Profile of Early Childhood Religious Feeling in Islam-Based Schools

This study aims to understanding the origins of religious feelings in early childhood, specifically in children aged 5-6 years who attend Islamic-based schools. This research method is qualitative descriptive research. The number of respondents is 33 children from 3 different schools, namely two Integrated Islamic Schools (IT) and one RA (Raudatul Athfal). Data collection was carried out through image-based interviews. (worship practices and emotional expressions). The research results show that most children engage in religious activities because they believe that after worshiping, they will receive goodness. (rewards). What children like the most is praying and reading the Quran. The most commonly chosen emotional expression is being very happy and joyful while engaging in their favorite worship activities.

Instrumen Kecerdasan Moral untuk Anak: Validitas dan Reliabilitas

Pengukuran kecerdasan moral pada anak usia dini cenderung melibatkan pihak kedua seperti orang tua dan guru. Diperlukan pengembangan skala kecerdasan moral yang melibatkan partisipasi langsung anak. Penelitian ini menguji reliabilitas dan validitas eksternal skala kecerdasan moral dengan menggunakan sampel 208 Taman Kanak-kanak di 13 Taman Kanak-kanak di Kota Semarang. Dimensi kecerdasan moral yang dikembangkan Borba dijadikan sebagai acuan dalam penyusunan skala kecerdasan moral yaitu empati, hati nurani, pengendalian diri, rasa hormat, kebaikan, toleransi, dan keadilan. Empat belas item dengan 3 pertanyaan terkait dengan apa yang dipikirkan, dirasakan, dan dilakukan anak disiapkan, direvisi, dan diedit untuk diberikan kepada para ahli. Saran untuk modifikasi dan evaluasi dipertimbangkan dalam persiapan skala kecerdasan moral. Analisis item dihitung berdasarkan korelasi item total. Berdasarkan hasil analisis data diketahui bahwa skala kecerdasan moral terdiri dari 14 item dengan nilai alpha cronbach sebesar 0,75. Nilai tersebut menunjukkan bahwa skala kecerdasan moral merupakan skala yang dapat diandalkan untuk mengukur kecerdasan moral anak usia dini

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). Technostress in ICT enabled collaborative learning environment: An empirical study among Indian academicians. Computers in Human Behavior, 51. Jena, RK (2015). Impact of Technostress on Job Satisfaction: An Empirical Study among Indian Academicians. The International Technology Management Review, 5(3), 117. https://doi.org/10.2991/itmr.2015.5.3.1 Jiang, Y., Li, P., Wang, J., & Li, H. (2019). Relationships Between Kindergarten Teachers' Empowerment, Job Satisfaction, and Organizational Climate: A Chinese Model. Journal of Research in Childhood Education, 33(2), 257–270. https://doi.org/10.1080/02568543.2019.1577773 Kahn, RL, Wolfe, DM, Quinn, R., Snoek, JD, & R., & A, R. (1964). Organizational stress. New York: Wiley. Kim, S., & Lee, J. (2021). The mediating effects of ego resilience on the relationship between professionalism perception and technostress of early childhood teachers. International Journal of Learning, Teaching and Educational Research, 20(4), 245–264. https://doi.org/10.26803/IJLTER.20.4.13 Kreitner, R. and AK (200 CE). Organizational behavior. Jakarta: Salemba Empat. Kumar, K & Bhatia, L. (2011). Teachers and their Attitude Towards Teaching. Asia Pacific Journal of Research in Business Management, 2(9). Laksmi, NAP, & Hadi, C. (2012). The relationship between Dual Role Conflict (Work Family Conflict) and Job Satisfaction in Production Employees at PT.X. Journal of Industrial and Organizational Psychology, 1(02), 66–72. Lazarus, RS & Folkman, S. (1984). Stress, appraisal, and coping. New York : McGraw-Hill, Inc. Liu, XS, & Ramsey, J. (2008). Teachers' job satisfaction: Analyzes of the Teacher Follow-up Survey in the United States for 2000–2001. Teaching and Teacher Education, 24(5), 1173–1184. https://doi.org/10.1016/J.TATE.2006.11.010 Mukhlishon, G. (2016). The relationship between Technostress and Job Satisfaction and Organizational Commitment to Mojokerto Hospital Employees. Thesis, University of Surabaya. Netemeyer, RG, Boles, JS, McMurrian, R. (1996). Development and validation of work-family conflict and family-work conflict scales. Journal of Applied Psychology, 81, 400–410. https://doi.org/doi:10.1037/0021-9010.81.4.400 Nisak, IA (2020). The effect of technostress on job satisfaction with work-family conflict and work-family conflict as intervening variables in PDAM Kota…. http://etheses.uin-malang.ac.id/19081/ Noor, NM, & Zainuddin, M. (2011). Emotional labor and burnout among female teachers: Work-family conflict as mediator. Asian Journal of Social Psychology, 14(4), 283–293. https://doi.org/10.1111/j.1467-839X.2011.01349.x PC Smith, LM Kendall, and CLH (1969). The measurement of satisfaction in work and retirement. Rand McNally. Chicago. Park, HJ, & Cho, JS (2016). The influence of information security technostress on the job satisfaction of employees. Journal of Business and Retail Management Research, 11(1), 66–75. Pusdatin Kemendikbud Indonesia. (2021). Early Childhood Education Statistics (ECE) 2020/2021. Ministry of Education and Culture, 1. Raharjo, NP, & Winarko, B. (2021). Analysis of the Digital Literacy Level of the City of Surabaya's Millennial Generation in Overcoming the Spread of Hoaxes. Komunika Journal: Journal of Communication, Media and Informatics, 10(1), 33. https://doi.org/10.31504/komunika.v10i1.3795 Ramakrishna Ayyagari, VG and RP (2011). Technostress: Technological Antecedents and Implicat. Management Information Systems Research Center, University of Minnesota Stable, 35(4), 831–858. https://www.jstor.org/stable/41409963 Roesadi, NFA (2022). 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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. 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Mothers ’ and Fathers ’ Observed Interaction with Preschoolers : Similarities and Differences in Parenting Behavior in a Well-Resourced Sample. PLoS ONE, 14(8), 1–25. Sucianing, K. A., & Heriyanti, K. (2022). Pengaruh Agama terhadap Psikis Manusia. Swara Vidya, II(1), 33–43. Sun, J., Singletary, B., Jiang, H., Justice, L. M., & Lin, T. (2022). Child Behavior Problems During COVID-19: Associations with Parent Distress and Child Social-Emotional Skills. Journal of Applied Developmental PsychologY, 78, 1–10. Sunaryo. (2004). Psikologi Untuk Pendidikan. Tarver, J., Palmer, M., Webb, S., Scott, S., Slonims, V., Simonoff, E., & Charman, T. (2019). Child and parent outcomes following parent interventions for child emotional and behavioral problems in autism spectrum disorders: A systematic review and meta-analysis. Autism, 23(7), 1630–1644. https://doi.org/10.1177/1362361319830042 Tétreault, É., Bernier, A., & Matte-Gagné, C. (2021). Quality of father–child relationships as a predictor of sleep developments during preschool years. Developmental Psychobiology, 63(6), 1–13. https://doi.org/10.1002/dev.22130 Torres, N., Veríssimo, M., Monteiro, L., Ribeiro, O., & Santos, A. J. (2014). Domains of Father Involvement, Social Competence and Problem Behavior in Preschool Children. Journal of Family Studies, 20(3), 188–203. https://doi.org/10.1080/13229400.2014.11082006 Tresna Dewi, A. R. (2018). Pengaruh Keterlibatan Orangtua Terhadap Perilaku Sosial Emosinal Anak. Jurnal Golden Age, 2(02), 66. https://doi.org/10.29408/goldenage.v2i02.1024 Vaillancourt, T., Haltigan, J. D., Smith, I., Zwaigenbaum, L., Szatmari, P., Fombonne, E., & Bennett, T. (2017). Joint trajectories of internalizing and externalizing problems in preschool children with autism spectrum disorder. Development and Psychopathology, 29(1), 203–214. Walsh, A. D., Hesketh, K. D., Van Der Pligt, P., Cameron, A. J., Crawford, D. A., & Campbell, K. J. (2017). Fathers’ perspectives on the diets and physical activity behaviours of their young children. PLoS ONE, 12(6), 1–19. https://doi.org/10.1371/journal.pone.0179210 Wardani, A., & Ayriza, Y. (2021). Analisis Kendala Orang Tua dalam Mendampingi Anak Belajar di Rumah Pada Masa Pandemi Covid-19. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 5(1), 772–782. https://doi.org/10.31004/obsesi.v5i1.705 Wathoni, H., Kustiono, K., & Ahmadi, F. (2021). Multimedia-based E-Puzzle development to improve visual-spatial abilities and early childhood religious character. Journal of Primary Education, 10(2), 141–150. Woodworth, S., Belsky, J., & Crnic, K. (1996). The Determinants of Fathering during the Child’s Second and Third Years of Life: A Developmental Analysis. Journal of Marriage and the Family, 58(3), 679. https://doi.org/10.2307/353728 Yalçın, V. (2021). Moral Development in Early Childhood: Benevolence and Responsibility in the Context of Children’s Perceptions and Reflections. Educational Policy Analysis and Strategic Research, 16(4), 140–163. https://doi.org/10.29329/epasr.2021.383.8 Yoon, S., Kim, M., Yang, J., Lee, J. Y., Latelle, A., Wang, J., Zhang, Y., & Schoppe-Sullivan, S. (2021). Patterns of father involvement and child development among families with low income. Children, 8(12), 1–17. https://doi.org/10.3390/children8121164 Zhang, J., Liu, Y., & Hu, T. (2019). A Meta-Analysis of The Relationship between Father Involvement and Problem Behaviour Among Preschool Children. Early Child Development and Care, 1–23. https://doi.org/10.1080/03004430.2019.1679127 Zhang, W., Shen, Q., Teso, S., Lepri, B., Passerini, A., Bison, I., & Giunchiglia, F. (2021). Putting human behavior predictability in context. EPJ Data Science, 10(1). https://doi.org/10.1140/epjds/s13688-021-00299-2 &nbsp

The permissive non-parental childcare and moral intelligence: Indonesian setting

Most parents in Indonesia are unable to provide maximum care for their children while working. Childcare includes fostering moral intelligence, which is carried out by grandmothers, household assistants, and daycare assistants. Furthermore, 178 young children (95 males and 83 females) and 178 caregivers (68 grandmothers, 54 household assistants, and 56 daycare assistants) were involved in the study. Simple regression analysis was used to examine parenthood on moral intelligence, and moderator analysis was used to test permissive non-parental childcare and moral intelligence in early childhood. The results showed that authoritative and permissive parenthood has an effect on moral intelligence and that the effects of permissiveness on moral intelligence are only moderately influenced. Permissive non-parental childcare and moral intelligence apply to the group of grandmothers and household assistants. The research provides a detailed description of the role of predictors on moral intelligence in non-parental care

Bronfenbrenner's Bioecological Theory: School Readiness for Children in the Context of Distance Learning During the Covid-19 Pandemic

School readiness is an important factor that affects the child’s development. However, promoting children’s school readiness becomes even more challenging during the COVID-19 pandemic. There is a gap between the implementation of Distance Learning and the limited understanding about effect of Distance Learning to promote children’s school readiness. This study aims to find out how distance learning affects children's school readiness during the Covid-19 pandemic and to understand the role of the children’s environment in promoting children’s school readiness, in terms of Bronfenbrenner's Bio-ecological theory. This research uses a descriptive quantitative method. Data was collected by an online survey. There were 326 parents and 34 KG-B teachers from 16 private schools in Semarang who participated in this study. Data analysis uses descriptive analysis techniques and independent sample t-test. The result finds out that distance learning is less effective in promoting children's school readiness, especially in socio-emotional skills. The role of the ecological system also influences distance learning in promoting school readiness, so for promoting school readiness, both children’s skills and the roles of systems should be emphasized. The findings suggest the school needs to evaluate and review every strategy, planning and implementation of distance learning in their schools. The findings also suggest the kindergarten teachers need to enrich their competence in designing innovative, creative, and interesting distance learning activities, based on digital technology. Keywords: early childhood, school readiness; distance learning References: Agustin, M., Puspita, R. D., Nurinten, D., & Nafiqoh, H. (2020). Tipikal Kendala Guru PAUD dalam Mengajar pada Masa Pandemi Covid 19 dan Implikasinya. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 5(1). https://doi.org/10.31004/obsesi.v5i1.598 Ayudia, R., Febrialismanto, F., & Solfiah, Y. (2020). Persepsi Orangtua Terhadap Pembelajaran Daring Pada Anak Usia 5-6 Tahun Di Kecamatan Limapuluh Kota Pekanbaru. Jurnal Review Pendidikan Dan Pengajaran, 3(2). https://doi.org/10.31004/jrpp.v3i2.1222 Britto, P. R. (2012). School Readiness: A Conceptual Framework. United Nations Children’s Fund (UNICEF). Ekyana, L., Fauziddin, M., Arifiyanti, N., Pendidikan, J., & Dini, U. (2021). Parents’ Perception: Early Childhood Social Behaviour During Physical Distancing in the Covid-19 Pandemic. Jurnal Pendidikan Usia Dini, 15(2), 258–280. https://doi.org/10.21009/JPUD.152.04 Fridani, L. (2014). School readiness and transition to primary school: A study of teachers, parents and educational policy makers’ perspectives and practices in the capital city of Indonesia. In Faculty of Education, Monash University, Australia. Jalal, M. (2020). Kesiapan Guru Menghadapi Pembelajaran Jarak Jauh Di Masa Covid-19. Smart Kids: Jurnal Pendidikan Islam Anak Usia Dini, 2(1). https://doi.org/10.30631/smartkids.v2i1.61 Kokkalia, G., Drigas, A., Economou, A., & Roussos, P. (2019). School readiness from kindergarten to primary school. International Journal of Emerging Technologies in Learning, 14(11). https://doi.org/10.3991/IJET.V14I11.10090 Lutfiah, S. Z. (2020). Persepsi Orang Tua Mengenai Pembelajaran Online di Rumah Selama Pandemi Covid-19. Dealektik, 2(2). Majzub, R. M., & Rashid, A. A. (2012). School Readiness Among Preschool Children. Procedia - Social and Behavioral Sciences, 46. https://doi.org/10.1016/j.sbspro.2012.06.098 Nurdin, N., & Anhusadar, L. (2020). Efektivitas Pembelajaran Online Pendidik PAUD di Tengah Pandemi Covid 19. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 5(1). https://doi.org/10.31004/obsesi.v5i1.699 Nurhayati, W. (2019). Pengembangan Instrumen Kesiapan Bersekolah dan Pemetaan Kesiapan Bersekolah pada Anak Usia Dini di Indonesia. Indonesian Journal of Educational Assesment, 1(1). https://doi.org/10.26499/ijea.v1i1.4 Nurkolis, N., & Muhdi, M. (2020). Keefektivan Kebijakan E-Learning berbasis Sosial Media pada PAUD di Masa Pandemi Covid-19. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 5(1). https://doi.org/10.31004/obsesi.v5i1.535 Pan, Q., Trang, K. T., Love, H. R., & Templin, J. (2019). School Readiness Profiles and Growth in Academic Achievement. Frontiers in Education, 4. https://doi.org/10.3389/feduc.2019.00127 Pangestuti, R., Agustiani, H., Cahyadi, S., & Kadiyono, A. L. (2018). Indonesian children ‘s readiness for elementary school: A preliminary study to the holistic approach to school readiness. Pedagogika, 132(4). https://doi.org/10.15823/p.2018.132.6 Ricciardi, C., Manfra, L., Hartman, S., Bleiker, C., Dineheart, L., & Winsler, A. (2021). School readiness skills at age four predict academic achievement through 5th grade. Early Childhood Research Quarterly, 57. https://doi.org/10.1016/j.ecresq.2021.05.006 Saodi, S., Herlina, H., & Irfan, M. (2021). The Effectiveness of Children’s Learning Time in Online Learning System During the Covid 19 Pandemic in Kindergartens. Journal of Educational Science and Technology (EST), 7(2), 148. https://doi.org/10.26858/est.v7i2.19538 Satrianingrum, A. P., & Prasetyo, I. (2020). Persepsi Guru Dampak Pandemi Covid-19 terhadap Pelaksanaan Pembelajaran Daring di PAUD. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 5(1). https://doi.org/10.31004/obsesi.v5i1.574 Sibagariang, P. P., & S. Pandia, W. S. (2021). Teaching Approach and Teacher Self-Efficacy during Early Childhood Distance Learning. JPUD - Jurnal Pendidikan Usia Dini, 15(1), 41–59. https://doi.org/10.21009/jpud.151.03 Sit, M., & Assingkily, M. S. (2020). Persepsi Guru tentang Social Distancing pada Pendidikan AUD Era New Normal. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 5(2). https://doi.org/10.31004/obsesi.v5i2.756 Snow, K. L. (2006). Measuring school readiness: Conceptual and practical considerations. In Early Education and Development (Vol. 17, Issue 1). https://doi.org/10.1207/s15566935eed1701_2 Wijaya, C., Anwar Dalimunthe, R., & Muslim. (2021). Parents’ Perspective On The Online Learning In Al-Azhar Kindergarden Model Medan. JPUD - Jurnal Pendidikan Usia Dini, 15(2), 300–318. https://doi.org/10.21009/jpud.152.06 Wijayanti, R. M., & Fauziah, P. Y. (2020). Perspektif dan Peran Orangtua dalam Program PJJ Masa Pandemi Covid-19 di PAUD. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 5(2). https://doi.org/10.31004/obsesi.v5i2.768 Wulandari, H., Purwanta, E., Anak, P., Dini, U., Yogyakarta, U. N., & Biasa, P. L. (2021). Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini Pencapaian Perkembangan Anak Usia Dini di TK selama Pembelajaran Daring saat Pandemi Covid-19. Jurnal Pendidikan Anak Usia Dini, 5(1)

Voices of first graders: exploratory study on starting school during post-pandemic period

The involvement of children’s aspirations is an essential part of educational research that encourages effective learning and well-being among children. Thus, this study aims to promote children’s aspirations of starting schools during the post-pandemic situation. It implemented a face-to-face and online interview involving 63 first graders of primary school level aged seven years, consisting of 24 male and 39 female, by adhering to the prevailing health protocols. The thematic analysis generated two significant findings, including children’s perspectives and their preferences for either face-to-face learning or online learning. With regards to children’s perspectives, this research suggests that children prefer to learn with their teachers and friends at school. Based on the findings, further research is required to explore the responses of children, parents, and teachers to obtain comprehensive dat

Father involvement as a predictor of early childhood external behaviors in Indonesian

The prevailing patriarchal culture in Indonesia that posits a father only to act as a breadwinner is thought to be the reason for the lack of father involvement in parenting. Therefore, this study aims to analyze father involvement in problematic behavior in children aged 3-4 years by considering the variables of father's socioeconomic status (SES) and child's gender. This study employs a quantitative descriptive approach through a multiple regression model coupled with survey. The selection of respondents was determined through quota sampling technique by considering the ease of access to data collection. With or without control over the SES of fathers and the gender of children, the engagement indicator contributes an impact to the problematic behavior in chidren, while accessibility does not. The problematic behavior in children is lower with the control over SES of fathers and the gender of children compared to the condition without control over these two variables. Of the two variables, only the father’s age indicator affects the problematic behavior in children. The results of this study can encourage fathers to get actively involved in raising their children in a way that is appropriate to the current cultural context and situation

Achievement goals and extraneous load predict germane load: The mediating effects of achievement emotions

Purpose – Achievement emotions have been shown to mediate the association between achievement goals and learning performance, but no research to date has tested whether there is a similar process in predicting germane cognitive load. Based on the control-value theory of academic emotions (Pekrun, 2006), the present study tested a model to determine whether goal orientation and extraneous load were mediated by achievement emotions in predicting germane load. Methodology – This survey study involved 487 voluntary university students (N = 487; 61% women; ages 17-23) who were enrolled in a statistics class and these study participants were selected using the cluster random sampling technique. They responded to three adapted scales which were translated into Bahasa Indonesia. The scales were, namely the Achievement Goal Questionnaire (AGQ), Achievement Emotions Questionnaire (AEQ), and Cognitive Load Questionnaire. Data were collected 20 minutes before the statistics class ended and the data was then analyzed using bootstraped bias corrected (CI = 95%; N=5000) in Structural Equation Modelling (SEM). Findings – The results of the structural equation modeling indicated that a mastery-approach goal was associated with higher germane load through higher enjoyment and lower anxiety, and a performance-avoidant goal was associated with lower germane load through higher anxiety. Moreover, extraneous load was negatively associated with germane load through enjoyment but was positively associated with germane load through anxiety. Significance – These findings have implications in educational settings: for most students with a mastery-approach goal, and enjoyable activities are helpful, as with those that increase cognitive performance in processing learning information. The present research is the first study to show that achievement goals are linked to the capacity to process learning-relevant information, in part due to the emotions the student experiences in the learning environment

Implementation of Independent Teaching and Independent Play in Fostering Religious Feelings in 5-6 Year Old Children

The implementation of independent teaching and independent play in the Independent Curriculum is expected to help achieve learning objectives. The Integrated Islamic Kindergarten Institution, under the auspices of the Integrated Islamic School Network (JSIT), also collaborates the Integrated Islamic School Network (JSIT) Curriculum with the Independent Curriculum, which hopes to develop children's potential and instill religious values. The purpose of this study is to determine how the implementation of independent teaching and independent play can foster religious feelings in children aged 5–6 years at the City of Semarang Integrated Islamic Kindergarten. The research method used is qualitative, with data analysis techniques using the Miles and Huberment model, namely data reduction, data display (data presentation), and conclusion drawing. The results of the study show that independent teaching gives teachers the freedom to manage the class, providing child-centered learning. Through independent play, children's play rights are fulfilled, and children feel happy. In terms of fostering children's religious feelings, teachers and parents collaborate to instill the habit of worship and give confidence that Allah SWT is the God of Muslims. The implementation of freedom of teaching and freedom of play with fun activities, habituation of worship activities, and collaboration with parents is able to foster children's religious feelings who are still in the learning stage. Keywords:  Independent Teaching, Independent Play, Religious Feeling