch.12236 Frank, T. J., Keown, L. J., & Sanders, M. R. (2015). Enhancing Father Engagement and Interparental Teamwork in an Evidence-Based Parenting Intervention: A Randomized-Controlled Trial of Outcomes and Processes. Behavior Therapy, 46(6), 749–763. https://doi.org/10.1016/j.beth.2015.05.008 Georgea, J. S., Fletcherb, R., & Palazzic, K. (2016). Comparing Fathers’ Physical and Toy Play and Links to Child Behaviour: An Exploratory Study. Infant and Child Development, 18(6), 238–254. https://doi.org/10.1002/icd Gressiera, Calatib, & Serrettic. (2016). 5-HTTLPR and gender differences in affective disorders: A systematic review. Journal of Affective Disorders, 190, 193–207. https://doi.org/https://doi.org/10.1016/j.jad.2015.09.027 Gustafsson, B. M., Danielsson, H., Granlund, M., Gustafsson, P. A., & Proczkowska, M. (2018). Hyperactivity precedes conduct problems in preschool children: a longitudinal study. BJPsych Open, 4(4), 186–191. https://doi.org/10.1192/bjo.2018.20 Higgins, J., & Green, S. (2008). Cochrane handbook for systematic reviews of interventions. In PT Higgins and Sally Green. Ho, S. S., Goh, T. J., & Chuah, A. S. F. (2022). Perceived behavioral control as a moderator: Scientists’ attitude, norms, and willingness to engage the public. PLoS ONE, 17(10 October), 1–24. https://doi.org/10.1371/journal.pone.0275643 Kelly, D. (2018). Generative fatherhood and children’s future civic engagement: a conceptual model of the relationship between paternal engagement and child’s developing prosocial skills. J. Hum. Behav. Soc. Environ, 28, 303–314. https://doi.org/doi: 10.1080/10911359.2017.1418469 Kuo, P. X., Volling, B. L., & Gonzalez, R. (2018). Gender role beliefs, work-family conflict, and father involvement after the birth of a second child. Psychol Men Masc, 19(2), 243–256. https://doi.org/10.1037/men0000101.Gender Lee, J. kyung, & Schoppe-Sullivan, S. J. (2017). Resident Fathers’ Positive Engagement, Family Poverty, and Change in Child Behavior Problems. Family Relations, 1–13. https://doi.org/10.1111/fare.12283 Liu, Dittman, C. K., Guo, M., Morawska, A., & Haslam, D. (2021). Influence of Father Involvement, Fathering Practices and Father-Child Relationships on Children in Mainland China. Journal of Child and Family Studies, 30(8), 1858–1870. https://doi.org/10.1007/s10826-021-01986-4 Liu, X. (2019). A Review of the Study on Father Involvement in Child Rearing. Asian Social Science, 15(9), 82. https://doi.org/10.5539/ass.v15n9p82 Maselko, J., Hagaman, A. K., Bates, L. M., Bhalotra, S., Biroli, P., Gallis, J. A., O’Donnell, K., Sikander, S., Turner, E. L., & Rahman, A. (2019). Father involvement in the first year of life: Associations with maternal mental health and child development outcomes in rural Pakistan. Social Science and Medicine, 237(October 2018), 112421. https://doi.org/10.1016/j.socscimed.2019.112421 McCaig, Stolz, H. E., Reimnitz, S. J., Baumgardner, M., & Renegar, R. G. (2021). Determinants of Paternal Engagement: Investigating Low-Income Fathers‟ Caregiving, Play, and Verbal Engagement With Infants. Journal of Family Issues, 0(0), 1–21. Moher, D., Liberati, A., Tetzlaff, J., & Altman, D. G. (2009). Academia and Clinic Annals of Internal Medicine Preferred Reporting Items for Systematic Reviews and Meta-Analyses : Annals of Internal Medicine, 151(4), 264–269. Mulihatun, W. N., & Santi, M. Y. (2022). Faktor yang Mempengaruhi Keterlibatan Ayah dalam Pengasuhan Anak Usia Dini. Window of Health: Jurnal Kesehatan, 5(1), 20–34. Mulyani, H., Meirawan, D., & Rahmadani, A. (2020). Increasing school effectiveness through principals’ leadership and teachers’ teaching performance, is it possible? Cakrawala Pendidikan, 39(2), 279–292. https://doi.org/10.21831/cp.v39i2.28864 Nafisah, A. D., & Pranoto, Y. K. S. (2022). Father’s Involvement in Learning from Home Program During Covid-19 Pandemic. 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Parenting Skills as The Closest Teacher to Early Childhood at Home

Parents play an important role in the development of their children. This research reflects the role of parents in developing children. Through four stages of identification, screening, eligibility, and acceptable results, this method uses a systematic literature review using the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-analyses) method. The findings from the fourteen articles examined show that parenting skills play an important role in a child's growth and development from birth to death. The determining factor in the development of physical, motoric, moral, language, social-emotional, and life skills aspects is the role of both parents as important teachers for children from birth to adulthood. Parents can also use a variety of parenting strategies and skills, many of which they have learned throughout their lives and passed on to their children, to help their children grow. 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Cetta: Jurnal Ilmu Pendidikan,3(ISSN: 2686 6404), 304–309. https://proceeding.unnes.ac.id/index.php/snpasca/article/view/600/518. Rizzo, M. T., Elenbaas, L., Cooley, S., & Killen, M. (2016). Children’s Recognition of Fairness and Others’ Welfare in a Resource Allocation Task: Age Related Changes. Developmental Psychology, 52(8), 1307–1317. https://doi.org/https://doi.org/10.1037/dev0000134. Rossi, P. H. and Rossi, A. S. (1990). Of Human Bonding: Parent-Child Relations across the Life Course. New York: Aldine de Gruyter. Ruli, E. (2020). Tugas Dan Peran Orang Tua Dalam Mendidk Anak. Jurnal Edukasi Nonformal, vol.1(No.1), hlm.145. https://ummaspul.e-journal.id/JENFOL/article/view/428. Sabani, F. (2019). Perkembangan Anak - Anak Selama Masa Sekolah Dasar (6 - 7 Tahun). Didakta: Jurnal Kependidikan, 8(2), 89–100.    https://doi.org/https://doi.org/10.58230/27454312.71. Salwiah, S., & Asmuddin, A. (2022). Membentuk Karakter Anak Usia Dini melalui Peran Orang Tua. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 6(4), 2929–2935. https://doi.org/10.31004/obsesi.v6i4.1945. Schmidt, M. F. H., & Sommerville, J. A. (2011). Fairness Expectations and Altruistic Sharing in 15-Month-Old Human Infants. PLoS ONE, 6(10). https://doi.org/10.1371/journal.pone.0023223. Scott-phillips, T. C. (2016). Pragmatics and the aims of language evolution. Psychonomic Bulletin & Review, 24(2), 186–189. https://doi.org/10.3758/s13423-016-1061-2. Shaw, A., Descioli, P., & Olson, K. R. (2012). Fairness versus favoritism in children ☆. Evolution and Human Behavior, 33(6), 736–745. https://doi.org/10.1016/j.evolhumbehav.2012.06.001. Shutts, K., Brey, E. L., Dornbusch, L. A., & Slywotzky, N. (2016). Children Use Wealth Cues to Evaluate Others. PLoS ONE, 11(3), 1–21. https://doi.org/10.1371/journal.pone.0149360. Smetana, J. G., & Rote, W. M. (2019). Adolescent – Parent Relationships : Progress , Processes , and Prospects. Annual Review of Developmental Psychology, 1, 41–68. https://doi.org/https://doi.org/10.1146/annurev-devpsych-121318-084903. Smith, C. E., Blake, P. R., & Harris, P. L. (2013). I Should but I Won ’ t : Why Young Children Endorse Norms of Fair Sharing but Do Not Follow Them. 8(3). https://doi.org/10.1371/journal.pone.0059510. Spilt, J. L., & Harrison, L. J. (2015). Language Development in the Early School Years : The Importance of Close Relationships With Teachers. Developmental Psychology, 51(2), 185–196. https://doi.org/10.1037/a0038540. Sri Asri, A. (2018). Hubungan Pola Asuh Terhadap Perkembangan Anak Usia Dini. Jurnal Ilmiah Sekolah Dasar, 2(1), 1. https://doi.org/10.23887/jisd.v2i1.13793. Stein, C. H., Wemmerus, V. A., Ward, M., Gaines, M. E., Freeberg, A. L., Jewell, T. C., Ward, M., Gaines, M. E., Freeberg, A. L., & Jewell, T. C. (1998). “Because They’re My Parents”: An Intergenerational Study of Felt Obligation and Parental Caregiving. Journal of Marriage and the Fam, 60(3), 611–622. https://doi.org/https://doi.org/10.2307/353532. Sugiyanto, W. P. (2015). Pengaruh Pola Asuh Orang Tua Terhadap Perilaku Prososial Siswa Kelas V Sd Se Gugus Ii Kecamatan Pengasih Kabupaten Kulon Progo Tahun Ajaran 2014/2015. Pendidikan Guru Sekolah Dasar, 15(4), 1–27.        https://doi.org/10.31004/aulad.v3i1.53. Syahailatua, J., & Kartini, K. (2020). Pengetahuan ibu tentang tumbuh kembang berhubungan dengan perkembangan anak usia 1-3 tahun. Jurnal Biomedika Dan Kesehatan, 3(2), 77–83. https://doi.org/10.18051/jbiomedkes.2020.v3.77-83. Talango, S. R. (2020). Konsep Perkembangan Anak Usia Dini. Early Childhood Islamic Education Journal, 1(1), 92–105. https://doi.org/10.54045/ecie.v1i1.35. Taubah, M. (2016). Pendidikan Anak Dalam Keluarga Perspektif Islam Mufatihatut Taubah (Dosen STAIN Kudus Prodi PAI). JUrnal Pendidikan Agama Islam, 3(1), 109–136. https://doi.org/https://doi.org/10.15642/jpai.2015.3.1.109-136. Tocaimaza-Hatch, C. C., & Santo, J. (2020). Social interaction in the Spanish classroom : How proficiency and linguistic background impact vocabulary learning. Language Teaching Research, 27(5), 1–25. https://doi.org/10.1177/1362168820971468. Triandis, H. C. (2001). Individualism-Collectivism and Personality. Journal of Personality, 69(6), 907–924. https://doi.org/https://doi. org/10.1111/1467-6494.696169. Vieira, J. M., Matias, M., Ferreira, T., Lopez, F. G., & Matos, P. M. (2016). Parents ’ Work-Family Experiences and Children ’ s Problem Behaviors : The Mediating Role of the Parent – Child Relationship. Journal of Family Psychology, 30(4), 419–430. https://doi.org/http://dx.doi.org/10.1037/fam0000189. Wahidin. (2019). Peran Orang Tua Dalam Menumbuhkan Motivasi Belajar Anak Sekolah Dasar. Pancar, 3(1), 232–245. https://ejournal.unugha.ac.id/index.php/pancar/article/view/291. Wang, M., Wang, J., Deng, X., & Chen, W. (2019). Why are empathic children more liked by peers? The mediating roles of prosocial and aggressive behaviors. Personality and Individual Differences, 144(September 2018), 19–23. https://doi.org/10.1016/j.paid.2019.02.029. Wiresti, R. D., & Na’imah, N. (2020). Aspek Perkembangan Anak : Urgensitas Ditinjau dalam Paradigma Psikologi Perkembangan Anak. Aulad : Journal on Early Childhood, 3(1), 36–44. https://doi.org/10.31004/aulad.v3i1.53. Wood, W., & Eagly, A. H. (2012). Biosocial Construction of Sex Differences and Similarities in Behavior. In Advances in Experimental Social Psychology (1st ed., Vol. 46). Elsevier Inc. https://doi.org/10.1016/B978-0-12-394281-4.00002-7. Xia, X. (2023). Parenting style and Chinese preschool children’s pre-academic skills: A moderated mediation model of approaches to learning and family socioeconomic status. Frontiers in Psychology, 14(February), 1–9. https://doi.org/10.3389/fpsyg.2023.1089386. Xie, X., Chen, W., Zhu, X., & He, D. (2019). Parents’ phubbing increases Adolescents’ Mobile phone addiction: Roles of parent-child attachment, deviant peers, and gender. Children and Youth Services Review, 105(April), 104426.   &nb

Teacher Competencies in Character Strengthening for Early Childhood

Character education is very basic education for young children to instill moral values to prevent unacceptable behavior. Children can absorb good character if they are in a supportive environment, for this reason, schools should understand and implement character education in the learning process. This research aims to see how teachers apply the character values of responsibility, honesty, discipline, love and affection, caring, courage, independence, hard work, cooperation, courtesy, justice, self-control, and tolerance. This survey method research uses two types of mixed data (Mixed method) with data collection techniques through observations, types of tasks, and performance assessments. The respondents for this research were 49 teachers involving 112 children. The results of research with a regression model of 0.7895 shows that the variables Responsibility, Honesty, Discipline, Caring, Courage, Independence, Hard Work, Cooperation, Politeness, Fairness, Self-Control, and Tolerance can explain the diversity of children's characters by 78.95%. while the rest is explained by other variables outside the model. Character values can be taught optimally in the school environment based on the teacher's ability to implement them. Through character education at school, children can also instill a positive outlook on life. Keywords: Teacher competency, Character Strengthening, Early Childhood References: Adi, H. C., Zulvia, M., & Asyha, A. F. (2020). Studi Kompetensi Guru dan Linieritas Pendidikan dalam Peningkatan Prestasi Belajar Siswa di Sd Negeri 1 Gunung Tiga Dan Sd Negeri 1 Ngarip Lampung. Al-Tadzkiyyah: Jurnal Pendidikan Islam, 10(2), 245–255. https://doi.org/10.24042/atjpi.v10i2.5140 Akdeniz, C. (2016). The relationship between elementary school teachers’ personality types and their learning and instructional strategies. International Journal of Curriculum and Instruction, 41(36). Anggraini, N. (2021). Peranan Orang Tua Dalam Perkembangan Bahasa Anak Usia Dini. Metafora: Jurnal Pembelajaran Bahasa Dan Sastra, 7(1), 43. https://doi.org/10.30595/mtf.v7i1.9741 Backman, E., & Barker, D. M. (2020). Re-thinking pedagogical content knowledge for physical education teachers – implications for physical education teacher education. Physical Education and Sport Pedagogy, 25(5), 451–463. https://doi.org/10.1080/17408989.2020.1734554 Canales, A., & Maldonado, L. (2018). Teacher quality and student achievement in Chile: Linking teachers’ contribution and observable characteristics. International Journal of Educational Development, 60, 33–50. https://doi.org/10.1016/j.ijedudev.2017.09.009 Castillo-Gualda, R., Herrero, M., Rodríguez-Carvajal, R., Brackett, M. A., & Fernández-Berrocal, P. (2019). The role of emotional regulation ability, personality, and burnout among Spanish teachers. International Journal of Stress Management, 26(2), 146–158. https://doi.org/10.1037/str0000098 Coyne, I. (2009). Research with Children and Young People: The Issue of Parental (Proxy) Consent. Children & Society, 24, 227–237. Davidson, M., Khmelkov, V., & Lickona, T. (2010). The Power of Character: Needed for, and Developed from, Teaching and Learning. In T. Lovat, R. Toomey, & N. Clement (Eds.), International Research Handbook on Values Education and Student Wellbeing (pp. 427–454). Springer Netherlands. https://doi.org/10.1007/978-90-481-8675-4_26 Fabbro, A., Fabbro, F., Capurso, V., D’Antoni, F., & Crescentini, C. (2020). Effects of Mindfulness Training on School Teachers’ Self-Reported Personality Traits As Well As Stress and Burnout Levels. Perceptual and Motor Skills, 127(3), 515–532. https://doi.org/10.1177/0031512520908708 Flanagan, A. M., Cormier, D. C., & Bulut, O. (2020). Achievement may be rooted in teacher expectations: Examining the differential influences of ethnicity, years of teaching, and classroom behaviour. Social Psychology of Education, 23(6), 1429–1448. https://doi.org/10.1007/s11218-020-09590-y Gordon, H. R. D., & Yocke, R. (1999). Relationship Between Personality Characteristics and Observable Teaching Effectiveness of Selected Beginning Career and Technical Education Teachers. Journal of Career and Technical Education, 16(1). https://doi.org/10.21061/jcte.v16i1.707 Haslip, M. J., Allen-Handy, A., & Donaldson, L. (2020). How urban early childhood educators used positive guidance principles and improved teacher-child relationships: A social-emotional learning intervention study. Early Child Development and Care, 190(7), 971–990. https://doi.org/10.1080/03004430.2018.1507027 Jovanović, J., Gašević, D., Dawson, S., Pardo, A., & Mirriahi, N. (2017). Learning analytics to unveil learning strategies in a flipped classroom. The Internet and Higher Education, 33, 74–85. https://doi.org/10.1016/j.iheduc.2017.02.001 Kim, H., & Sasaki, J. Y. (2017). 26—Intercultural similarities and differences in personality development. In J. Specht (Ed.), Personality Development Across the Lifespan (pp. 419–434). Academic Press. https://doi.org/10.1016/B978-0-12-804674-6.00026-0 Puspitasari, Taufiq Satria Mukti, Supriyanto, & Muhammad Munadi. (2021). Character Building Through the Synergy Between Parents and School in Indonesia. Proceedings of the International Conference on Engineering, Technology and Social Science (ICONETOS 2020), 16–21. https://doi.org/10.2991/assehr.k.210421.003 Rokhman, F., Hum, M., Syaifudin, A., & Yuliati. (2014). Character Education for Golden Generation 2045 (National Character Building for Indonesian Golden Years). Procedia - Social and Behavioral Sciences, 141, 1161–1165. Roth, V., & Christine, A.-. (2020). What May Characterise Teaching in Preschool? The Written Descriptions of Swedish Preschool Teachers and Managers in 2016. Scandinavian Journal of Educational Research, 64(1), 1–21. https://doi.org/10.1080/00313831.2018.1479301 Sudaryanti. (2015). Pentingnya Pendidikan Karakter bagi Anak Usia Dini. Jurnal Pendidikan Anak, 1(1). https://doi.org/10.21831/jpa.v1i1.290

Early Childhood Multicultural Education in the Islamic Sharia Area

Cases encountered in the field related to intolerance in early childhood include children making fun of each other regarding social status, cultural differences, religious differences, skin color, and dialect differences. Early childhood in the field of Islamic law is prone to conflict problems. The purpose of this writing is to describe multicultural learning practices in areas of Islamic law. The method used is field research with a qualitative approach. The result of this writing is the implementation of multicultural learning at early childhood education institutions in Budidharma Kindergarten, Central Aceh Regency through the integration of multicultural values. The implementation of multicultural learning in early childhood education institutions at Budidharma Kindergarten also covers all aspects of child development, namely cognitive, moral, religious, physical-motor, socio-emotional, language, and arts. Keywords: Learning, Multicultural, Islamic Sharia References: Abdullah, Irwan. 2010. “Berpihak Pada Manusia: Paradigma Nasional Pembangunan Indonesia Baru.” In , 21. Yogyakarta: Pustaka Pelajar. Anggito, Albi, E. Kus Eddy Sartono, Ali Mustadi, Nada Savitri Nawangsari, and Astri Widyasari. 2022. “Effectiveness of Multicultural-Based Comic to Improve Learning Achievement and Tolerance Characters in Elementary School.” Proceedings of the 5th International Conference on Current Issues in Education (ICCIE 2021) 640 (Iccie): 275–80. https://doi.org/10.2991/assehr.k.220129.050. Arikunto, S. 2006. Metode Penelitian Kualitatif. Bumi Aksar. Jakarta. Budiono, Arief, Adi Dharmawan Muhammad, Fatimah Az, Zahra Atmoko, Sheryn Marsya, Azzah Aslika, Waskito Budi Kusumo, Dimas Wegig, Tri Hartanto, and Muhammad Qawiyyul Amin. 2022. “Policy for Implementation of Islamic Law Under Special Autonomous Province.” International Journal of Multicultural and Multireligious Understanding 9 (3): 626–36. Fadlilah. 2017. “Model Kurikulum Pendidikan Multikultural Di Taman Kanak-Kanak.” Jurnal Pembangunan Pendidikan; Fondas5 (1): 42–51. Heale, Roberta, and Dorothy Forbes. 2013. “Understanding Triangulation in Research.” Evidence-Based Nursing 16 (4): 98. https://doi.org/10.1136/eb-2013-101494. Lestari, Ambar Sri. 2015. “Penerapan Pembelajaran Multikultural Berbasis Teknologi Dengan Pendekatan Konstruktivisik.” Zawiyah Jurnal Pemikiran Islam 1 (1): 59–78. https://ejournal.iainkendari.ac.id/index.php/zawiyah/article/view/401. Mahmud, Choirul. 2009. “Pendidikan Multikultural.” In Cet.2, 176. cet. 3, (Yogyakarta: Pustaka Pelajar. Mariadi. 2018. “Pelaksanaan Syariat Islam Pada Qanun Nomor 11 Tahun 2002 Bidang Aqidah, Ibadah, Dan Syiar Islam.” Legalite : Jurnal Perundang Undangan Dan Hukum Pidana Islam 3 (II): 113–54. https://doi.org/10.32505/legalite.v3iii.1106. Masruroh, Imas, Siti Badriah, Mohamad Erihadiana, and Uus Ruswandi. 2022. “Multicultural Curriculum Development and Learning Model at the Ta’lim Sakinah Majelis.” Edukasi 16 (1): 35–46. https://doi.org/10.15294/edukasi.v16i1.37993. Mazurkiewicz, Piotr. 2020. “Cultural Diversity versus Multiculturalism.” Chrześcijaństwo-Świat-Polityka, no. 24: 229–50. https://doi.org/10.21697/csp.2020.24.1.29. Mo’tasim, Mo’tasim, Moh. Kalam Mollah, and Ifa Nurhayati. 2022. “Konsep Pendidikan Multikultural Dalam Pandangan Banks.” FIKROTUNA: Jurnal Pendidikan Dan Manajemen Islam 15 (01): 72–90. https://doi.org/10.32806/jf.v15i01.5863. Nurohma, Nyimas. 2017. “Strategi Pengembangan Kegiatan Keagamaan Anak Usia Dini Di Tk Harapan Ibu Tanah Mas Banyuasin.” El-Ghiroh Vol. XIII,: 108–29. Prabowo, Alfian Dewan Adhayuda, and Hamim Ilyas. 2021. “Multicultural Education in Islamic Perspective.” Proceedings of the International Conference on Economics, Business, Social, and Humanities (ICEBSH 2021) 570 (Icebsh): 371–76. https://doi.org/10.2991/assehr.k.210805.060. Primawati, Laurencia. 2013. “Dosen FISIPOL Universitas HKBP Nommensen Medan JUPIIS VOLUME 5 Nomor 2, Desember 2013 82” 5: 82–92. Rachmawati, Y., Pai, Y. F., & Chen, H. H. 2014. “The Necessity of Multicultural Education in Indonesia.” International Journal of Education and Research, no. October 2014. Rahim, Rahmawaty. 2012. “Signifikansi Pendidikan Multikultural Terhadap Kelompok Minoritas.” Analisis XII: 161–82. Retnowati, May Shinta, Musta’an Al Faruqi, and Syahrul Ihsan. 2023. “The Sources of Islamic Law on the Muamalah Concept About Contract Viewed on Philosophical Studies.” Al-Iktisab: Journal of Islamic Economic Law 7 (1): 75–94. https://doi.org/10.21111/aliktisab.v7i1.9961. Riyanto, Yatim. 2012. “Paradigma Baru Pembelajaran.” In , 163. Jakarta: Kencana Prenada Media. Group. Suri, Dharlinda, and Dharnita Chandra. 2021. “Teacher’s Strategy for Implementing Multiculturalism Education Based on Local Cultural Values and Character Building for Early Childhood Education.” Journal of Ethnic and Cultural Studies 8 (4): 271–85. https://doi.org/10.29333/ejecs/937. Sutarto, Joko. 2016. “Pentingnya Pembelajaran Multikultural Pada Pendidikan Anak Usia Dini.” Edukasi, no. 3: 1–13. Wihardit, Kuswaya. 2010. “Pendidikan Multikultural: Suatu Konsep, Pendekatan Dan Solusi.” Jurnal Pendidikan 11 (2): 96–105. http://jurnal.ut.ac.id/index.php/JP/article/view/98. Yanuari Dwi Puspitarini, and Muhammad Hanif. 2019. “Using Learning Media to Increase Learning Motivation in Elementary School.” Anatolian Journal of Education 4 (2): 53–60. https://doi.org/10.29333/aje.2019.426a. &nbsp

ECE Music Courses in Higher Education: Rhythmic Learning Based on Local Culture Through the Solfeggio Technique

The lack of learning techniques used by teachers in teaching music in early childhood, especially rhythmic learning, in general teachers only teach rhythm by explaining the value of notes, not using singing, and not connecting it with singing. The purpose of this research is to describe the effectiveness of rhythmic learning using cultural-based solfeggio techniques through lecture assignments. The research method used is descriptive qualitative with an emphasis on exploration. Data collection was taken from the results of the learning value of the rhythmic ensemble which lasted for four meetings. The results showed that of the eighteen students who attended the Culture-Based Arts Education course, when it came to Rhythmic Ensemble, fifteen of them got an A and only one got an A-. All of them can read notes and show them through body rhythmics while singing folk songs. Therefore, it can be recommended that early childhood teachers for music learning, especially in discussing the value of notes/rhythmic learning, use the solfeggio technique using folk songs to introduce local culture from an early age. Keywords: ECE program student, rhythmic learning, local culture, solfeggio technique References: Banoe, P. (2003). Kamus musik. Kanisius. Bronson, M. B. (1995). The right stuff for children birth to 8: Selecting play materials to support development. Natl Assn for the Education. Burak, S. (2019). Self-efficacy of pre-school and primary school pre-service teachers in musical ability and music teaching. International Journal of Music Education, 37(2), 257–271. https://doi.org/10.1177/0255761419833083 Carrillo, C., Baguley, M., & Vilar, M. (2015). The Influence of Professional Identity on Teaching Practice: Experiences of Four Music Educators. International Journal of Music Education, 33(4), 451–462. https://doi.org/10.1177/0255761415582348 Duţică, L. (2018). Assessment Typologies Used Within the Discipline Theory, Solfeggio, Musical Dictation. Review of Artistic Education, 15(1), 37–43. https://doi.org/doi:10.2478/rae-2018-0004 Eyles, A.-M. (2018). Teachers’ Perspectives about Implementing ICT in Music Education. Australian Journal of Teacher Education, 43(5), 110–131. https://doi.org/10.14221/ajte.2018v43n5.8 Hamilton, A. (2007). Music and the Aural Arts. The British Journal of Aesthetics, 47(1), 46–63. https://doi.org/10.1093/aesthj/ayl038 Ismail, M. J., Fung Chiat, L., & Anuar, A. F. (2021). Learning Music Through Rhythmic Movements in Malaysia. Malaysian Journal of Learning and Instruction, 18(Number 1), 241–263. https://doi.org/10.32890/mjli2021.18.1.10 Jing, W., & Danprdit, P. (2022). Piano Rhythmic Exercise for Preschool Education Major Teaching at Taiyuan Teacher College. Journal of Green Learning, 2(2), 100–105. https://doi.org/10.53889/jgl.v2i2.120 Kim, H., Sefcik, J. S., & Bradway, C. (2017). Characteristics of Qualitative Descriptive Studies: A Systematic Review. Research in Nursing & Health, 40(1), 23–42. https://doi.org/10.1002/nur.21768 Kiraly, Z. (2003). Solfeggio 1: A Vertical Ear Training Instruction Assisted by the Computer. International Journal of Music Education, os-40(1), 41–58. https://doi.org/10.1177/025576140304000105 Lubkov, A. V. (2020). Modern Problems of Pedagogical Education. The Education and Science Journal., 22(3). https://doi.org/10.17853/1994-5639-2020-3-36-54 Mohedo, M. T. D., & Bújez, A. V. (2012). Improving Learning in a Professional Context: A Research Perspective on the New Music Teacher. Procedia - Social and Behavioral Sciences, 69, 579–584. https://doi.org/10.1016/j.sbspro.2012.11.449 Niland, A. (2009). The Power of Musical Play: The Value of Play-Based, Child-Centered Curriculum in Early Childhood Music Education. General Music Today, 23(1), 17–21. https://doi.org/10.1177/1048371309335625 Wang, L. (2022). The Skill Training of Reading Music in the Teaching of Solfeggio and Ear Training in the New Media Environment. Applied Bionics and Biomechanics, 2022, 1–11. https://doi.org/10.1155/2022/8209861 Zhang, W. (2022). Practice and Exploration of Music Solfeggio Teaching Based on Data Mining Technology. Journal of Environmental and Public Health, 2022, 5436772. https://doi.org/10.1155/2022/5436772 &nbsp

Early Childhood Teacher Job Satisfaction in Terms of Technostress and Work-Family Conflict in Indonesia

Teachers have an important and primary role in the education system. The achievement of the teacher's role in education will have an impact on job satisfaction. This study aims to analyze the job satisfaction of Early Childhood Education teachers in terms of variables of technostress and work-family conflicts among teachers who are married. This study was designed with a correlational quantitative design. Data collection is done online with the assistance of Google forms-distributed throughout Indonesia. One hundred and fifty-seven teacher respondents who fit the criteria became the research sample. The data analysis technique uses hierarchical regression. The results of the analysis stated that there was a relationship between technostress and job satisfaction. The findings show that two of the five aspects of technostress that techno-overload and techno-insecurity have a negative correlation with job satisfaction, while techno-uncertainty has a positive correlation. In addition, two aspects of technostress namely techno-invasion and techno-complexity do not correlate with job satisfaction. next to the relationship between work-family conflict with job satisfaction. The findings show that one of the two aspects of work-family conflict is strain negatively correlated with job satisfaction while time and behavior do not correlate with job satisfaction. Based on the results of this study it can be concluded that early childhood teachers are more affected by their job satisfaction technostress/techno-overload compared to work-family conflict. Keywords: early childhood teacher, job satisfaction, technostress, work-family conflict References:  A Suh, JL (2017). Understanding teleworkers' technostress and its influence on job satisfaction. Internet Research, 27(1), 140–159. https://doi.org/10.1108/IntR-06-2015-0181 1. Dwi Putranti, A., & Achmad Kurniady, D. (2013). The Contribution of Kindergarten Principals' Transformational Leadership and Teacher Job Satisfaction to Organizational Citizenship Behavior (Ocb) of Kindergarten Teachers throughout Kudus Regency. Journal of Education Administration, 1, 1–11. Effiyanti, T., & Sagala, GH (2016). Technostress in Teachers: Confirmation of the Stressor and Its Antecedents. XIX National Symposium on Accounting, 1–18. Ernst Kossek, E., & Ozeki, C. (1998). Work–family conflict, policies, and the job–life satisfaction relationship: A review and directions for organizational behavior–human resources research. Journal of Applied Psychology, 2(83), 139–149. https://doi.org/https://doi.org/10.1037/0021-9010.83.2.139 Frone, M., Russell, M., & Cooper, C. (1992). Prevalence of work-family conflict: Are work and family boundaries asymmetrically permeable? Journal of Organizational Behavior, 13(7), 723-729. Ghufron, MN (2016). Early Childhood Teacher Job Satisfaction in Terms of Class Climate and Teaching Efficacy. Ghufron. NM,. 2016, 4(2), 254–270. Greenhaus, JH, & Beutell, NJ (1985). Sources of Conflict between Work and Family Roles. The Academy of Management Review, 10(1), 76. https://doi.org/https://doi.org/10.2307/258214 Gregson, T. (1987). Factor Analysis of a Multiple-choice Format For Job Satisfaction. Sage Journals, 61(3), 747–750. https://doi.org/https://doi.org/10.2466/pr0.1987.61.3.747 Hardiyanti, WE, & Alwi, NM (2022). Analysis of the Digital Literacy Capabilities of ECE Teachers during the COVID-19 Pandemic. Journal of Obsession : Journal of Early Childhood Education, 6(4), 3759–3770. https://doi.org/10.31004/obsession.v6i4.1657 Herzberg, F. (1965). Job attitudes in the Soviet Union. Personnel Psychology. Hong, X., Liu, Q., & Zhang, M. (2021). Dual Stressors and Female Pre-school Teachers' Job Satisfaction During the COVID-19: The Mediation of Work-Family Conflict. Frontiers in Psychology, 12(June). https://doi.org/10.3389/fpsyg.2021.691498 Jena, R. (2015). 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The Effect of Physical Activity on Children's Logical-Mathematical Intelligence

Research between physical activity and cognitive work in children is still relatively rare and inconsistent, even though children's motor development and cognitive learning are related to positive effects on academic work. This study aims to determine the increase in mathematical logical intelligence of early childhood through physical activity. This is action research. This type of research was a sequential exploratory design. Data analysis in this study used a combined quantitative and qualitative analysis (Mix Method). The results showed increasing logical mathematics intelligence in DKI Jakarta's childhood. The initial assessment results showed that the average value of the child's logical mathematics intelligence was 28 and then increased to 57 in the final assessment of cycle 1 and continued to increase to 78 in the final assessment of cycle 2. Physical activity learning with games strategies increasing the logical mathematics intelligence in childhood in Jakarta Kindergarten. Future research is expected to examine more childhood intelligence with many respondents. Keywords: early childhood, physical activity, logical-mathematics intelligence References: Andriyani, FD, Biddle, SJH, Arovah, NI, & de Cocker, K. (2020). Physical activity and sedentary behavior research in Indonesian youth: A scoping review. International Journal of Environmental Research and Public Health,17(20), 1–15. https://doi.org/10.3390/ijerph17207665 Aubert, S., Brazo-sayavera, J., González, SA, Janssen, I., Manyanga, T., Oyeyemi, AL, Picard, P., Sherar, LB, Turner, E., & Tremblay, MS (2021). Global prevalence of physical activity for childhood and adolescents; inconsistencies , research gaps , and recommendations : a narrative review. 1–11. Azman, KF, & Zakaria, R. (2022). Recent Advances on the Role of Brain-Derived Neurotrophic Factor (BDNF) in Neurodegenerative Diseases. International Journal of Molecular Sciences, 23(12). https://doi.org/10.3390/ijms23126827 Beck, MM, Lind, RR, Geertsen, SS, Ritz, C., Lundbye-Jensen, J., & Wienecke, J. (2016). Motor-enriched learning activities can improve mathematical performance in preadolescent childhood. Frontiers in Human Neuroscience, 10(DEC2016). https://doi.org/10.3389/fnhum.2016.00645 Bunketorp Käll, L., Malmgren, H., Olsson, E., Lindén, T., & Nilsson, M. (2015). Effects of a Curricular Physical Activity Intervention on Childhood's School Performance, Wellness, and Brain Development. Journal of School Health, 85(10), 704–713. https://doi.org/10.1111/josh.12303 Chaddock-Heyman, L., Erickson, KI, Voss, MW, Knecht, AM, Pontifex, MB, Castelli, DM, Hillman, CH, & Kramer, AF (2013). The effects of physical activity on functional MRI activation associated with cognitive control in childhood: A randomized controlled intervention. 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Child Development, 91(5), e1046–e1063.https://doi.org/10.1111/cdev.13383 Fischer, U., Suggate, SP, & Stoeger, H. (2020). The Implicit Contribution of Fine Motor Skills to Mathematical Insight in Early Childhood. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.01143 Flores, P., Coelho, E., Mourão-Carvalhal, MI, & Forte, P. (2023). Association between motor and math skills in preschool childhood with typical development: Systematic review. Frontiers in Psychology, 14(February), 1–23. https://doi.org/10.3389/fpsyg.2023.1105391 Gao, Z., Chen, S., Sun, H., Wen, X., & Xiang, P. (2018). Physical Activity in Childhood's Health and Cognition. BioMed Research International, 2018. https://doi.org/10.1155/2018/8542403 Gomez-Pinilla, F., & Hillman, C. (2013). The influence of exercise on cognitive abilities. Comprehensive Physiology, 3(1), 403–428. https://doi.org/10.1002/cphy.c110063 Grieco, LA, Jowers, EM, Errisuriz, VL, & Bartholomew, JB (2017). 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(2019). Brain-Derived Neurotrophic Factor: A Key Molecule for Memory in the Healthy and the Pathological Brain. Frontiers in Cellular Neuroscience, 13(August), 1–25. https://doi.org/10.3389/fncel.2019.00363 Organização Mundial de Saúde. (2022). World health statistics 2022 (Monitoring health of the SDGs). In Monitoring the health of the SDGs. http://apps.who.int/bookorders. Organization, world health. (2020). Physical activity. November, 1–9. Owen, KB, Parker, PD, Van Zanden, B., MacMillan, F., Astell-Burt, T., & Lonsdale, C. (2016). Physical Activity and School Engagement in Youth: A Systematic Review and Meta-Analysis. Educational Psychologist, 51(2), 129–145. https://doi.org/10.1080/00461520.2016.1151793 Reikerås, E., Moser, T., & Tønnessen, FE (2017). Mathematical skills and motor life skills in toddlers: do differences in mathematical skills reflect differences in motor skills? 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Frontiers in Human Neuroscience, 10(DEC2016), 1–17.https://doi.org/10.3389/fnhum.2016.00626 Tomaczkowski, L., & Klonowska, J. (2020). Physical activity of school childhood and youth. Baltic Journal of Health and Physical Activity, 12(2), 83–87. https://doi.org/10.29359/bjhpa.12.2.09 Vorkapic, CF, Alves, H., Araujo, L., Joaquim Borba-Pinheiro, C., Coelho, R., Fonseca, E., Oliveira, A., & Dantas, EHM (2021). Does Physical Activity Improve Cognition and Academic Performance in Childhood? A Systematic Review of Randomized Controlled Trials. Neuropsychobiology, 80(6), 454–482. https://doi.org/10.1159/000514682 Zulherma, Z., & Suryana, D. (2019). The Role of the Executive Function Brain in the Development of Early Childhood Cognitive Ability in the 2013 Curriculum. Journal of Tambusai Education, 3(2), 648–656. &nbsp