Irsyaduna: Jurnal Studi Kemahasiswaaan

Strategi Integratif Guru dalam Membangun Kedisiplinan Belajar Anak Usia Dini

2026-07-18T21:18:02+07:00

Learning discipline in early childhood extends beyond compliance with rules and represents a process of developing self-regulation that requires consistent and continuous stimulation. This study aims to analyze teachers’ strategies for stimulating learning discipline in early childhood, identify the barriers encountered, and examine teachers’ efforts to address these barriers at Mawar Jaya Kindergarten, Batang Hari Regency, Jambi, Indonesia. The study employed a descriptive qualitative approach involving the principal and two teachers of children aged 5–6 years as informants. Data were collected through observation, interviews, and documentation and analyzed through coding, categorization, data display, and conclusion drawing. Data credibility was strengthened through source and technique triangulation. The findings reveal that learning discipline is developed through five interconnected strategies: establishing clear rules, providing positive reinforcement, applying consequences consistently, demonstrating teacher role modeling, and involving parents. The main barriers are inconsistencies between school and family habituation practices and differences in children’s individual characteristics, whereas limited facilities do not constitute a major obstacle when stimulation is implemented consistently. The study contributes an integrative stimulation mechanism that connects clear rules, teacher role modeling, positive reinforcement, consistency of habituation, and family involvement. Rather than functioning as isolated strategies, these components mutually reinforce the development of disciplined behavior. The findings demonstrate that learning discipline develops through sustained connections between teachers’ educational practices and the continuity of habituation within the family environment.

Integrasi Nilai Keindahan dan Kemuliaan dalam Projek Penguatan Profil Pelajar Pancasila

2026-05-16T16:31:36+07:00

The Project for Strengthening the Pancasila Student Profile (P5) holds a strategic position in student character development; however, previous studies have tended to examine creativity and character separately, focusing primarily on program effectiveness, teacher readiness, and implementation challenges. This study aims to analyze the integration of aesthetic and moral values in P5 implementation as a foundation for holistic student character development. The study employed a qualitative approach using library research. Data were drawn from 22 references selected through systematic searching, screening, and eligibility assessment based on predetermined inclusion and exclusion criteria. The data were analyzed using thematic synthesis through familiarization, coding, categorization, synthesis, and interpretation. The findings reveal that aesthetic values develop through creativity, imagination, perseverance, cultural appreciation, and aesthetic sensitivity, whereas moral values are manifested through responsibility, honesty, social awareness, collaboration, and integrity. Rather than operating separately, these dimensions mutually reinforce each other through project-based experiences, value reflection, and moral practice. The study contributes an integrative perspective that positions aesthetic values as a process of cultivating sensitivity and moral values as an orientation toward ethical action. This perspective extends P5 scholarship by demonstrating that holistic character development requires the interconnection of aesthetic experiences, value reflection, and moral action. The findings imply that P5 implementation should move beyond project-product achievement toward reflective learning processes that integrate creativity, aesthetic sensitivity, and moral integrity.

Fatherless dan Kemandirian Anak Usia Dini: Studi Fenomenologis tentang Faktor Protektif

2026-07-20T14:11:54+07:00

Fatherlessness in early childhood does not necessarily produce uniform effects on the development of children's independence, as its outcomes are shaped by caregiving experiences and the environmental support available to children. This study aims to identify the causes of fatherlessness, analyze its effects on early childhood independence, and formulate a relational pattern among fatherlessness, protective factors, and children's independence in Purwoharjo, Rimbo Bujang, Tebo Regency. The study employed a qualitative approach with a phenomenological design. Participants were purposively selected and consisted of three children aged 3–6 years experiencing fatherlessness due to parental divorce, paternal death, or fathers' work-related absence, along with six primary caregivers. Data were collected through observation, in-depth interviews, and documentation and analyzed through bracketing, horizontalization, clustering of meaning units, textural and structural descriptions, and formulation of the essence of experience. The findings indicate that the effects of fatherlessness on children's independence are contextual and shaped by responsive maternal parenting, the presence of substitute father figures, the intensity of early attachment, and support from social and educational environments. When these protective factors are strong, children may develop adaptive autonomy, a form of functional independence that emerges in response to paternal absence, although in some cases it coexists with emotional vulnerability. These findings demonstrate that the relationship between fatherlessness and children's independence is not linear but is shaped by the interaction between paternal absence and the strength of protective factors