Irsyaduna: Jurnal Studi Kemahasiswaaan

Pembentukan Karakter Disiplin Anak Usia Dini: Peran Guru, Lingkungan Sekolah, dan Dukungan Keluarga

Reci Riska — 2026-08-21

This study aims to examine teachers' efforts in developing the discipline character of children aged 5-6 years at the Sekamis Sakti Playgroup (KB), Sekamis Village, Sarolangun Regency. The background of this research is the importance of instilling discipline from an early age as a foundation for children's future behavior, while some children have not consistently obeyed rules, followed learning activities in an orderly manner, or carried out school routines regularly. This research used a qualitative approach with a descriptive method. The subjects were the principal and classroom teachers. Data were collected through observation, interviews, and documentation, then analyzed through data reduction, data display, and conclusion drawing. The results show that discipline character development was carried out through several strategies: building emotional closeness, providing good examples, explaining rules in simple language, applying consequences, being firm yet gentle, and giving appreciation for positive behavior. Teachers also instilled moral values through daily activities. However, the implementation has not been fully optimal; some children still had difficulty consistently obeying rules, arriving on time, waiting for turns, and tidying up materials without reminders. The inhibiting factors included differences in parenting styles, diverse child characteristics, and limited attention span. It is concluded that discipline character development has been implemented through habituation and teacher role modeling, but still requires stronger consistency in rule enforcement and collaboration with parents.

Integrasi Nilai Keindahan dan Kemuliaan dalam Projek Penguatan Profil Pelajar Pancasila

A. Syahrul Mubarok — 2026-08-24

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

Siti Aisah — 2026-08-24

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

Strategi Integratif Guru dalam Membangun Kedisiplinan Belajar Anak Usia Dini

Suhartini Suhartini — 2026-08-30

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.

Persepsi Guru PAUD terhadap Artificial Intelligence: Antara Kemanfaatan, Keterbatasan, dan Pertimbangan Pedagogis

Milyandreana Milyandreana — 2026-08-30

The development of Artificial Intelligence (AI) presents both opportunities and challenges for Early Childhood Education (ECE) teachers, particularly in utilizing technology without diminishing the child-centered nature of learning. This study aims to describe ECE teachers’ perceptions of AI use, identify its perceived impacts, and analyze the factors shaping these perceptions. A descriptive qualitative approach was employed at Al-Fatih Kids Kindergarten in Telanaipura, Jambi City, involving six informants consisting of one principal and five teachers selected purposively. Data were collected through observation, semi-structured interviews, and documentation and analyzed using an interactive model involving data reduction, data display, and conclusion drawing and verification. The findings reveal that teachers’ perceptions of AI are positive yet selective. AI is primarily utilized for lesson preparation and administrative tasks, while its use in direct interactions with children is deliberately limited. Teachers perceived benefits in terms of work efficiency and greater variety in learning media, while also recognizing risks related to dependency, reduced creativity, and inaccurate information. Their perceptions were shaped by technological experience, digital literacy, willingness to learn, leadership support, technological facilities, and training opportunities. The findings also indicate that peer learning serves as the primary accessible learning resource when formal AI training is unavailable. This study highlights the importance of developing contextual and critical AI competencies among ECE teachers while maintaining pedagogical practices that remain responsive to children’s developmental needs

Makanan Bergizi dalam Perspektif Al-Qur’an: Analisis Semantik-Hermeneutik dan Relevansinya terhadap Program Makan Bergizi Gratis

Apipudin Apipudin — 2026-09-09

Nutritional fulfillment is a fundamental human need that, from an Islamic perspective, concerns not only physical health but also the principles of permissibility, goodness, and social responsibility. This study aims to analyze the concept of nutritious food in the Qur’an and its relevance to nutritional fulfillment and Indonesia’s Free Nutritious Meals Program (Makan Bergizi Gratis/MBG). The study employs a descriptive-analytical method using semantic and hermeneutic approaches. The Qur’an serves as the primary source, while Qur’anic commentaries, Islamic literature, and relevant scholarly articles constitute the secondary sources. The analysis examines 15 Qur’anic verses related to eating and drinking by exploring their linguistic meanings and interpretations. The findings indicate that six of the 15 verses specifically contain the concept of ṭayyib, understood as good and nutritious food, while ḥalāl emphasizes the legal and spiritual dimensions of food consumption. The Qur’an also connects nutritional fulfillment with prohibitions against excess, destructive behavior, and wrongdoing, as well as with social concern for disadvantaged groups. These findings demonstrate that nutrition in the Qur’anic perspective encompasses physical, spiritual, social, and ethical dimensions. In the Indonesian context, these principles are relevant to the implementation of the MBG program, particularly in ensuring food quality and permissibility, equitable access to nutrition, and accountable governance oriented toward public welfare

Manajemen Adaptif Sarana dan Prasarana di Sekolah Dasar: Model Situasional dalam Mengoptimalkan Keterbatasan Sumber Daya

Daniel Dwi Saputra — 2026-09-18

Limited educational facilities and infrastructure remain a challenge for elementary schools in creating effective learning processes, requiring management that goes beyond compliance with physical standards toward the contextual optimization of available resources. This study aims to identify adaptive patterns in facilities and infrastructure management, analyze the contribution of prioritization and optimization strategies to learning, and formulate the Situational Facilities and Infrastructure Management Model (SFIMM). A descriptive qualitative approach was employed at SDN 2 Rajabasa Jaya, Bandar Lampung. Data were obtained from three key informants—the principal, facilities and infrastructure coordinator, and classroom teacher—through in-depth interviews, observation, and document analysis. Data were analyzed through reduction, presentation, and conclusion drawing, while source and technique triangulation ensured trustworthiness. The findings reveal that resource limitations are addressed through priority-based participatory planning, collaborative and self-supported procurement, multifunctional use of spaces, and responsive maintenance involving internal participation. These strategies enable the school to sustain learning despite limitations in laboratories, computer equipment, and funding. The findings generate the SFIMM, which positions school conditions and resource capacity as the basis for determining facility management strategies. The model contributes to shifting facilities and infrastructure management from a standardized facility-oriented perspective toward contextual optimization. These findings highlight the importance of flexibility, collaboration, and resource prioritization in managing elementary school facilities under resource constraints.

Integrating Islamic Religious Education and the Pancasila Student Profile: The Strategic Role of Teachers in Character Development

Abd. Rozaq — 2026-10-05

The Pancasila Student Profile constitutes an important framework for character development within Indonesia’s Merdeka Curriculum, while Islamic Religious Education (PAI) teachers hold a strategic position in integrating religious and national values into students’ daily practices. This study aims to analyze the roles of PAI teachers, identify the methods used in character development, and examine the supporting and inhibiting factors in developing the Pancasila Student Profile at SMP Negeri 6 Jombang. This study employed a qualitative approach with a case study design. Data were collected through semi-structured interviews, direct observations, and documentation involving PAI teachers as primary informants and the principal, vice principal for curriculum affairs, and students as supporting informants. Data were analyzed through reduction, presentation, and conclusion drawing, while credibility was ensured through source and technique triangulation. The findings reveal that PAI teachers perform integrated roles as educators, facilitators, and evaluators through exemplary behavior, religious habituation, direct practice, technology-assisted learning, and collaboration in P5 activities. Character development is supported by adequate school facilities, teacher and staff involvement, student participation, and established habituation programs. However, limited parental support, social media and peer influences, limited instructional time, and inconsistent collaboration remain significant challenges. The study concludes that developing the Pancasila Student Profile requires the integration of PAI learning, school culture, continuous character assessment, and collaboration among schools, families, and communities.