CALON GURU PAUD DAN TANTANGAN MASA DEPAN: TEMUAN AWAL PANDANGAN MAHASISWA TENTANG PENDIDIKAN ABAD 21

Many have argued that early childhood education (ECE) is an investment for a better future. This claim perhaps is valid only if today’s ECE corresponds with the imagined future. Among the images of the future our education system promotes are the so-called 21st-century skills and their prerequisites, 21st-century education/learning. To further unpack today's ECE link with the intended future, this article presents dataset on ECE teacher candidates’ views about 21st-century skills, education, and learning. Sixty-one students of a Central Java-based university voluntarily participated in the study. Through an online questionnaire, they reported their knowledge about 21st-century education and readiness to become a 21st-century teacher. Nevertheless, their responses seem to disconnect from the literature on 21st-century education. Although not generalizable, these findings are critical for ensuring today’s teacher training alignment with the idea of ECE as an investment for a better future.PAUD sering disebut sebagai penentu masa depan. Jargon ini benar sepanjang PAUD relevan dengan citra masa depan yang dituju. Di antara citra masa depan yang dikampanyekan dalam dunia pendidikan adalah keterampilan abad 21 — dan turunannya yaitu pendidikan abad 21 atau pembelajaran abad 21. Pendidikan atau pembelajaran abad 21 ini penting dibicarakan dalam konteks penyiapan guru PAUD, karena ide tersebut kini menjadi salah satu bahan dalam program Pendidikan Profesi Guru (PPG). Guna memeriksa ketersambungan PAUD dengan citra masa depan itu, artikel ini menampilkan data pandangan calon guru PAUD tentang keterampilan, pendidikan, dan pembelajaran abad 21. Informasi ini digali dari 61 mahasiswa sebuah perguruan tinggi di Jawa Tengah yang sukarela mengisi kuisioner terbuka pada akhir tahun 2018 lalu. Ditemukan, mereka mengaku mengetahui bahkan siap menjadi guru abad 21. Namun, pengakuan itu tidak menunjukkan ketersambungan dengan literatur tentang pendidikan abad 21. Dengan jumlah responden yang kecil dan tidak mewakili mahasiwa PAUD Indonesia, artikel ini tidak ditujukan untuk generalisasi. Namun, mengingat peran mereka kelak sebagai ujung tombak PAUD, pandangan  dan kenyataan tersebut penting diperhatikan dalam peningkatan relevansi pendidikan mereka dengan kampanye PAUD sebagai investasi masa depan

TINDAK PIDANA PENCUCIAN UANG DALAM PERSPEKTIF UNDANG-UNDANG NO 8 TAHUN 2010 TENTANG PENCEGAHAN DAN PEMBERANTASAN TINDAK PIDANA PENCUCIAN UANG

Tujuan dilakukannya penelitian ini adalah untuk mengetahui bagaimana pandangan hukum tentang pencucian uang dan bagaimana upaya pencegahan dan pemberantasan tindak pidana pencucian uang menurut Undang-Undang Nomor 8 Tahun 2010.  Dengan menggunakan metode penelitian yuridis normatif, disimpulkan: 1. Pandangan hukum tentang pencucian uang dapat dipahami sebagai tindakan yang dirumuskan dalam sejumlah instrumen hukum seperti konvensi, perjanjian, undang-undang, regulasi. Berbagai pandangan hukum tentang pencucian uang di implementasikan dalam instrumen-instrumen hukum yang terdiri dari elemen-elemen atau unsur-unsur yang membentuk definisi pencucian uang yang meliputi subyek tindak pidana, unsur-unsur tindak pidana, dan jenis-jenis pertanggungjawaban pidana. 2. Upaya untuk mencegah dan memberantas tindak pidana pencucian uang telah menjadi perhatian internasional. Berbagai upaya telah ditempuh oleh masing-masing Negara untuk mencegah dan memberantas tindak pidana pencucian uang dengan cara melakukan kerja sama internasional, baik melalui forum secara bilateral maupun multilateral. Dalam konteks kepentingan nasional Undang-Undang Nomor 8 Tahun 2010 tentang Pencegahan dan Pemberantasan Tindak Pidana Pencucian Uang adalah untuk melarang perbuatan pencucian uang dan menghukum dengan berat para pelaku kejahatan tersebut. Dengan adanya Undang-Undang tersebut diharapkan tindak pidana pencucian dapat dicegah dan diberantas.Kata kunci: Tindak pidana, pencucian uan

Storytelling Podcast as an Alternative Learning Tool for Early Childhood Education: A TPACK-Based Reflection

Purpose – This article reports on a project to facilitate teachers’ digital skill improvement. The context of the project itself was the past COVID-19 pandemic, which paralized the education sector, including the closure of early childhood education (ECE) centers. While remote, online learning was highly recommended to face disastrous situation such as pandemic, in practice, especially at the ECE level, online learning faces complex challenges. On the other hand, teachers were not adequately prepared for online and digital learning. Design/methods/approach – This study combined developmental and conventional descriptive methods. The participants (15 people) were teachers, with various backgrounds of work experience (2 to over 7 years), with good internet access skills. Data and information were collected through observation, interviews, and documentation; followed by descriptive analysis. Findings – These teachers found that Podcasts could be an alternative and a variation of digital learning media. Making and using podcasts can also be an entry point in strengthening the integration of Technological and Pedagogical Content Knowledge (TPACK) in the ECE context. Research implications/limitations – While storytelling Podcast as ECE learning tool was used limitedly during the COVID-19 period, its uses may last beyond the pandemic time provided systematic integration of digital technology and skills associated with it into ECE sector is met.  Practical implications – This study implies that storytelling podcasts can be an alternative learning tool in the situation where teacher-student face-to-face interaction is less possible. Originality/value – The emergency period prevented teacher-student direct contacts. This study contributes to providing an alternative to learning in an emergency situation. Paper type Research pape

Pengaruh Literasi Gizi terhadap Kemampuan Orang Tua dalam Memilih Nutrisi untuk Anak Usia Dini

Penelitian ini bertujuan untuk menganalisis pengaruh literasi gizi terhadap kemampuan orang tua dalam memilih nutrisi untuk anak usia dini. Latar belakang penelitian ini didasarkan pada pentingnya peran orang tua dalam pengambilan keputusan gizi anak yang berdampak langsung terhadap tumbuh kembangnya. Penelitian ini menggunakan pendekatan kuantitatif dengan desain regresi linear sederhana dan melibatkan 43 responden orang tua yang memiliki anak usia di bawah lima tahun di Kelurahan Wates, Kecamatan Ngaliyan, Kota Semarang. Data dikumpulkan melalui kuesioner daring. Hasil uji regresi menunjukkan bahwa literasi gizi tidak berpengaruh secara signifikan terhadap kemampuan orang tua dalam memilih nutrisi, dengan nilai signifikansi 0,324 (>0,05) dan R Square sebesar 0,024, yang berarti hanya 2,4% kemampuan orang tua dapat dijelaskan oleh literasi gizi. Temuan ini mengindikasikan perlunya mempertimbangkan faktor-faktor lain seperti tingkat pendidikan, pendapatan, budaya, dan akses informasi. Meskipun tidak signifikan secara statistik, literasi gizi tetap memiliki peran penting sebagai dasar pengetahuan dalam pengambilan keputusan gizi. Oleh karena itu, pendekatan komprehensif sangat diperlukan untuk meningkatkan kualitas pemilihan nutrisi anak usia dini oleh orang tua

Optimizing Integrative Holistic Early Childhood Development in Mimika Baru Sub-district: An IFAS and EFAS Analysis

This study investigates the implementation of Integrative Holistic Early Childhood Development (IHECD) in Mimika Baru Sub-district, focusing on four kindergartens: TK Negeri 1 Mimika, TK Kartika VI-31, TK Advent Timika, and TK Ceria Cerdas. Utilizing IFAS (Internal Strategic Factor Analysis Summary) and EFAS (External Strategic Factor Analysis Summary), the research aims to evaluate the current conditions and recommend strategies for optimizing IHECD. An evaluative study method was employed, involving questionnaires and focus group discussions to gather data on internal factors such as leadership, educator quality, and infrastructure, as well as external factors including government support and community involvement. The findings reveal that all institutions have more strengths than weaknesses and more opportunities than threats, placing them in quadrant I of the SWOT matrix, which indicates strong positions with significant growth potential. Despite these strengths, challenges such as inadequate infrastructure and insufficient health and safety measures were identified. The study underscores the need for tailored strategies to address these issues, suggesting that policymakers and stakeholders enhance support and resources to improve IHECD implementation. By focusing on strengthening internal capabilities and leveraging external opportunities, the overall quality of early childhood development services can be elevated, contributing to better educational outcomes and human resource development in the region. Furthermore, the research recommends a growth strategy for these institutions to maximize their strengths and opportunities. Future research should explore diverse settings, including rural areas, and consider longitudinal approaches to assess the long-term impact of recommended strategies. This comprehensive approach will ensure that all children in the Mimika Baru Sub-district have access to quality early childhood development services

Efikasi Diri Guru dan Efikasi Umum Guru dalam Pendidikan Karakter Ditinjau dari Latar Belakang Pendidikan dan Pengalaman Pelatihan

The importance of the role of teachers in character education requires a more in-depth review. To improve a teacher's ability to teach, a high level of efficacy is needed to believe that teachers can instill positive values. There are two efficacies in this study, namely Teacher Self-Efficacy (PTE) and Teacher General Efficacy (GTE). This article discusses teacher self-efficacy and teacher general efficacy in character education in terms of educational background and teacher training experience. The purpose of this research was to determine the effect of educational background and training experience on a teacher's PTE and GTE. This research method uses a quantitative approach method with data collection from 143 teachers as respondents using a questionnaire distributed to early childhood education teachers in Gajahmungkur District as research respondents. The questionnaire contains the aspects being studied. Respondent data is processed using the ANOVA method to obtain the results of the study. The results obtained in this study are that the educational background and training experience that have been obtained by teachers have significant results on teacher self-efficacy and teacher general efficacy. The findings of this study are that educational background and training experience have a significant influence on teacher self-efficacy. Therefore, teacher education institutions, especially PGPAUD and PIAUD study programs, need to improve the quality of teachers to be in line with educational needs in the field.Pentingnya peran guru dalam pendidikan karakter diperlukan kajian ulang yang lebih mendalam. Untuk meningkatkan kemampuan seorang guru dalam mengajar, perlu adanya tingkat efikasi yang tinggi untuk meyakini bahwa guru dapat menanamkan nilai-nilai positif. Terdapat dua efikasi dalam penelitian ini, yaitu Efikasi Diri Guru (Personal Teacher Efficacy, PTE) dan Efikasi Umum Guru (General Teacher Efficacy, GTE). Artikel ini mendiskusikan tentang efikasi diri guru dan efikasi umum guru dalam pendidikan karakter ditinjau dari latar belakang pendidikan dan pengalaman pelatihan guru. Tujuan dari riset ini dilakukan untuk mengetahui pengaruh latar belakang pendidikan dan pengalaman pelatihan terhadap PTE dan GTE seorang guru. Metode penelitian ini menggunakan metode pendekatan kuantitatif dengan pengumpulan data 143 guru sebagai responden menggunakan kuesioner yang dibagikan kepada guru pendidikan anak usia dini di Kecamatan Gajahmungkur sebagai responden penelitian. Kuesioner berisikan aspek-aspek yang diteliti. Data responden diolah menggunakan metode ANOVA untuk memperoleh hasil dari penelitian. Hasil yang didapatkan dalam penelitian ini adalah latar belakang pendidikan dan pengalaman pelatihan yang sudah didapatkan oleh guru memiliki hasil yang signifikan terhadap efikasi diri guru dan efikasi umum guru. Temuan penelitian ini adalah latar belakang pendidikan dan pengalaman pelatihan memiliki pengaruh yang cukup signifikan terhadap efikasi diri guru. Oleh karena itu, lembaga pendidikan guru, khususnya program studi PGPAUD dan PIAUD perlu adanya peningkatan kualitas guru agar sejalan dengan kebutuhan pendidikan di lapanga

Implementasi Kebijakan Sekolah Ramah Anak di Satuan PAUD Milik Desa atau Kelurahan

Pemenuhan kebutuhan dasar anak dalam proses pertumbuhan dan perkembangan mereka memerlukan partisipasi dari berbagai pihak, termasuk pemerintah, masyarakat, sektor swasta, dan terutama lembaga pendidikan. Sekolah yang mendukung anak dan berlandaskan hak anak merupakan usaha untuk memenuhi hak-hak anak sekaligus memberikan pendidikan yang baik. Konsep pemenuhan hak anak adalah inisiatif dari Pemerintah yang berfungsi sebagai suatu strategi untuk menetapkan indikator-indikator hak anak dalam Sekolah Ramah Anak. Studi ini bertujuan untuk mengevaluasi pelaksanaan kebijakan sekolah ramah anak di tingkat Pendidikan Anak Usia Dini di TK Taman Indira Boja. Penelitian ini menggunakan metode kualitatif dengan pengumpulan data melalui wawancara, observasi, dan dokumentasi. Data diperoleh secara langsung dari responden, yaitu Kepala Sekolah, Guru Kelas, dan Orangtua siswa, dengan mengacu pada indikator-indikator dari kebijakan sekolah ramah anak. Menurut hasil penelitian ini, pelaksanaan kebijakan di TK Taman Indira Boja sudah berjalan dengan baik, yang terlihat dari indikator-indikator yang sudah diterapkan dengan memuaskan. Namun, partisipasi orangtua dalam pelaksanaan tersebut sudah berjalan dengan baik. Untuk memperlancar penerapan kebijakan sekolah ramah anak, diperlukan kolaborasi antara semua pihak, baik pemerintah pusat maupun daerah, sekolah, dan masyaraka

Cultivating Critical Thinking Skills in Early Childhood through Inquiry-Based Learning Models Grounded in Teachers' Experiences

This study aims to describe the implementation of inquiry-based learning models, grounded in teachers' teaching experiences, to enhance critical thinking skills in early childhood at RA Nurul Haq and TKIT Umar Bin Khatab Kudus. Using a qualitative descriptive approach with a case study model, the research investigates the processes and outcomes of inquiry-based learning. Data were collected through observations, interviews, and document reviews, focusing on children aged 4-6. Results indicate that the inquiry-based learning model significantly enhances children's critical thinking skills when applied by certified and experienced teachers. This model promotes balanced cognitive, affective, and psychomotor development through systematic exploration and problem-solving activities. However, challenges persist for non-certified teachers due to limited training. The study's implications are substantial for early childhood education, as implementing an inquiry-based learning model can improve critical thinking skills essential for children's academic and personal growth. It prepares them to face 21st-century challenges such as critical thinking, creativity, communication, and collaboration. Limitations include the study's focus on a specific demographic and the disparity in training and certification levels among teachers, highlighting the need for comprehensive professional development programs. Future research should expand the scope to include a broader range of educational settings, investigate the long-term effects of inquiry-based learning on critical thinking skills, and explore integrating inquiry-based models with other teaching strategies to maximize their effectiveness. In conclusion, this study underscores the positive impact of an inquiry-based learning model, grounded in teachers' teaching experiences, on enhancing critical thinking skills in early childhood education

The Influence of Educational Background and Teaching Experience on Teachers' Self-Efficacy in Implementing Inclusive Education at Raudhatul Athfal in Semarang Regency

Purpose – This study aims to analyze the differences in the self-efficacy of Raudhatul Athfal (RA) teachers in implementing inclusive Early Childhood Education (ECE) in Semarang Regency, considering their educational background and teaching experience. The focus of this research is to understand the extent to which these two variables influence teachers' confidence in delivering inclusive education, which is a crucial element for the success of education for children with special needs (CSN). Design/methods/approach – This study employs a quantitative approach with a causal-comparative design, where data were collected through questionnaires distributed to 115 RA teachers across 16 institutions in Semarang Regency. The instrument used was the Teacher Efficacy for Inclusive Practices (TEIP), which has been tested for validity and reliability. The data were analyzed using two-way analysis of variance (ANOVA) to evaluate the impact of educational background and teaching experience on teachers' self-efficacy. Findings – The findings indicate significant differences in teachers' self-efficacy based on educational background and teaching experience (P < 0.05). Teachers with an S1 (Bachelor's Degree) in Early Childhood Education (PAUD) have higher self-efficacy levels compared to those with a high school/vocational school (SMA/SMK) background and a general S1 (Bachelor's Degree). Moreover, more than five years of teaching experience correlates with an increase in teachers' self-efficacy in managing inclusive education. Research implications – This research contributes to the limited literature on teacher self-efficacy in the context of inclusive ECE within RA institutions under the Ministry of Religious Affairs. The study provides new insights into the factors that influence teachers' confidence in managing inclusive education, particularly in early childhood education

Transition Management Towards Merdeka Curriculum at Early Childhood Education Not School Mover (Case Study 5 Kindergartens Jepara)

This research examines the transition of merdeka curriculum at early childhood education in 5 kindergarten institutions in Jepara city. The research focus of this study includes transition management of merdeka curriculum, implementation of transition management of merdeka curriculum, and supporting and inhibiting factors. The findings of this research are that in implementing transition management to merdeka curriculum, the curriculum is designed contextually so that it makes it easier for educators to implement it. In addition, the planning process must involve related parties so that it can support the implementation of an effective and efficient transition of merdeka curriculum. Supporting factors include stakeholders and organizations such as IGTKI, KKG, and groups that facilitate training or discussions related to the merdeka curriculum, cooperation between educators, and collaboration between parents. The conclusion of this research is that transition management of merdeka curriculum at early childhood education makes a significant contribution to institutions that are still confused about deciding on the transition to merdeka curriculum