Jurnal Pendidikan Rafflesia

Improving Beginning Reading Skills Using Picture Media In First Grade Students At Padahayu Elementary School

2025-12-10T05:11:01+00:00

The Use of fruit satay (sabu) image media to improve beginning reading skills of first grade students at SDN Padahayu. This study aims to determine the use of fruit skewer (sabu) image media to improve the beginning reading skills of first-grade students at SDN Padahayu. The research method used is classroom action research, conducted in two cycles, with each cycle consisting of two meetings. The research approach combines both quantitative and qualitative methods. Based on the scores obtained from the observation of student activities in Cycle I, the total score was 40 out of 52, with an average of 3.07 and a percentage of 76.92%. These results fall into the "good" category. The score was achieved because some students were actively engaged during the learning process. In Cycle II, the average score increased to 81.23, which falls into the “very good” category. This shows that the initial reading using fruit satay (sabu) image media implemented at SDN Padahayu Tasikmalaya was carried out well in each cycle.

Improving Pantun Writing Skills Using Picture Media (Classroom Action Research On Fourth Grade Elementary School Students)

2025-12-10T05:17:52+00:00

This study aims to improve the pantun writing skills of fourth-grade students at SDN Empang in the 2024/2025 academic year through the use of visual media. The background of this study stems from the low ability of students in writing pantun due to conventional learning methods, which are predominantly lecture-based and lack supporting media. This study used the Classroom Action Research (CAR) method developed by Kemmis and McTaggart, which was carried out in two cycles, each consisting of the planning, action, observation, and reflection stages. The research subjects were 12 fourth-grade students, consisting of 7 male students and 5 female students. The research instruments were a pantun writing test and observation sheets for teacher and student activities. The results showed a significant improvement in pantun writing skills. The pre-action average score of 54.94% increased to 72.65% in cycle I and reached 91.87% in cycle II. This improvement was supported by the active involvement of students in observing pictures, discussing, and expressing creative ideas in the form of pantun. Thus, the use of visual media proved to be effective in increasing student motivation, creativity, and learning outcomes in writing pantun. This study recommends that teachers optimize visual media as an innovative learning strategy in elementary schools.

History Of Early Childhood Educator Development

2025-12-11T02:30:50+00:00

The development of educators in Early Childhood Education (PAUD) institutions in Indonesia experienced a long and dynamic process that reflected the changing paradigm of national education. From the early establishment of preschool institutions to the era of modern educational policies, the role of PAUD educators continuously evolved in response to social, cultural, and technological demands. This article aimed to trace the history and developmental process of PAUD educators in Indonesia through a literature review and secondary analysis of various regulations, government policies, and previous research findings. The results showed that although there had been significant improvements in teachers’ academic qualifications and professionalism, disparities still existed in access to training, certification, and competency enhancement across regions. The greatest challenges emerged in the integration of digital technology and the implementation of curricula that required creative, adaptive, and child-centered pedagogical abilities. Overall, the development process of PAUD educators demonstrated progress but still required synergy among policies, educational institutions, and communities to achieve equitable quality in early childhood education throughout Indonesia.

Ethical Principles Of Preschool Teachers

2025-12-11T02:38:45+00:00

The ethics of Early Childhood Education (PAUD) teachers served as an essential foundation in shaping the character, professionalism, and quality of children’s education. PAUD teachers were not only responsible for teaching but also acted as role models in behavior, communication, and the daily application of moral values. This study aimed to examine the ethical principles of PAUD teachers, including moral responsibility, honesty, fairness, exemplary conduct, and professional relationships with students, parents, and the community. The method employed was qualitative descriptive with a literature review approach from various relevant scholarly sources. The results indicated that the implementation of professional ethics by PAUD teachers contributed to creating a safe, conducive, inclusive learning environment grounded in strong moral values. The application of teacher ethics also played a role in enhancing parental trust, the quality of children’s social interactions, and the effectiveness of the learning process. Therefore, strengthening professional ethics became a strategic measure to improve the quality of early childhood education in Indonesia while shaping PAUD teachers who were characterized, professional, and responsible.

Definition Ethics Of Early Childhood Teachers

2025-12-11T03:03:30+00:00

The ethics of Early Childhood Education (ECE) teachers represent a set of moral principles, social norms, and professional responsibilities that guide teachers’ behavior in carrying out their educational duties (Fitriani, 2019). ECE teachers play a strategic role in instilling moral values, character, and positive habits from an early age (Yuliani, 2019). This article aims to describe the definition of teacher ethics in ECE, its fundamental principles, and its role in supporting professionalism and children’s character development (Sari & Wibowo, 2023).The study employs a literature review approach, analyzing scholarly sources such as journals, books, and professional ethics guidelines (Damayanti & Nugraha, 2020). The findings indicate that teacher ethics play a crucial role in creating a positive learning environment, strengthening emotional–social relationships between teachers and children, and enhancing the moral image of the teaching profession (Marlina & Setiawan, 2021; Handayani & Rahmawati, 2022).

The Status And Code Of Ethics Of Early Childhood Education Teachers In Enhancing Educational Professionalism In Indonesia

2025-12-10T05:24:16+00:00

The Early Childhood Education (PAUD) teaching profession holds a strategic role in national education development, serving as learning facilitators, character mentors, and moral exemplars for young children. However, in practice, the professional status of PAUD teachers in Indonesia still faces various challenges, including formal recognition, welfare, and the implementation of the professional code of ethics in daily learning activities. This study critically examines the professional status of PAUD teachers and the implementation of the Indonesian Teacher Code of Ethics within the context of early childhood educational professionalism. The study employs a descriptive qualitative approach through literature analysis and relevant regulatory documents, such as Law No. 14 of 2005 on Teachers and Lecturers, and the Indonesian Teacher Code of Ethics (PGRI, 2013). The findings indicate that, although PAUD teachers are formally recognized as professionals with competency standards and certification, gaps remain between normative ideals and ethical practice in the field. Factors such as low ethical literacy, weak supervision, disparities in welfare, and limited social recognition of PAUD teachers constitute major barriers to improving professionalism. The article emphasizes that strengthening the implementation of the code of ethics for PAUD teachers depends not only on regulation but also on moral awareness, ethical supervision in schools, and support through continuous professional development and adequate welfare. Therefore, the internalization of professional ethical values needs to be systematically integrated into educational policies and teacher development programs to cultivate educators who are competent, ethical, and dignified.

Analysis Of Student Characteristics Of Professional AUD Educators

2025-12-11T03:12:30+00:00

This study aimed to examine in depth the professional characteristics of educators in Early Childhood Education (PAUD) services in Indonesia. Through a literature review approach and analysis of educational policy documents, the study discussed four main aspects of educator competence, namely pedagogical, professional, social, and personal competence. In addition, it analyzed the attitudes, behaviors, and work ethics that reflected the professionalism of PAUD educators in their daily practice. The findings showed that professional PAUD educators were not only characterized by mastery of knowledge and teaching skills but also by reflective, collaborative, and adaptive abilities toward technological developments, as well as a commitment to inclusive learning. The main challenges faced included the lack of continuous training and institutional support. Therefore, capacity-building strategies were needed through sustainable professional development programs, mentoring, and policies that supported the well-being of PAUD educators so that their professionalism could develop optimally and sustainably.

Basic Concepts And Characteristics Of Professions

2025-12-10T05:28:04+00:00

This article aims to define and comprehensively describe the ethics of Early Childhood Education (PAUD) teachers as the foundation of morality and professionalism in educational practice. Given the central role of PAUD teachers as the first role models for children's character formation, the study of ethical principles is crucial. The method used in this paper is a literature review or qualitative literature study, analyzing various sources such as books, scientific journals, and professional codes of ethics for teachers (Johnson, 2018; Smith & Brown, 2021).The results and key findings indicate that PAUD teacher ethics is not limited to adherence to formal rules but encompasses a set of moral principles that guide interactions with five key stakeholders: students, parents/guardians, colleagues, the profession, and the community. These principles include genuine compassion for children, honesty and objectivity in communications with parents, a sense of camaraderie with colleagues, dedication to professional development, and social awareness within the community. Consistent implementation of the code of ethics (Anderson, 2019) is key to improving the quality of services and protecting early childhood education.

Implementation Of Unplugged Coding In Physical Education Subjects At Bengkulu Mahira Nature School

2025-12-10T05:21:12+00:00

The learning process carried out by teachers at SMP Alam Bengkulu Mahira is still too monotonous and rarely uses games in the learning process. Therefore, these learning activities seem uninteresting and students are less enthusiastic about participating in the PJOK learning process at the school. Based on the results of interviews and observations, the author was interested in providing direct socialisation to students about Unplugged Coding in PJOK lessons. The purpose of this community service by lecturers and students was to increase the learning motivation of students at Bengkulu Mahira Nature School. One of the main targets was to improve students' motor skills, learning motivation and understanding of Unplugged Coding. This action was taken so that students could be more enthusiastic, active, and focused in following the learning process provided by the teacher. In addition, they also aimed to educate students about the importance of warming up before the PJOK learning process, where in this case, the warm-up for students was in the form of a game (Coding Unplugged). Thus, the lecturers and students strive to achieve significant improvements in students' knowledge, skills, and awareness of Coding Unplugged, so that they can become caring agents of change who are ready to take action in maintaining their own health and learning motivation.