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    Early Empathy: Impact of Digital Storytelling, Traditional-Storytelling, and Gender on Early Childhood

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    Stories are good media for enhancing emotional intelligence and empathy. Therefore, early childhoods know how to empathize with the figure of the story through storytelling. This research objective is to investigate the impact of digital storytelling and traditional storytelling as a learning media and gender on empathy in early childhood. This research is experimental with treatment by level 2 x 2 research design. The data collection instrument uses an observation sheet in the form of an early childhood empathy Rating Scale. The results of this research showed children who got the digital storytelling intervention had more empathy than children who got the traditional storytelling. Moreover, digital storytelling is more suitable for fostering empathy in the male gender compared with traditional storytelling. On another hand, traditional story-telling is more suitable for enhancing empathy in the female gender

    Children’s Character Learning Model Based on Indonesian Local Wisdom: Implemented to Early Childhood Education in Play Centers

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    Character education can equip young children to become Indonesia's golden generation who are superior and skilled in noble work. This research aims to produce an early childhood character learning model based on local Indonesian wisdom through the Playing Center title which will be implemented at Early Childhood Education Institutions (ECE) in Indonesia. This research method uses the steps of the Borg and Gall research and development model. The subjects in this research were 30 teachers from five ECE institutions in the DKI Jakarta area. The data used as the basis for building a framework for early childhood character learning models based on local intelligence were collected using observation and interview techniques. The findings show that the teacher prepares a learning plan program at the beginning of each semester which is listed in the weekly program and daily program. However, the teacher has not fully prepared a simulation program that leads directly to the introduction of early childhood character. Identification of character values ​​in early childhood is done by providing examples of behavior and speech at school. The media that has been used to identify children's characters is through posters and non-digital story books. The learning environment needs to be improved because teachers have not been optimal in organizing the play environment in providing stimulation to children in class. The results of this research will enrich the character education model following the potential of the institution and the cultural background of early childhood as Indonesia's golden generation. Keywords: character learning model, local wisdom, play center, early childhood References: 1    Abu Nawas, M. Z., Sulaiman, U., Darnanengsih, D., & Rusyaid, R. (2022). Harmony in The Frame of Local Wisdom “One Furnace-Three Stones” in Education. Dinamika Ilmu, 22(1), 109–130. https://doi.org/10.21093/di.v22i1.4284 Anderson-McNamee, J. K., & Bailey, S. J. (2010). The Importance of Play in Early Childhood Development. MontGuides, 1–4. Anderson, R., & Thomas, H. (2021). Engaging With Play-Based Learning. The Journal Of Teacher Action Research, 7(2), 56–69. Aningsih, Zulela, M. S., Neolaka, A., Iasha, V., & Setiawan, B. (2022). How is the Education Character Implemented? The Case Study in Indonesian Elementary School. Journal of Educational and Social Research, 12(1), 371–380. https://doi.org/10.36941/jesr-2022-0029 Betawi, A. (2020). Calling for character education: promoting moral integrity in early childhood education in Jordan. Early Child Development and Care, 190(5), 738–749. https://doi.org/10.1080/03004430.2018.1489383 Borg, W. R., & Gall, M. D. (1983). Educational Research: An Introduction (4th Editio). Longman Inc. Bredemeier, B. L., & Shields, D. L. (2019). Social Justice, Character Education, and Sport: A Position Statement. Quest, 71(2), 202–214. https://doi.org/10.1080/00336297.2019.1608270 Demir, M., & Kaya, M. (2022). Analysis of Constructivist Learning Model’s Effects on Student Outcomes: A Second Order Meta-Analysis Yapılandırmacı Öğrenme Modelinin Öğrenci Çıktılarına Etkisinin İncelenmesi: Second Order Meta -Analiz. Journal of Theoretical Educational Science, 15(October), 938–957. kaya Edwards, S., & Cutter-Mackenzie, A. (2013). Pedagogical Play Types: What Do They Suggest for Learning About Sustainability in Early Childhood Education? International Journal of Early Childhood, 45(3), 327–346. https://doi.org/10.1007/s13158-013-0082-5 Fleer, M. (2011). “Conceptual play”: Foregrounding Imagination and Cognition During Concept Formation In Early Years Education. Contemporary Issues in Early Childhood, 12(3), 224–240. https://doi.org/10.2304/ciec.2011.12.3.224 Harun, Jaedun, A., Sudaryanti, & Manaf, A. (2020). Dimensions of early childhood character education based on multicultural and community local wisdom. International Journal of Instruction, 13(2), 365–380. https://doi.org/10.29333/iji.2020.13225a Hasani, A. (2016). Educational Research and Reviews Enhancing Argumentative Writing Skill Through Contextual Teaching and Learning. Academic Journals, 11(16), 1573–1578. https://doi.org/10.5897/ERR2016.2806 Hoorn, J. Van, Nourot, P. M., Scales, B., & Alward, K. R. (2014). Play at the Center of the Curriculum (J. W. Johnston, J. Peters, & A. Hall (eds.); Sixth). Pearson. Ima, W., Pattiasina, J., & Sopacua, J. (2023). Model to increase motivation and learning outcomes in learning history. Journal of Education and Learning, 17(2), 206–214. https://doi.org/10.11591/edulearn.v17i2.20703 Jumiaan, I., Alelaimat, A., & Ihmeideh, F. (2020). Kindergarten teachers’ knowledge level of developmentally appropriate practice in Jordan. Education 3-13, 48(8), 1000–1011. https://doi.org/10.1080/03004279.2019.1699939 Kokoszka, C., & Smith, J. (2016). Fostering Character Education in an Urban Early Childhood Setting. Journal of Character Education, 12(1), 69–74. https://eric.ed.gov/?q=character+education+in+early+childhood+&id=EJ1151327 Krisna, D., Gunarhadi, G., & Winarno, W. (2020). Development of Educational Comic with Local Wisdom to Foster Morality of Elementary School Students: A Need Analysis. International Journal of Educational Methodology, 6(2), 337–343. https://doi.org/10.12973/ijem.6.2.337 Lee, G.-L. (2013). Re-emphasizing Character Education in Early Childhood Programs: Korean Children’s Experiences. In Childhood Education (pp. 315–322). https://doi.org/: http://dx.doi.org/10.1080/00094056.2013.830907 Mackenzie, A. C., Edwards, S., Moore, D., & Boyd, W. (2014). Young Children’s Play and Environmental Education in Early Childhood Education. Springer. Multazam, M., Syahrial, Z., & Rusmono. (2023). Development of Learning Models in Web Programming Courses With Computer-Based Learning Tutorials. Turkish Online Journal of Distance Education, 24(2), 232–244. https://doi.org/10.17718/tojde.1081507 Mulyadi, B. (2019). Model Pendidikan Karakter Anak Usia Dini Dan Anak Usia Sekolah Dasar Di Jepang. Kiryoku, 3(3), 141. https://doi.org/10.14710/kiryoku.v3i3.141-149 NAEYC. (2012). Technology and Interactive Media as Tools in Early Childhood Programs Serving Children from Birth through Age 8. Children, January, 1–15. http://www.naeyc.org/positionstatements Nuraeni, L., Andrisyah, A., & Nurunnisa, R. (2019). Efektivitas Program Sekolah Ramah Anak dalam Meningkatkan Karakter Anak Usia Dini. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 4(1), 20. https://doi.org/10.31004/obsesi.v4i1.204 Nurani, Y., & Pratiwi, N. (2018). Pembelajaran Tematik Integratif Berbasis Karakter Dalam Menstimulasi Keterampilan Vokasional Anak Usia 5-6 Tahun. Seminar Nasional Dan Call for Paper “Membangun Sinergitas Keluarga Dan Sekolah Menuju PAUD Berkualitas, 168–171. Nurani, Y., & Pratiwi, N. (2020a). Curriculum Design of Early Childhood Life Skill Based on Indonesian Local Culture. 422(Icope 2019), 333–337. https://doi.org/10.2991/assehr.k.200323.145 Nurani, Y., Pratiwi, N., & Hasanah, L. (2022). Digital Media based on Pancasila Values to Stimulate Character Building in Early Childhood. Journal for ReAttach Therapy and Developmental Diversities, 5(1), 41–49. Olao, E. M., Misigo, B. L., & Speck, K. (2021). Using Participatory Visual Methods To Teach Character Education in Early Childhood in Kenya. European Journal of Education Studies, 8(6), 208–223. https://doi.org/10.46827/ejes.v8i6.3793 Pamungkas, J., Suyuti, S. A., & Rohman, A. (2021). Character Value that Formed Through Learning the Art of Playing GACIL in Early Childhood. Cypriot Journal of Educational Sciences, 16(4), 1503–1516. https://doi.org/10.18844/cjes.v16i4.6004 Plowman, L., Stephen, C., & McPake, J. (2010). Supporting young children’s learning with technology at home and in preschool. Research Papers in Education, 25(1), 93–113. https://doi.org/10.1080/02671520802584061 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. https://doi.org/10.1016/j.sbspro.2014.05.197 Saptatiningsih, R. I., & Permana, S. A. (2019). Early Childhood Character Building Troughtechnological Education. Journal of Physics: Conference Series, 1254(1). https://doi.org/10.1088/1742-6596/1254/1/012048 Sheridan, M. D. (2011). Play In Early Childhood: From Birth To Six Years (3rd editio). Routledge. Smolucha, L., & Smolucha, F. (2021). Vygotsky’s theory in-play: early childhood education. Early Child Development and Care, 191(7–8), 1041–1055. https://doi.org/10.1080/03004430.2020.1843451 Sop, A., & Biskin, S. Ö. (2021). Character Strengths in Early Years: Teachers’ Awareness and Practices. Journal of Teacher Education and Educators, 10(2), 227–253 Srianita, Y., Akbar, M., & Meilanie, S. M. (2019). Pembentukan Karakter dalam Pendidikan Makan (Studi Kasus di Raudhatul Athfal Istiqlal Jakarta). Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 4(1), 152. https://doi.org/10.31004/obsesi.v4i1.277 the Integration of Sentra-Based Learning and Involvement of Family Program At Early Childhood in Developing Character Building (Multi Case At Paud Mawaddah and Paud Alam Berbasis Karakter Sayang Ibu Banjarmasin, Indonesia). (2018). European Journal of Education Studies, 5, 49–63. https://doi.org/10.5281/zenodo.1494207 Turan, F., & Ulutas, I. (2016). Using Storybooks as a Character Education Tools. Journal of Education and Practice, 7(15), 169–176. www.iiste.org Tussubha, N., & Hadiyanto. (2020). Integrated Character Education Model in Early Childhood Education Based on Minangkabau Local Culture: Randai. 449(Icece 2019), 5–12. https://doi.org/10.2991/assehr.k.200715.002 Warsiti. (2015). Pembelajaran Berbasis Budaya Lokal dalam Membentuk Karakter Toleransi pada Anak Kelompok B di TK Negeri Pembina Kabupaten Purbalingga. Skripsi, 1–90. Xu, Y. (2010). Children’s Social Play Sequence: Parten’s Classic Theory Revisited. Early Child Development and Care, 180(4), 489–498. https://doi.org/10.1080/03004430802090430 Yadav, S., & Vyas, P. C. (2021). Impact of Digital Technology on Preschoolers : A Review. International Journal of Scientific Research in Science and Technology, 223–227. https://doi.org/10.32628/ijsrst21823

    Implementation of Early Childhood Education Kits in Higher Education Student Learning: Ex-post Facto Study of Open University Students

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    The ECE kit is practical and has benefits in the lecture process for The Open University ECE Bachelor's study program, which aims to produce professional ECE teachers who can work globally. This research aims to see the results of implementing the ECE kit 2023 from the perspective of students as ECE kit users. This research is an ex-post facto research with 890 student participants who completed the ECE kit implementation questionnaire. The results of the research show that the use of the ECE kit can liven up the learning atmosphere in the classroom. The use of ECE kits as effective media in student teaching practice classes has an impact on learning outcomes. Most students who use ECE kits (52.4%) strongly agree that it is easier for students in their class to understand learning themes if they use ECE kits. Also, 60.1% of students strongly agreed that using ECE kits made students more enthusiastic—teaching practice students. Students in teaching student classes are motivated and enthusiastic about participating in learning with the APE in the ECE kit. Keywords: early childhood education, learning kits, higher education students, open university References: Apriani, R. (2019). The Effect of Learning Media and Interest In Learning on English Learning Outcomes. English Journal, 13(2), 68. https://doi.org/10.32832/english.v13i2.3780 Beale, J. (2020). Educational neuroscience and educational neuroscientism. In The ‘BrainCanDo’ Handbook of Teaching and Learning (pp. 17–32). David Fulton Publishers. https://doi.org/10.4324/9780429197741-1 Chandrawati, T. (2018). How Online Tutorial can Help Distance Education Students to be more Active in Their Learning. Proceedings of the 4th International Conference on Early Childhood Education. Semarang Early Childhood Research and Education Talks (SECRET 2018). https://doi.org/10.2991/secret-18.2018.24 Doliente, C. J. O., Tual, D.-X., Paglinawan, Z. B., Naparan, J. A., & Facunla, H. L. (2023). Exploring Students’ Utilization of Online Public Access Catalog in the Learning Common. 29–37. Dryden, W., & Neenan, M. (2020). Facing Adversity Sensibly when Carrying out Homework Assignments. In Rational Emotive Behaviour Therapy (pp. 183–185). Routledge. https://doi.org/10.4324/9781003132493-70 Dwi, A. (2021). Ketersediaan dan Pemanfaatan Alat Permainan Edukatif (APE) di Taman Kanak-Kanak Gugus Sido Mukti Mantrijeron Yogyakarta. E Journal PGPAUD UNY, 10(2), 159–163. Fuentes, K. C. (2020). The Tutorial Action in University Accounting Students. International Journal of Early Childhood Special Education, 12(1), 478–487. https://doi.org/10.9756/int-jecse/v12i1.201028 Hartwig, M. K., & Dunlosky, J. (2017). Category learning judgments in the classroom: Can students judge how well they know course topics? Contemporary Educational Psychology, 49, 80–90. https://doi.org/10.1016/j.cedpsych.2016.12.002 Hasanah, U. (2019). Penggunaan Alat Permainan Edukatif (APE) pada Taman Kanak-kanak Se-Kota Metro. AWLADY : Jurnal Pendidikan Anak, 5(1), 20. https://doi.org/10.24235/awlady.v5i1.3831 Hekmatiar, Y., & Umam, C. (2020). Effects of Learning Media And Vocabulary Mastery Towards Reading English Text Skill. Journal of English Language Teaching and Literature (JELTL), 3(1), 33–40. https://doi.org/10.47080/jeltl.v3i1.784 Helgetun, J. B., & Decuypere, M. (2023). One thing can be more than one thing: a comparative study of the teacher professionalization app ‘TeacherTapp.’ Learning, Media and Technology, 1–16. https://doi.org/10.1080/17439884.2023.2226876 Kamaliya, D. H., Tukiran, & Indana, S. (2022). Profile of Electronic and Digital Media Learning Implementation During 2018-2022. IJORER : International Journal of Recent Educational Research, 3(3), 354–363. https://doi.org/10.46245/ijorer.v3i3.213 Kulsum, U. (2021). Hybrid Learning Time Modification Can Improve Learning Activity And Learning Outcomes. SCHOOL EDUCATION JOURNAL PGSD FIP UNIMED, 11(3), 263–268. https://doi.org/10.24114/sejpgsd.v11i3.27922 Muhammad, H. N., Hidayat, T., Ridwan, M., & Wibowo, S. (2022). The Effect of Stop Motion Learning Media on Learning Motivation. AL-ISHLAH: Jurnal Pendidikan, 14(3), 4637–4644. https://doi.org/10.35445/alishlah.v14i3.2264 Mweene, P., & Muzaza, G. (2020). Implementation of Interactive Learning Media on Chemical Materials. Journal Educational Verkenning, 1(1), 8–13. https://doi.org/10.48173/jev.v1i1.24 Nurkanti, M., Utari, T. S. G., & Devi, C. (2018). Improve Student Learning Outcomes Through The Use of Interactive Visual Learning Media (MIVI). Improving Educational Quality Toward International Standard. https://doi.org/10.5220/0008679500640068 Nurwidaningsih, L., Hastuti, I., & Rohmalina, R. (2019). Upaya Meningkatkan Pembelajaran Sains Melalui Permainan Terapung dan Tenggelam Dengan Media Telut pada Kelompok A. CERIA (Cerdas Energik Responsif Inovatif Adaptif), 2(5), 210. https://doi.org/10.22460/ceria.v2i5.p210-215 Pakhomova, T., Kan, D. S., Uriadova, V., Vasylchuk, V., & Vasylchuk, L. (2020). Information Technologies and Teaching Aids for Distance Learning in Educational Institutions under Quarantine. Universal Journal of Educational Research, 8(11D), 69–76. https://doi.org/10.13189/ujer.2020.082409 Permatahati, D. R., & Wangid, M. N. (2019). The Application of Murder Model with Image Media to Improving Student Learning Outcomes at the Fourth Grade Students. International E-Journal of Educational Studies, 3(6), 174–180. https://doi.org/10.31458/iejes.604883 Rosalianisa, R., Purwoko, B., & Nurchayati, N. (2023). Analysis of Early Childhood Fine Motor Skills Through the Application of Learning Media. IJORER : International Journal of Recent Educational Research, 309–328. Sahronih, S., Purwanto, A., & Sumantri, M. S. (2019, March). The Effect of Interactive Learning Media on Students’ Science Learning Outcomes. Proceedings of the 2019 7th International Conference on Information and Education Technology. https://doi.org/10.1145/3323771.3323797 Sari, W., Utomo, E., & Kustandi, C. (2019). Pengembangan Instrumen Analisis Kinerja untuk Tutor Online di Fakultas Keguruan dan Ilmu Pendidikan Universitas Terbuka. Jurnal Pembelajaran Inovatif, 2(2), 90–95. https://doi.org/10.21009/jpi.022.02 Shane-Simpson, C., & Bakken, T. (2022). Students’ Fear of Missing Out Predicts In-Class Social Media Use. Teaching of Psychology, 51(2), 141–150. https://doi.org/10.1177/00986283211060752 Sugiyono. (2010). Quantitative, Qualitative and R&D Research Methods. Alfabeta. Urfiyati. (2020). Motivasi Belajar, Media Pembelajaran, Kemampuan Membaca Terhadap Hasil Belajar IPS. Jurnal Penelitian Dan Pendidikan IPS, 13(1), 14–21. https://doi.org/10.21067/jppi.v13i1.4747 Vitásková, K. (2019, November). Transdisciplinary Cross-Sectoral Competency-Based Academic Curriculum Design of Speech Language Therapy (Logopedics) Study Program Including Supervised Research- And Evidence-Based Activities. ICERI2019 Proceedings. https://doi.org/10.21125/iceri.2019.2862 Wafi, F., & Safri, M. (2023). The Importance Of Application Of Learning Media To The Process Of Student Development. International Journal of Students Education, 354–357. &nbsp

    The Effect of Differentiated Learning Models on the Problem-Solving Abilities of Children Aged 5-6 Years

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    It is important to develop problem-solving abilities in early childhood because in everyday life children will be faced with various problems that must be resolved. Teachers must create a conducive and more creative environment to motivate children to solve problems. This research aims to determine whether there is an influence of the differentiation learning model on the problem-solving abilities of children aged 5-6 years. The research approach used is a quantitative approach with a quasi-experimental design type of research and designing experiments that include an experimental group and a control group. Data collection techniques include tests, observation, and documentation. The data analysis technique used consisted of prerequisite tests and an Independent Sample t-test with a population of 41 children. From the results of the analysis of the Independent Sample T-test, it can be proven that the results of the research hypothesis that has been formulated are that there is a difference in the average problem-solving abilities of children aged 5-6 years because Ho is rejected and Ha is accepted, that is, there is the influence of the differentiation learning model. about the problem-solving abilities of children aged 5-6 years. Researchers propose that instructors who are interested in applying a diversified learning strategy construct a variety of activities to better assess learning and potential based on the research that has been conducted. The inclinations of every student are based on their unique abilities and interests. It is advised that future researchers wishing to perform comparable studies choose tasks that are more suited for monitoring youngsters between the ages of five and six to study their problem-solving skills. Keywords: problem-solving ability, differentiated learning, children aged 5-6 years References: Amini, A., Manangsang, A., Wahyudin, A., Susanti, E., & ... (2023). Application of Differentiated Learning to Increase Active Participation of Class XI Students of SMA Negeri 1 Palembang in Civics Subjects. Innovative: Journal of Social Science Research, 3, 6136–6145. http://j-innovative.org/index.php/Innovative/article/view/1077%0Ahttps://j-innovative.org/index.php/Innovative/article/download/1077/805 Anggraini, W., Nasirun, M., & Yulidesni. (2020). Application of Problem Solving Strategies in Improving Cognitive Abilities in Group B Children. Potentia Scientific Journal, 5(1), 31–39. https://doi.org/10.33369/jip.5.1.31-39 Chen, J., Zou, Y., Sun, Y. H., & ten Cate, C. (2020). On problem solving and the evolution of cognitive abilities through mate choice: a reply to Camacho-Alpízar et al. (2020). Animal Behavior, 165, e5–e7. https://doi.org/10.1016/j.anbehav.2020.05.003 Faiz, A., Pratama, A., & Kurniawaty, I. (2022). Differentiated Learning in the Teacher Mobilization Program in Module 2.1. Basicedu Journal, 6(2), 2846–2853. https://doi.org/10.31004/basicedu.v6i2.2504 Fatmawati, & Latif, MA (2019). Implementation of the Central Learning Model in Amal Insani Yogyakarta Kindergarten. The Golden Age: The Scientific Journal of Early Childhood Development, 4(2), 25–34. https://doi.org/10.14421/jga.2019.42-03 Herman, & Rusmayadi. (2018). The Influence of the Project Method on the Cognitive Abilities of Group B2 Children at Kindergarten Aisyiyah Maccini Tengah. LEARNING: Journal of Education, Teacher Training and Learning, 2(1), 35. https://doi.org/10.26858/pembelajar.v2i1.5430 Herwina, W. (2021). Optimizing Student Learning Needs and Outcomes with Differentiated Learning. Educational Science Perspectives, 35(2), 175–182. https://doi.org/10.21009/pip.352.10 Kristen, H., Susanti, EI, Purnamasari, N., Purba, M., Saad, MY, & Anggaeni. (2021). Differentiated Learning Development Model. Kurniasih, E., & Priyanti, N. (2023). The Effect of Differentiated Learning Approaches on Reading, Writing and Numeracy Literacy Ability. Potentia Scientific Journal, 8(2), 398–408. Lidia, Amri, NA, & ​​Rahmat, MY (2023). Improving Problem Solving Abilities Through Tetris Puzzles in Group B Children of Kindergarten PAUD Tunas Inti Baturappe Center, Biringbulu District, Gowa Regency. 09. https://doi.org/https://doi.org/10.36989/didaktik.v9i3.1587 Marlina, Efrina, E., & Kusumastuti, G. (2019). Differentiated Learning Model to Improve the Social Skills of Children with Special Needs in Inclusive Schools [Thesis.Padang.Special Education, Padang State University]. In the Final Report on Applied Research of Leading Universities (UNP Issues). http://repository.unp.ac.id/27935/1/2019 Final Report on the DRPM Differentiated Learning Model in Inclusive Schools-marlina.pdf Melsianjeline. (2023). The Effect of Storytelling Method Based on Series of Pictures on the Speaking Ability of Children Aged 5-6 Years in Sumarorong Kindergarten. Thesis.Makassar.Early Childhood Education Teacher Education.Makassar State University. Munawwirah, B., Parwoto, & Ilyas, SN (2021). The Influence of the Problem Solving Learning Model with Puzzles on Children's Cognitive Abilities. Journal of Early Childhood Education Thought and Research, 7 (April). https://doi.org/https://creativecommons.org/licenses/by-nc/4.0/ Munawwirah, B., Parwoto, & Ilyas, SN (2021). The Influence of the Problem Solving Learning Model with Puzzles on Children's Cognitive Abilities. 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Journal of Early Childhood Education, 1, 181–200. https://doi.org/10.21009/JPUD. Pusari, FNU (2018). Analysis of Children's Problem Solving Cognitive Abilities in Playing with Blocks. AUDI Journal, 3(2), 70–79. https://doi.org/10.33061/ad.v3i2.2729 Rista, DP (2020). The Effect of Puzzle Games on the Problem Solving Ability of Children Aged 4-5 Years. PINE: Journal of Learning Innovation Research, 5(2), 1–10. https://doi.org/10.29407/pn.v5i2.14230 Rusmayadi, Mahnur, F., & Tamsi. (2022). Practical Guide to Project-Based Learning for Early Childhood Education (HE Rafiatul Jannah (ed.)). Erlangga. Sakina, N. (2022). Improving Problem Solving Abilities Through Simple Experiments in Children Aged 5-6 Years at the Aisyiyah Bustanul Athfal III Paranga Kindergarten, Bajeng District, Gowa Regency [Makassar Thesis: Muhammadiyah Makassar Early Childhood Teacher Education Department]. At Digilibadmin.Unismuh.Ac.Id. https://digilibadmin.unismuh.ac.id/upload/7854-Full_Text.pdf Sari, YR, Jaya, MTB., & Anggraini, GF (2018). Using Puzzle Media to Improve Problem Solving Abilities in Children Aged 5-6 Years. Childhood Education, 15(1), 165–175. https://core.ac.uk/download/pdf/196255896.pdf Surya, Bachtiar, ME, Herlina, & Syamsuardi. (2021). The Effect of Using Recycled Puzzle Educational Props on Children's Cognitive Development in Kindergarten. Journal of Childhood Education, 7(2), 43–53. https://doi.org/10.23960/jpa.v7n2.22750 Syamsuardi, & Hajerah. (2018). Use of Learning Models in Makassar City Kindergarten. Nursing Journal, 5(2). https://doi.org/http://e-journal.unipma.ac.id/index.php/JPAUD Usage Syaodih, E., Setiasih, O., Romadona, NURF, & Handayani, H. (2018). Developing Early Childhood Problem Solving Abilities in Project Learning in Kindergarten. 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    Stimulating Strategy High-order Thinking Skills in Early Childhood Education by Utilizing Traditional Games

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    The education system in the 21st century needs some transformation, particularly in terms of enhancing thinking skills. Traditional games that are well-designed can be an effective strategy for stimulating higher order thinking Skills (HOTS). This research aims to develop active and creative learning models by utilizing traditional games to stimulate HOTS in early childhood. The current study is included in the descriptive-qualitative research. Data was collected using offline and face-to-face interview techniques. 20 teachers took part in this research. The finding illustrates that HOTS can be stimulated from an early age with several conditions, including developing play and learning activities that are well managed, fun, and consider the interests of early childhood. Games that effectively stimulate HOTS such as Dolanan Gatheng, Bekel Ball, Tuk Tuk Geni, Gotah Games, Gundu, and Congklak. Children also need to carry out simple and fun science activities, so they are trained to think and act scientifically and systematically. There are several suggestions regarding opportunities for future research applications. This research only includes traditional games to stimulate HOTS. Other researchers may also consider other innovative methods or other kinds of games that are also effective for increasing HOTS in early childhood. Keywords: higher-order thinking skills, early childhood education, traditional games, active learning References: Adi, B. S., Irianto, D. P., & Sukarmin, Y. (2021). Teachers’ perspectives on motor learning with traditional game approach among early children. Jurnal Cakrawala Pendidikan, 41(1). https://doi.org/10.21831/cp.v41i1.3684 Alizadeh, F., Hashim, M. N., & Amini, R. (2014). Place of teahouse in performance of traditional plays on Iran. 5th International Conference on Humanities, Geography and Economics, 8–10. https://www.academia.edu/27519965/Place_of_Teahouse_in_Performance_of_Traditional_Plays Anggraini, N. P., Budiyono, & Pratiwi, H. (2019). Analysis of higher order thinking skills students at junior high school in Surakarta. Journal of Physics: Conference Series, 1211(1). https://doi.org/10.1088/1742-6596/1211/1/012077 Asari, S., Husniah, R., Ma’rifah, U., & Anwar, K. (2019). Fostering Students’ High Order Thinking Skills through the Use of Interpretation Cards. International Journal of Education and Literacy Studies, 7(4), 17. https://doi.org/10.7575/aiac.ijels.v.7n.4p.17 Astini, B. N., Rachmayani, I., & Zakiyah, N. F. (2022). Identifikasi permainan tradisional untuk meningkatkan perkembangan anak usia dini di kabupaten lombok utara. Jurnal Pendidikan Anak, 11. Aulia, R., & Ngaisah, N. C. (2023). 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E., Azzahra, M. Z., & Nawahdani, A. M. (2021). Engklek Game in mathematics: How difference and relationship student attitude towards science process skills? Cypriot Journal of Educational Sciences, 16(6), 3109–3123. https://doi.org/10.18844/cjes.v16i6.6500 Kim, M.-S., & Choi, J.-A. (2015). The Effects of a 『Traditional Play Program』 on a Child’s Self-Esteem and Social Competency in a Community Child Center. Korean Journal of Child Studies, 36(6), 39–57. https://doi.org/10.5723/KJCS.2015.36.6.39 Kosasih, A., Supriyadi, T., Firmansyah, M. I., & Rahminawati, N. (2022). Higher-Order Thinking Skills in Primary School: Teachers’ Perceptions of Islamic Education. Journal of Ethnic and Cultural Studies, 9(1), 56–76. https://doi.org/10.29333/ejecs/994 Krathwohl, D. R. (2002). A Revision of Bloom’s Taxonomy: An Overview. Theory Into Practice, 41(4), 212–218. https://doi.org/https://doi.org/10.1207/s15430421tip4104_2 Melianasari, H., & Suparno, S. (2018). 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    Mapping The Landscape of Childhood Obesity Research: Insights from A Comprehensive Bibliometric Analysis in Scopus Journals

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    This study aims to determine the development of scientific publications, mapping the scope and theme of publications related to obesity in early childhood published in Scopus-indexed journals from 2013-2023. This study uses the Scopus database which is retrieved using the publish or perish application. From the results of data extraction, 200 articles were obtained with keywords in the article titled Childhood Obesity. This research uses keyword co-occurrence analysis to identify and explore the main fields and topics that appear in publications. The application used to analyze the data is Vos Viewer. Based on the results of the analysis, 7 clusters were obtained. This study provides information to researchers, especially researchers in Indonesia about publication trends related to Childhood obesity. It is hoped that this research can be a foundation for further research, scientific development, and implementation in the fields of early childhood, health, and physical education. Keywords: childhood obesity, early childhood education, bibliometrics. References: An, R. (2020). Projecting the impact of the coronavirus disease-2019 pandemic on childhood obesity in the United States: A microsimulation model. Journal of Sport and Health Science, 9(4), 302–312. https://doi.org/10.1016/j.jshs.2020.05.006 Biro, F. M., & Wien, M. (2010). Childhood obesity and adult morbidities. The American Journal of Clinical Nutrition, 91(5), 1499S-1505S. Cunningham, S. A., Kramer, M. R., & Narayan, K. M. V. (2014). Incidence of Childhood Obesity in the United States. New England Journal of Medicine, 370(5), 403–411. https://doi.org/10.1056/nejmoa1309753 Famelia, R., Tsuda, E., Bakhtiar, S., & Goodway, J. D. (2018). Relationships among perceived and actual motor skill competence and physical activity in Indonesian preschoolers. Journal of Motor Learning and Development, 6, S403–S423. https://doi.org/10.1123/jmld.2016-0072 Gao, Z., Zeng, N., Pope, Z. C., Wang, R., & Yu, F. (2019). Effects of exergaming on motor skill competence, perceived competence, and physical activity in preschool children. Journal of Sport and Health Science, 8(2), 106–113. https://doi.org/10.1016/j.jshs.2018.12.001 Genin, P. M., Lambert, C., Larras, B., Pereira, B., Toussaint, J. F., Baker, J. S., Tremblay, A., Thivel, D., & Duclos, M. (2021). How did the COVID-19 confinement period affect our physical activity level and sedentary behaviors? Methodology and first results from the French national ONAPS survey. Journal of Physical Activity and Health, 18(3), 296–303. https://doi.org/10.1123/JPAH.2020-0449 Giles, L. C., Whitrow, M. J., Davies, M. J., Davies, C. E., Rumbold, A. R., & Moore, V. M. (2015). Growth trajectories in early childhood, their relationship with antenatal and postnatal factors, and development of obesity by age 9 years: Results from an Australian birth cohort study. International Journal of Obesity, 39(7), 1049–1056. https://doi.org/10.1038/ijo.2015.42 Huang, S. Y., Hogg, J., Zandieh, S., & Bostwick, S. B. (2012). A ballroom dance classroom program promotes moderate to vigorous physical activity in elementary school children. American Journal of Health Promotion, 26(3), 160–165. https://doi.org/10.4278/ajhp.090625-QUAN-203 Ji, C. Y., & Cheng, T. O. (2008). Prevalence and geographic distribution of childhood obesity in China in 2005. In International journal of cardiology (Vol. 131, Issue 1, pp. 1–8). Elsevier. Jia, P., Xue, H., Zhang, J., & Wang, Y. (2017). Time trend and demographic and geographic disparities in childhood obesity prevalence in China—evidence from twenty years of longitudinal data. International Journal of Environmental Research and Public Health, 14(4). https://doi.org/10.3390/ijerph14040369 Kawuki, J., Ghimire, U., Papabathini, S. S., Obore, N., & Musa, T. H. (2021). A bibliometric analysis of childhood obesity research from China indexed in Web of Science. Journal of Public Health and Emergency, 5(February). https://doi.org/10.21037/jphe-20-95 Kesehatan RI, K. (2021). Epidemi Obesitas. In Epidemi Obesitas (pp. 1–8). Milliken, S., Allen, R. M., & Lamont, R. F. (2019). The role of antimicrobial treatment during pregnancy on the neonatal gut microbiome and the development of atopy, asthma, allergy and obesity in childhood. Expert Opinion on Drug Safety, 18(3), 173–185. Min, J., Fang Yan, A., & Wang, Y. (2018). Mismatch in Children’s Weight Assessment, Ideal Body Image, and Rapidly Increased Obesity Prevalence in China: A 10‐Year, Nationwide, Longitudinal Study. Obesity, 26(11), 1777–1784. Ogden, C. L., Carroll, M. D., Kit, B. K., & Flegal, K. M. (2014a). Prevalence of childhood and adult obesity in the United States, 2011-2012. Jama, 311(8), 806–814. https://doi.org/10.1001/jama.2014.732 Ogden, C. L., Carroll, M. D., Kit, B. K., & Flegal, K. M. (2014b). Prevalence of childhood and adult obesity in the United States, 2011-2012. Jama, 311(8), 806–814. https://doi.org/10.1001/jama.2014.732 Osunsan, O. K., Ijjo, A. T., Mugisha, J. F., Samuel, P., & Muhwezi, M. (2022). Publish or Perish’: A Systematic Review. Journal of Social Sciences and Management, 1. Ranjani, H., Mehreen, T. S., Pradeepa, R., Anjana, R. M., Garg, R., Anand, K., & Mohan, V. (2016). Epidemiology of childhood overweight & obesity in India: A systematic review. In Indian Journal of Medical Research (Vol. 143, Issue FEBRUARY, pp. 160–174). https://doi.org/10.4103/0971-5916.180203 Reyes-Olavarría, D., Latorre-Román, P. Á., Guzmán-Guzmán, I. P., Jerez-Mayorga, D., Caamaño-Navarrete, F., & Delgado-Floody, P. (2020). Positive and negative changes in food habits, physical activity patterns, and weight status during covid-19 confinement: Associated factors in the chilean population. International Journal of Environmental Research and Public Health, 17(15), 1–14. https://doi.org/10.3390/ijerph17155431 Russell, C. G., & Russell, A. (2019). A biopsychosocial approach to processes and pathways in the development of overweight and obesity in childhood: Insights from developmental theory and research. Obesity Reviews, 20(5), 725–749. Simmonds, M., Llewellyn, A., Owen, C. G., & Woolacott, N. (2016). Predicting adult obesity from childhood obesity: A systematic review and meta-analysis. Obesity Reviews, 17(2), 95–107. https://doi.org/10.1111/obr.12334 World Health Organisation. (2021). WHO releases guidelines to address overweight and obesity in. Zhang, X., Zhang, F., Yang, J., Yang, W., Liu, W., Gao, L., Peng, Z., & Wang, Y. (2018). Prevalence of overweight and obesity among primary school-aged children in Jiangsu Province, China, 2014-2017. PLoS One, 13(8), e0202681. World Health Organisation. (2021). WHO releases guidelines to address overweight and obesity in. &nbsp

    The Effect of “Si Andi” Flashcard Games on Improving Personal Safety Skills

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    One of the highest and continually increasing phenomena of violence in Indonesia is sexual abuse. The most frequent victims of this phenomenon are early childhood. The purpose of this study is to determine the influence of the "SI ANDI - Siap Amankan Diri” (Ready to Protect Yourself) flashcard games on improving personal safety skills in early childhood. This study involved 40 subjects aged 4-6 years, divided into control and experimental groups (n=20 for each group). This research is a quasi-experimental study with a non-equivalent control group design. Assessment of personal safety skills employed the WIST-III instrument. The hypothesis was analyzed using independent sample t-tests. The "SI ANDI" flashcard games program was effective on improving personal safety skills among participants in the experimental group, as evidenced by a statistically significant p-value of sig. 0.000 < 0.005. This finding suggests that the "SI ANDI" flashcard games can be used as an alternative tool for teaching personal safety skills in early childhood.  Further observation is necessary to ascertain the long-term effects of using the "SI ANDI - Siap Amankan Diri" flashcards on the personal safety skills of young children. This is essential for identifying changes that occur over an extended period, providing insight into the sustained impact of the intervention. Keywords: personal safety skills; sexual abuse; early childhood; sex education References: Agudo, J. E., Rico, M., & Sánchez, H. (2016). Design and Assessment of Adaptive Hypermedia Games for English Acquisition in Preschool. Journal of Universal Computer Science, 22(2), 161–179. Agustina, L. S. S., Kusumawati, R. N., & Hardjono. (2022). Edukasi Seks Berbasis Permainan Puzzle untuk Meningkatkan Keterampilan Perlindungan Diri Anak. 14(2), 49–61. https://doi.org/10.15294/intuisi.v14i2.29575 Akbar, Z., & Mudzdaliffah, F. (2012). Program Pendidikan Seks Untuk Meningkatkanproteksi Diri Dari Eksploitasi Seksual Pada Anak Usia Dini. Perspektif Ilmu Pendidikan, 25(XV1), 1–6. https://doi.org/10.21009/PIP.251.1 Akl, E. A., Sackett, K. M., Pretorius, R., Bhoopati, P. S. S., Mustafa, R., Schünemann, & Erdley, W. S. (2009). Educational games for health professionals. William S, 1. https://doi.org/10.1002/14651858.CD006411.pub2. Andayani, R. P., Afnuhazi, R., Dafris, S., Huda, P. R., Ningsih, Y. H. D., Irwanda, B., Edo, C. W. D., Oka Surya, D., Guslinda, G., & Syofia Sapardi, V. (2022). Implementasi Personal Safety Skill Untuk Mencegah Kekerasan Seksual Pada Anak Sekolah Dasar. Jurnal Abdi Mercusuar, 2(2), 51–58. https://doi.org/10.36984/jam.v2i2.324 Anggraini, T., Sofia, A., & Riswandi. (2017). Pendidikan Seksual Anak Usia Dini: Aku dan Diriku. Jurnal Pendidikan Anak, 3(2). Anggreni, P. F., Asri, I. G. A. A. S., & Ganing, N. N. (2017). 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Penggunaan Media Internet eXe-Learning Berbasis Masalah pada Materi Perubahan Lingkungan untuk Meningkatkan Hasil Belajar Siswa. Scientiae Educatia, 6(2), 197. https://doi.org/10.24235/sc.educatia.v6i2.1957 Azzahra, Q. M. (2020). Pendidikan Seksual Anak Usia Dini:" My Bodies Belong To Me". Early Childhood: Jurnal Pendidikan, 4(1), 77–86. Bagley, C., & King, K. (2004). Child Sexual Abuse: The Search for Healing. Boyle, C. L., & Lutzker, J. R. (2005). Teaching young children to discriminate abusive from nonabusive situations using multiple exemplars in a modified discrete trial learning format. 20, 55–69. Brown-Goodyear, & Paris. (2012). Handbook of child sexual abuse: Identification, assessment and treatment. John Wiley and Sons. Buttner, A. (2013). Aktivitas Permainan Dan Strategi Penilaian Untuk Kelas Bahasa Asing. PT Indeks. Çeçen-Eroğul, A. R., & Hasirci, Ö. K. (2013). 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The Prevention of Childhood Sexual Abuse. The Future of Children, 19(2,), 169–194. Fitriyani, E., & Nulanda, P. Z. (2017). Efektivitas Media Flash Cards dalam Meningkatkan Kosakata Bahasa Inggris. Psympathic : Jurnal Ilmiah Psikologi, 4(2), 167–182. https://doi.org/10.15575/psy.v4i2.1744 Hasanah, A., Rahayu, S. R., & Kuswardinah, A. (2019). The Effect of Parenting, Teacher’s Role, and Peers on Children’s Personal Safety Skills in Tangerang. Public Health Perspectives Journal, 4(3), 164–170. Hatiningsih, N., & Adriyati, P. (2019). Implementing Flashcard to Improve the Early Reading Skill. Proceedings of the 4th ASEAN Conference on Psychology, Counselling, and Humanities (ACPCH 2018). Proceedings of the 4th ASEAN Conference on Psychology, Counselling, and Humanities (ACPCH 2018), Surat Thani, Thaland. https://doi.org/10.2991/acpch-18.2019.71 Herayanti, L., Fuadunnazmi, M., & Habibi. (2017). Pengembangan Media Pembelajaran Berbasis Moodle Pada Matakuliah Fisika Dasar. 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    Parental Role: Internalization of the Development of Independent, Disciplined, and Responsible Character Values for Children Aged 5-6 Years

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    Parents play a crucial role in shaping the character of their children, and the character of children is closely tied to the involvement of both parents. This study aims to examine how parents function as educators, motivators, role models, controllers, and providers (facilitators) in cultivating character values, discipline, and responsibility in children. The research was conducted using qualitative methods with a sequential and phenomenological approach. Photovoice, combined with thematic analysis, served as the type and source of data. Data collection involved interviews and observations, with six pairs of parents with 5-6-year-old children participating in the study. The analysis revealed that parents, through their various roles, internalize the development of independent, disciplined, and responsible character values in their children. The study concludes that children aged 5-6 exhibit character values learned through a process of observation and imitation. Future research is encouraged to utilize these findings as a reference for instilling character values in children. Keywords: character value, early childhood, parental role References: Adawiah, A., Asmini, A., Umar, A., & Abdu, W. J. (2023). The Influence of Parenting Styles and Managerial Elements on School Readiness in Kindergarten-Aged Children within a Community. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 7(5). https://doi.org/10.31004/obsesi.v7i5.5154 Andhika, M. R. (2021). Peran Orang Tua Sebagai Sumber Pendidikan Karakter. At-Ta’dib: Jurnal Ilmiah Prodi Pendidikan Agama Islam, 13(1), 73–81. Anggraeni, R. N., Fakhriyah, F., & Ahsin, M. N. (2021). Peran orang tua sebagai fasilitator anak dalam proses pembelajaran online di rumah. Jurnal Ilmiah Pendidikan Dasar, 8(2), 105. https://doi.org/10.30659/pendas.8.2.105-117 Boiliu, E. R. (2023). Dimensi Pengembangan Pendidikan Karakter bagi Anak Usia Dini. Real Kiddos: Jurnal Pendidikan Anak Usia Dini, 1(2). https://doi.org/10.53547/realkiddos.v1i2.358 Choi, H. S., Lee, S., & Seo, E. (2024). Influence of perceived parental child-rearing attitudes and ego identity on college adjustment among Korean nursing students. BMC Nursing, 23(1). https://doi.org/10.1186/s12912-023-01643-9 Choi, O. joo, Choi, J., & Kim, J. ho. (2020). A longitudinal study of the effects of negative parental child-rearing attitudes and positive peer relationships on social withdrawal during adolescence: an application of a multivariate latent growth model. International Journal of Adolescence and Youth, 25(1). https://doi.org/10.1080/02673843.2019.1670684 D’Souza, J., & Gurin, M. (2016). The universal significance of Maslow’s concept of self-actualization. In Humanistic Psychologist (Vol. 44, Issue 2). https://doi.org/10.1037/hum0000027 Effendi, Y. (2020). Pola Asuh dan Aktualisasi Diri: Suatu Upaya Internalisasi Konsep Humanistik dalam Pola Pengasuhan Anak. SOSIOHUMANIORA: Jurnal Ilmiah Ilmu Sosial Dan Humaniora, 6(2), 13–24. https://doi.org/10.30738/sosio.v6i2.6781 Epstein, J. L. (2018). School, family, and community partnerships: Preparing educators and improving schools, second edition. In School, Family, and Community Partnerships: Preparing Educators and Improving Schools, Second Edition. https://doi.org/10.4324/9780429494673 Eslava, M., Deaño, M., Alfonso, S., Conde, Á., & García-Señorán, M. (2016). Family context and preschool learning. Journal of Family Studies, 22(2). https://doi.org/10.1080/13229400.2015.1063445 Ferdiansyah, S., Supiastutik, & Angin, R. (2020). Thai students’ experiences of online learning at indonesian universities in the time of the covid-19 pandemic. Journal of International Students, 10(Special Issue 3), 58–74. https://doi.org/10.32674/jis.v10iS3.3199 Fiskerstrand, A. (2022). Literature review – Parent involvement and mathematic outcome. In Educational Research Review (Vol. 37). https://doi.org/10.1016/j.edurev.2022.100458 Fono, Y. M., Fridani, L., & Meilani, S. M. (2019). Kemandirian dan Kedisplinan Anak yang Diasuh oleh Orangtua Pengganti. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 3(2). https://doi.org/10.31004/obsesi.v3i2.245 Fuadia, N. N. (2020). Parenting Strategy for Enhancing Children’s Self-Regulated Learning. JPUD - Jurnal Pendidikan Usia Dini, 14(1). https://doi.org/10.21009/141.08 Glatz, T., Özdemir, S. B., & Boersma, K. (2022). Parental Child-Invested Contingent Self-Esteem as a Source of Acculturation-Related Parent–Child Conflicts Among Latino Families. Journal of Family Issues, 43(7). https://doi.org/10.1177/0192513X211030044 Gunawan, N. A., Nurwati, N., & Sekarningrum, B. (2020). Analisis Peran Gender dalam Pengasuhan Anak pada Keluarga Etnis Jawa dan Sunda di Wilayah Perbatasan. JUPIIS: JURNAL PENDIDIKAN ILMU-ILMU SOSIAL, 12(1). https://doi.org/10.24114/jupiis.v12i1.15568 Harris, K. I. (2021). Parent Cooperative Early Childhood Settings: Empowering Family Strengths and Family Engagement for All Young Children. International Journal of Contemporary Education, 4(1). https://doi.org/10.11114/ijce.v4i1.5143 Hart, P. (2022). Reinventing character education: the potential for participatory character education using MacIntyre’s ethics. Journal of Curriculum Studies, 54(4). https://doi.org/10.1080/00220272.2021.1998640 Hidayat, M., Rozak, R. W. A., Hakam, K. A., Kembara, M. D., & Parhan, M. (2022). Character education in Indonesia: How is it internalized and implemented in virtual learning? Cakrawala Pendidikan, 41(1). https://doi.org/10.21831/cp.v41i1.45920 Holiseh, H., Satispi, E., & Gusman, D. T. (2023). Strategi Komunikasi BKKBN (Badan Koordinasi Keluarga Berencana Nasional) Melalui Program Keluarga Berencana. Jurnal Akuntan Publik, 1(2). Ihmeideh, F., AlFlasi, M., Al-Maadadi, F., Coughlin, C., & Al-Thani, T. (2020). Perspectives of family–school relationships in Qatar based on Epstein’s model of six types of parent involvement. Early Years, 40(2). https://doi.org/10.1080/09575146.2018.1438374 Liana, H., Rahardjo, B., & Sjamsir, H. (2018). Implementasi Pembelajaran Karakter Anak Usia Dini Di Paud Anak Kita Preschool Samarinda. Pendas Mahakam : Jurnal Pendidikan Dan Pembelajaran Sekolah Dasar, 3(1), 8–19. Retrieved from https://jurnal.fkip-uwgm.ac.id/index.php/pendasmahakam/article/view/222 Marliyanti, Rahardjo, B., & Rozie, F. (2020). Penerapan Penanaman Nilai-Nilai Karakter Melalui 9 Pilar Karakter Anak Usia 5-6 Tahun di TK Hidayah Samarinda. Jendela Bunda, 7(2). Mayasari, A., Sopian, A., Ridwan, W., Hasanah, A., & Arifin, B. S. (2022). Pengembangan Model Evaluasi Pendidikan Karakter dalam Pembelajaran di Sekolah. JIIP - Jurnal Ilmiah Ilmu Pendidikan, 5(7). https://doi.org/10.54371/jiip.v5i7.676 Mubarok, M. N. (2021). Manajemen Internalisasi Nilai Karakter Anak Usia Dini di Lingkungan Keluarga. El-Athfal : Jurnal Kajian Ilmu Pendidikan Anak, 1(02), 64–80. https://doi.org/10.56872/elathfal.v1i02.275 Mujahidah. (2015). Implementasi Teori Ekologi Brofenbrenner Dalam Membangun Pendidikan Karakter yang Berkualitas. Lentera, 19(2). Munthe, E., & Westergård, E. (2023). Parents’, teachers’, and students’ roles in parent-teacher conferences; a systematic review and meta-synthesis. In Teaching and Teacher Education (Vol. 136). https://doi.org/10.1016/j.tate.2023.104355 Purnomo, E. N., Imron, A., Wiyono, B. B., Sobri, A. Y., & Dami, Z. A. (2024). Transformation of Digital-Based School Culture: implications of change management on Virtual Learning Environment integration. Cogent Education, 11(1). https://doi.org/10.1080/2331186X.2024.2303562 Rajab, A., & Wright, N. (2018). Government constructions of the pedagogical relationship between teachers and children in Saudi preschool education: issues of adoption or adaptation? 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Jurnal Basicedu, 5(6). https://doi.org/10.31004/basicedu.v5i6.1698 Suciati, I., Idrus, I., Hajerina, H., Taha, N., & Wahyuni, D. S. (2023). Character and moral education-based learning in students’ character development. International Journal of Evaluation and Research in Education, 12(3). https://doi.org/10.11591/ijere.v12i3.25122 Vessuri, H., & Canino, M. V. (1996). Sociocultural dimensions of technological learning. Science, Technology and Society, 1(2). https://doi.org/10.1177/097172189600100208 Wei, F., & Ni, Y. (2023). Parent councils, parent involvement, and parent satisfaction: Evidence from rural schools in China. Educational Management Administration and Leadership, 51(1). https://doi.org/10.1177/1741143220968166 Winship, M., Standish, H., Trawick-Smith, J., & Perry, C. (2021). Reflections on practice: providing authentic experiences with families in early childhood teacher education. In Journal of Early Childhood Teacher Education (Vol. 42, Issue 3). https://doi.org/10.1080/10901027.2020.1736695 Yulianti, E. S., Afifah, K., Lestari, E., Sjamsir, H., Pertiwi, A. D., Mulawarman, U., Timur, K., & Sjamsir, H. (2022). Peran Extended-Nuclear Family terhadap Perkembangan Bahasa Anak Usia Dini. Indonesian Journal of Islamic Early Childhood Education, 7(2). &nbsp

    Fostering Eco-literacy and Naturalistic Intelligence through Environmentally Based Education in Coastal Preschool

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    This research aims to analyze environmental-based education to increase environmental literacy and naturalistic intelligence. This research uses a qualitative descriptive method with interviews, observation, and document analysis as data collection techniques. Informants were selected using purposive sampling techniques. The criteria for selecting informants are teachers who have a minimum of five years of teaching experience and the ability to make environment-based learning plans. The sampling results were 15 teachers from five kindergartens in the coastal area. The research results show that Environment-Based Education (EBE) can increase children's eco-literacy and naturalistic intelligence which focuses on four main dimensions, such as knowledge, understanding, skills, values ​​, and attitudes. Increasing children's positive attitudes and behavior towards the environment can increase awareness of coastal environmental preservation. Results also show increased acquisition of practical knowledge, skills, and positive attitudes towards the preservation and sustainability of the coastal environment. The findings of the above studies allow recommendations for understanding the long-term impact of such teaching on environmental literacy in children that requires long-term studies. A more organized learning model that other educational institutions may employ, and includes the creation of unique curricula, including outdoor education programs, and efforts in environmental initiatives. Keywords: eco-literacy, naturalistic intelligence, environmental-based education, coastal ECCE References: Alfianto, A. B., Karyanto, P., & Harlita. (2019). Learning management system for eco literacy enhancement: The effectiveness of adopting Lewinshon indicators as an additional standard of competence. AIP Conference Proceedings, 2194. https://doi.org/10.1063/1.5139734 Amalric, M., & Cantlon, J. F. (2023). Entropy, complexity, and maturity in children’s neural responses to naturalistic video lessons. Cortex, 163, 14–25. https://doi.org/10.1016/j.cortex.2023.02.008 Anjari, T. Y., & Purwanta, E. (2019). Effectiveness of the Application of Discovery Learning to the Naturalist Intelligence of Children About the Natural Environment in Children Aged 5-6 Years. 296(Icsie 2018), 356–359. https://doi.org/10.2991/icsie-18.2019.65 Bater, M. L., Gould, J. F., Collins, C. T., Anderson, P. J., & Stark, M. J. (2024). Child development education in the Neonatal Unit: Understanding parent developmental literacy needs, priorities and preferences. Patient Education and Counseling,119(November 2023), 108058. https://doi.org/10.1016/j.pec.2023.108058 Biber, K., Cankorur, H., Güler, R. S., & Demir, E. (2023). Investigation of environmental awareness and attitudes of children attending nature centred private kindergartens and public kindergartens. Australian Journal of Environmental Education, 39(1), 4–16. https://doi.org/10.1017/aee.2022.1 Collado, S., Rosa, C. D., & Corraliza, J. A. (2020). The effect of a nature-based environmental education program on children’s environmental attitudes and behaviors: A randomized experiment with primary schools. Sustainability (Switzerland), 12(17). https://doi.org/10.3390/SU12176817 Ernst, J., & Burcak, F. (2019). Young children’s contributions to sustainability: The influence of nature play on curiosity, executive function skills, creative thinking, and resilience. Sustainability (Switzerland), 11(15). https://doi.org/10.3390/su11154212 Flanagan, R. M., & Symonds, J. E. (2022). Children’s self-talk in naturalistic classroom settings in middle childhood: A systematic literature review. Educational Research Review, 35(December 2021). https://doi.org/10.1016/j.edurev.2022.100432 Gauvain, M. (2020). Vygotsky’s Sociocultural Theory. 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    Structural Analytic Synthetic Learning Method for Early Reading Ability

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    The Structural Analytic Synthetic (SAS) method is a learning method that begins with the introduction of complete sentence structures that build meaningful concepts in children. This research aimed to determine the effect of the SAS method on children's early reading abilities. This research uses a quantitative method with an experimental approach, using a pre-experimental one-group pretest and posttest design. Participants in this research were all early childhood children aged 6-7 years, totaling 32 children. Collection techniques include observation, interviews, and tests. The use of the SAS method in classroom learning has a positive influence, children's initial reading Ability when applying the SAS method in learning has a very big influence. The SAS method is an initial reading learning method that begins with presenting complete sentences which are then broken down into words into independent syllables and letters and combined again starting from letters into syllables, and words into complete sentences. Keywords: children aged 6-7 years, early reading ability, structural analytic-synthetic method References: Aro, M. (2017). Learning to read Finnish. In L. Verhoeven & C. Perfetti (Eds.), Learning to read across languages and writing systems (pp. 416–436). Cambridge: Cambridge University Press. Brodin, J., & Renblad, K. (2020). Improvement of preschool children’s speech and language skills. Early Child Development and Care, 190(14), 2205–2213. https://doi.org/10.1080/03004430.2018.1564917 Cain, K. (2016). Reading comprehension and difficulties: An overview. Perspectives on Language and Literacy, 42(2), 9–16. Dehaene, S., Cohen, L., Morais, J., & Kolinsky, R. (2015). Illiterate to literate: Behavioural and cerebral changes induced by reading acquisition. Nature Reviews Neuroscience, 16(4), 234–244. https://doi.org/10. 1038/nrn3924 Ediwarman, & Meliyawati. (2019). Kiat Membaca Dan Penerapannya. Yogyakarta: Deepublish. Emgusnadi. (2018). Metode Pembelajaran Sas Untuk Meningkatkan Keterampilan Membaca Siswa Kelas I Sd Negeri 021 Sitorajo Kari Kecamatan Kuantan Tengah Kabupaten Kuantan Singingi. Jurnal Pajar (Pendidikan Dan Pengajaran), 659–655. Eklund, K., Torppa, M., Sulkunen, S., Niemi, P., & Ahonen, T. (2018). Early cognitive predictors of PISA Reading in children with and without family risk for dyslexia. Learning and Individual Differences, 64, 94–103. https://doi.org/10.1016/j.lindif.2018.04.012. Georgiou, G. K., Parrila, R., & Papadopoulos, T. C. (2008). Predictors of word decoding and reading fluency across languages varying in orthographic consistency. Journal of Educational Psychology, 100(3), 566–580. https://doi.org/10.1037/0022-0663.100.3.566. Ginting, M. B. (2020). Buku Ajar Bahasa Indonesia Sekolah Dasar Kelas Rendah. Klaten: Penerbit Lakeisha. Hasibuan, S. (2019). Penggunaan Metode Sas Dalam Peningkatan Kemampuan Membaca Permulaan Pada Siswa Kelas 1 Sdn 106162 Medan Estate. (Sej) School Education Journal, 9, 186. Hidayah, N., & Novita. (2016). Peningkatkan Kemampuan Membaca Permulaan Dengan Menggunakan Metode Struktural Analitik Sintetik (Sas) Mata Pelajaran Bahasa Indonesia Pada Peserta Didik Kelas Ii C Semester Ii Di Min 6 Bandar Lampung T.A 2015/2016. Jurnal Pendidikan Dan Pembelajaran Dasar, Volume 3, Nomor 1, 85-102. Landerl, K., Freudenthaler, H. H., Heene, M., De Jong, P. F., Desrochers, A., Manolitsis, G., ... Georgiou, G. K. (2019). Phonological awareness and rapid automatized naming as longitudinal predictors of reading in five alphabetic orthographies with varying degrees of consistency. Scientific Studies of Reading, 23(3), 220–234. https://doi.org/10.1080/ 10888438.2018.1510936 Manolitsis, G., Georgiou, G. K., & Parrila, R. (2011). Revisiting the home literacy model of reading development in an orthographically consistent language. Learning and Instruction, 21(4), 496–505. Musbikin, I. (2019). Penguatan Pendidikan Karakter (Ppk). Nusamedia. Mustadi, A., Sayekti, O. M., Rochmah, E. N., Zubaidah, E., Sugiarsih, S., & Schulze, K. M. (2022). Pancalis: Android-Based Learning Media for Early-Reading In New Normal. Cakrawala Pendidikan, 41(1), 71–82. Https://Doi.Org/10.21831/Cp.V41i1.45883 Perry, C., Zorzi, M., & Ziegler, J. C. (2019). Understanding dyslexia through personalized large-scale computational models. Psychological Science, 30(3), 386–395. https://doi.org/10.1177/0956797618823540 Pertiwi, P., & Sugiyanto. (2015). Efektivitas Permainan Konstruktiv Aktif Untuk Meningkatkan Kemampuan Membaca Siswa Kelas 2 Sd. Jurnal Psikologi Universitas Gajah Mada, 34, 151-163 Puolakanaho, A., Ahonen, T., Aro, M., Eklund, K., Leppänen, P. H. T., Poikkeus, A.-M., et al. (2007). Very early phonological and language skills: Estimating individual risk of reading disability. Journal of Child Psychology and Psychiatry, 48(9), 923–931. https://doi.org/10.1111/j.1469-7610.2007.01763.x. Rahayu, Tri. (2014). Perkembangan Kemampuan Membaca Siswa Berdasarkan Alat Evaluasi Membaca Berbasis Portofolio, Fpbs. Bandung: Universitas Pendidikan Indonesia Sabrina, A., & Laily, I. F. (2016). Perbandingan Kemampuan Membaca Permulaan Antara Siswa Kelas I Melalui Tk Dengan Tidak Melalui Tk Di Mi Pgm Kota Cirebon. Al-Ibtida, 332. Skeide, M. A., Kumar, U., Mishra, R. K., Tripathi, V. N., Guleria, A., Singh, J. P., ... Huettig, F. (2017). Learning to read alters cortico-subcortical cross-talk in the visual system of illiterates. Science Advances, 3(5), e1602612. https://doi.org/10.1126/sciadv.1602612 Sugiyono. (2017). Metode Penelitian Kombinasi: (Pendekatan kuantitatif, kualitatif dan R & D). Alfabeta. Sulistyawati, E. E. , & Sujarwo. (2016). Peningkatan Kemampuan Membaca Permulaan Melalui Media Video Compact Disc Pada Anak Usia 5-6 Tahun. Jurnal Pendidikan Dan Pemberdayaan Masyarakat, 3, 28–37. Tela, T., Yulian, V. N., & Budianingsih, Y. (2019). Pengaruh Model Pembelajaran Kooperatif Tipe Think Pair Share (Tps) Terhadap Peningkatan Kemampuan Pemecahan Masalah Matematis Siswa. Biormatika : Jurnal Ilmiah Fakultas Keguruan Dan Ilmu Pendidikan. Torppa, M., Eklund, K., van Bergen, E., & Lyytinen, H. (2015). Late-emerging and resolving dyslexia: A follow-up study from kindergarten to Grade 8. Journal of Abnormal Child Psychology, 43(7), 1389–1401. https://doi.org/10.1007/s10802-015-0003-1. Wathoni, L. M. (2020). Pendidikan Islam Dengan Menyikapi Kontroversi Belajar Membaca Pada Anak Usia Dini. Mataram: Sanabil. Yulsyofriend. (2013). Permainan Membaca Dan Menulis Anak Usia Dini. Padang : Sukabina Ziegler, J. C., Perry, C., & Zorzi, M. (2020). Learning to read and dyslexia: From theory to intervention through personalized computational models. Current Directions in Psychological Science, 29, 293–300. https://doi.org/10.1177/0963721420915873 &nbsp

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