Journal of Early Childhood Care and Education

Differentiated instruction in mover kindergarten: A model implementation with kurikulum merdeka

2023-08-04T07:42:24+00:00

This study formulated a model for differentiated instruction at a kindergarten and described the factors that promoted or inhibited its implementation. A qualitative case study design was employed. The data were gathered through interview, observation, and documentation. The study involved a kindergarten principal, two kindergarten teachers, and 15 students from Aisyiyah Bustanul Athfal kindergarten as the mover school. Researchers were assisted by an interview guideline, an observation guideline, and documentations. Data analysis was performed based on Miles and Huberman’s interactive model. The data were validated through source and technique triangulation. Differentiated instruction was conducted using the center learning model, using demonstration, outing-class, and role-playing methods. Factors that facilitated the differentiated instruction implementation at the kindergarten included a supportive, safe, and comfortable learning environment, sufficient resources and materials, students’ psychological conditions and preparedness for learning, and the active engagement of school communities inside and outside the school. Factors that promoted the process comprised the scarcity of learning resources, insufficient infrastructure, a shortage of qualified educators, and the psychological well-being of students during the learning process. The instructional media used for the instruction were loose parts and natural materials surrounding the children.

Outbound games to enhance children’s social skills

2024-01-24T02:13:45+00:00

Social skills play an important role in the academic and social success of early childhood, but teachers are not stimulated optimally. This study investigated the impact of outbound games on the social skills of group B (5-6 years old) at TK ABA Karangkunti. A pretest-posttest design was used with a sample of 10 children. Social skills data were gathered using an observation guide with an interval scale. The experimental treatment involved 10 outbound games, and data from pretests and posttests were analyzed using the Wilcoxon technique in SPSS. This study found that outbound games can improve the social skills of children at TK ABA Karangkunti, suggesting that this method is effective. However, the study is limited by a small sample size and specific context. Further research with a broader scope is recommended to validate these results and examine the long-term effects of outbound games on children's social skills.

Analyzing STEAM project-based learning in PAUD Terpadu 'Aisyiyah Nur'aini unit II Yogyakarta

2023-12-27T06:20:46+00:00

Project-based learning enables teacher to guide the learning process and development of various developmental aspects of students. One of them is through the STEAM project with three stages: preparation, development, and conclusion. STEAM is a collaborative learning that facilitates motivation and innovation allowing for students’ creativity. Hence, students can strengthen not only their cognitive aspect. Integrated Early Childhood Education (PAUD Terpadu) ‘Aisyiyah Nur’aini Unit Two Yogyakarta is a pilot school that implements STEAM project-based learning. However, no research has discussed the implementation. Therefore, the present study aims to know, analyze, and describe STEAM project-based learning. The research subjects, or the informants, were four classroom teachers for children aged five to six. The classes implement STEAM project-based learning. The research belongs to a case study with the data collected through interviews, observation, and documentation. The data were analyzed using Miles and Huberman techniques with three stages: data collection, data reduction, and conclusion drawing. The results showed several characteristics of STEAM project-based learning in PAUD Terpadu ‘Aisyiyah Nur’aini Unit Two. It emphasizes the students and provides them with critical and creative thinking and problem-solving through the teachers’ roles.