Pratama Widya: Jurnal Pendidikan Anak Usia Dini

INTRODUCTION TO HINDU ETHICS THROUGH BALI'S ORAL TRADITION IN THE CONTEXT OF HUMANISTIC EDUCATION FOR EARLY CHILDHOOD STUDENTS AT UDYANA KUMARA I TAMAN KINDERGARTEN

I Putu Suyasa Ariputra — 2025-10-31

Character education in the Alpha Generation era faces complex challenges due to rapid technological developments that influence children’s social interactions and personality formation. To address this, educational institutions must strengthen humanistic character education rooted in local culture from an early age. This research explores the transformation of Hindu ethical values through Balinese oral traditions: masatua (storytelling) and madolanan (traditional games) in early childhood education. Using a qualitative ethnopedagogical design, the research examines meanings, symbols, and local wisdom-based learning practices at Udyana Kumara I Taman Kindergarten. Data were collected through participatory observation, in-depth interviews, document analysis, and were analyzed reflectively through triangulation. The findings show that Balinese oral traditions are highly effective for introducing Hindu ethics, particularly Tri Kaya Parisudha values, through symbolic narratives, reflective dialogue, and participatory emotional experiences. Teachers play a key role as humanistic facilitators who create meaningful, contextual, and joyful learning environments. Theoretically, this research enriches applied ethical philosophy in character education; practically, it highlights the need for teachers’ humanistic pedagogical competence; and culturally, it supports the preservation of Balinese heritage as a strategy for early character formation. Thus, Balinese oral traditions serve as relevant and effective media for teaching ethical virtues within a humanistic education framework.

ADAPTIVE STRATEGIES OF PARENTS WITH DIFFERENT EDUCATIONAL BACKGROUNDS IN FOSTERING CLEAN AND HEALTHY LIVING BEHAVIOR (CHLB) IN EARLY CHILDHOOD

Aisah karunia — 2025-10-31

Clean and Healthy Living Behavior (CHLB) is essential to be instilled from an early age, as it contributes significantly to the development of lifelong health habits. However, its implementation within families still encounters various challenges, particularly due to differences in parents educational backgrounds, levels of understanding, and socio-economic conditions. This study aims to explore the patterns of strategies used by parents in fostering CHLB in early childhood through a qualitative case study approach involving three mothers with different education levels and living environments. Data were collected through semi-structured interviews and analyzed using the Grounded Theory technique. The findings indicate that parents with higher education tend to adopt digital-based strategies, such as the use of educational videos and games, while parents with lower education rely more on traditional methods such as storytelling, modeling, and direct explanation. Challenges include limited time, financial constraints, and less supportive environments. The study emphasizes the importance of collaboration between schools and families to strengthen CHLB habituation in early childhood.

INTERNALIZATION OF RELIGIOUS VALUES THROUGH THE PANGKU PALIARE TRADITION IN EARLY CHILDHOOD

Maudilia Septianti D.Y.P Maudi — 2025-10-31

This research aims to describe the implementation of the Pangku Paliare tradition in Muara Dua Village, Bengkulu Province, as well as to identify the religious values contained within and their role in internalizing values for early childhood. Pangku Paliare is an annual tradition held every 1st of Muharram as a form of gratitude to God for safety and sustenance. This tradition involves the entire community, including children, who participate in various customary activities as a means of teaching life and spiritual values. The researcher employed a qualitative approach with a case study method. Data were collected through observation, in-depth interviews, and documentation, then analyzed using the interactive model by Miles and Huberman through the stages of data reduction, presentation, and conclusion drawing. The results indicate that this tradition has three main stages: preparation, the main event, and closing, all of which are rich in religious and social values. Values such as honesty are reflected in elders' advice; gratitude is expressed through communal prayers on the 10th of Muharram; and mutual cooperation and togetherness are evident in activities preparing for the Mlemang procession. The involvement of children in all series of activities makes this tradition an effective medium for character education based on local wisdom.

THE ROLE OF STUDENTS IN MAINTAINING TRI HITA KARANA FOR EDUCATING KINDERGARTENS IN TRUNYAN VILLAGE, BANGLI

Md. Yudyantara Risadi — 2025-10-31

This study aimed at examining the role of students in community service in maintaining the Tri Hita Karana values for educating young learners in Trunyan Village, Bangli. Tri Hita Karana is described as 3 harmonious relations in human life consisting Parahyangan, Pawongan, and Palemahan. The study employed the qualitative research with narrative approach to retell the past experience or past events specifically the experience of students of community service in educating Tri Hita Karana to students in Kindergarten Prawidya Darma, Trunyan Village, Bangli. The data were collected to primary data by using the interview instrument. The setting of the research was in Trunyan Village, Bangli. The result showed that in Parahyangan, Pawongan, and Palemahan, the students of community service act as facilitator and example giver in educating students Tri Hita Karana values in Kindergarten Prawidya Darma. In Parahyangan Students of community service worship the God together with students in Kindergarten Prawidya Darma. In Pawongan, students of community service show respect and care when teaching the kindergarten students. In Palemahan, students of community service and kindergarten students clean up the Batur Lake and join a campaign of sorting rubbish. Thus, the implication of this study giving an insight about how to educate the values of Tri Hita Karana for kindergarten students in order to live in harmony and peace.

INCLUSIVE STRATEGIES TO ADDRESS LANGUAGE ABILITY DISPARITIES IN EARLY CHILDHOOD AT TK MARSUDI RINI, KARANGANYAR SUB- DISTRICT, DEMAK REGENCY

Amalia Fajriyyatin Najichah Najichah — 2025-11-27

This study aims to identify language disparities in early childhood and inclusive education strategies in Marsudi Rini Kindergarten, Karanganyar District, Demak Regency. Using a case study method with a qualitative descriptive approach, data was collected through observation, interviews, questionnaires, and documentation. The results of the study showed that childrenwith language limitations faced difficulties in speaking, understanding instructions, reading and writing skills, and social interaction. However, an intensive approach is not carried out by all teachers who have children with language disparities in their classrooms. Furthermore, the main obstacles in the implementation of inclusive education include limited facilities, lack of teacher training, low parental understanding, and lack of external support from the government. This study underscores the importance of training for teachers and improving facilities to be able to overcome disparities in children's language skills more effectively. Parent education through parentingactivities is expected to increase understandingand involvement in child development. In addition, external support is needed for the sustainability of inclusive programs in schools.

INCLUSIVE EARLY CHILDHOOD EDUCATION IN INDONESIA: A SOCIO-ANTHROPOLOGICAL ANALYSIS OF PRACTICES AND CHALLENGES

Yuni Misrahayu — 2025-11-27

This study analyzes the implementation of inclusive education in Early Childhood Education (PAUD) institutions in Indonesia from a socio-anthropological perspective. The research specifically examines how cultural values, social symbols, and community practices influence the translation of inclusive policies into pedagogical practices and school culture. Using a qualitative literature review, the study selected relevant national and international publications through criteria of relevance to inclusive policy, teacher competence, and socio-cultural attitudes toward children with special needs. The thematic analysis focused on three socio-anthropological dimensions: cultural values embedded in daily interactions, symbolic meanings that shape inclusive or exclusionary behaviors, and community norms that support or hinder acceptance of diversity. The findings show that although Indonesia has established strong regulatory support for inclusive education, implementation in PAUD remains constrained by limited teacher preparedness, persistent stigma, and socio-cultural norms that are not fully aligned with inclusive values. The novelty of this study lies in positioning inclusive education as a cultural transformation process rather than a purely administrative mandate. The study recommends strengthening value-based teacher training, integrating local cultural values such as cooperation and empathy into play-based learning, and involving communities to reduce stigma and support inclusive socialization. These efforts are essential to cultivating inclusive culture in PAUD settings.

BUILDING EARLY CHILDHOOD CHARACTER THROUGH MEANINGFUL PLAY ACTIVITIES: A THEORETICAL STUDY

Anis Soleha — 2025-10-31

Character education for early childhood is still not fully integrated into play activities in many early childhood education institutions, even though play is an approach that aligns with children's developmental stages. The method applied in this study is a literature study or library research method. The results show that meaningful play activities can foster character values such as honesty, responsibility, empathy, and collaboration through direct experience in social interactions. Children learn to understand game rules, imitate positive behavior from friends and educators, and develop moral awareness when participating in group play. Furthermore, the involvement of educators in designing relevant games and providing role models, along with family support at home, strengthens the process of internalizing character values. The conclusion of this study confirms that meaningful play is an effective and natural means for character formation in early childhood, and therefore needs to be systematically integrated into the early childhood curriculum to ensure the process of character development is sustainable and aligned with children's developmental needs.

META-ANALYSIS OF THE EFFECTIVENESS OF THE INQUIRY-BASED LEARNING MODEL IN FOSTERING EARLY CHILDHOOD SCIENCE LITERACY

Ketut — 2025-10-31

Based on the 2022 PISA assessment, Indonesia's science literacy score has experienced a further decline compared to 2018. This research aims to extrapolate the fundamental principles proven effective in enhancing science literacy across various educational levels, and then reflect upon and adapt them to the learning and developmental context of Early Childhood Education (ECE), which is distinctly different from higher levels. This study employs a systematic literature review method with a quantitative approach, namely meta-analysis. The results indicate that seven out of the eight analyzed studies demonstrated Cohen's d values categorized as large effects. For instance, the study by Haerani et al. (2020) recorded a high Cohen's d value of 5.17. These findings strengthen the theoretical foundation for adapting the inquiry-based learning model to ECE through three main pillars: (1) simplifying the inquiry process into observation-exploration-communication stages that align with children's cognitive development, (2) transforming learning into contextual play activities through the exploration of everyday environments, and (3) utilizing realia (real objects/media) that facilitate sensorimotor learning.

LENTERA LEARNING MODEL: AN ANALYSIS OF PRACTICALITY IN SCIENCE LEARNING AMONG PGPAUD STUDENTS

Ni Luh Ika Windayani — 2025-10-31

Early childhood science education plays an important role in developing a range of skills, including critical thinking, problem-solving, and a basic understanding of natural phenomena. However, science intructuin in higher education particularly in Early Childhood Teaher Education (PGPAUD) programs still often relies on convensional approaches that do not actively engage student. Therefore, this study aims to increase students involvement in the learning process so that they develop analytical and critical thinking skills and are better able to connect theory with real-world practice. The LENTERA learning model was designed to enhace student engagement in learning science for childhood education. Through a seven-stage learning syntax known as the 7 steps (introducing the problem, reviewing theory, proposing hypotheses, collecting data, analyzing data, drawing conclusions, and respoting result), this model is expected to improve students understanding of science concept as well as their pedagodical competence. This study employed a research and development (R&D) method focused on assessing the practicality of the LENTERA learning model. Practicality was evaluated using the Criterion-Referenced Assessment (PAP) and the result indicate that the model achieved a high practicality score

CULTIVATING ETHICS FROM NATURE: PARENTS' VIEWS ON 21ST-CENTURY VALUES IN EARLY CHILDHOOD

Sri Cahyati — 2025-10-31

The formation of 21st-century values and ethics in early childhood is becoming increasingly important amid ever-changing social and environmental dynamics. However, educational practices at this level often focus on cognitive achievement, so that the process of internalizing values is not yet significant for children. This study aims to describe parents’ views on the process of internalizing 21st-century values and ethics through nature-based learning at Putra Bumi Siliwangi 2 Kindergarten. The study uses a qualitative approach with a descriptive phenomenological design. Data collection techniques included in-depth interviews, participatory observation, and documentation, while analysis was conducted through the stages of data reduction, presentation, and conclusion drawing. The results showed that nature-based activities, such as planting, caring for plants, and participating in social activities, fostered empathy, responsibility, collaboration, and a love for the environment. Parents see that nature-based learning not only enriches children’s ecological experiences but also strengthens character building and moral awareness from an early age. Thus, nature-based learning serves as an effective and meaningful medium for the internalization of 21st-century values and ethics in early childhood.