No abstract

Covid-19 pandemic has an impact on early childhood education. This presents a major challenge for Early Childhood Education educators to improve their professional competence so that they can adapt to conditions in the current Covid-19 pandemic and respond to challenges in the era of society 5.0. The purpose of this study was to analyze the impact of distance learning on ECE teachers’ professional competencies. Sampling used cluster sampling techniques. This study involved 30 ECE teachers from three provinces on the island of Java. The method used is descriptive qualitative. Data collection techniques used open questionnaires containing indicators of ECE teacher’s professional competencies. The results showed that 30 ECE teachers in three provinces increased their professional competence especially in the use of technology that supports distance learning. support from government and institutions, is needed in improving teacher professional competence in the form of training that can reach all ECE teachers in Indonesia as a step towards facing the era of society 5.0.

No abstract

Children are able to think logically is one part of the goals of early childhood education. Aspects of logical thinking include differences in shapes, classification of objects, being able to plan ideas and knowing the cause and effect of an event. Stimulating logical thinking skills during a pandemic requires interesting media for children, one of which is the use of natural media. This article aims to analyze the implementation of the application of natural media on children's logical thinking skills during online learning, the responses of teachers and children as well as the difficulties experienced by teachers and children in stimulating logical thinking skills through natural media media during learning. online. The research method used is a qualitative descriptive research method with research subjects aged 4-5 years, totaling 17 children in group A family planning. Miftahussalam. Data collection methods in this study include observation, interview, and documentation techniques. The data analysis technique uses data reduction techniques, data presentation, and drawing conclusions. Based on this research, it was found that during online learning the use of natural media media can stimulate children's logical thinking skills to develop well. Teachers and children showed good and enthusiastic responses. Difficulties experienced include signal and quota constraints, children are less independent and teachers have difficulty assessing children's development.Anak mampu berpikir secara logis merupakan salah satu bagian dari tujuan pendidikan anak usia dini. Aspek berpikir logis meliputi perbedaan bentuk, klasifikasi benda, mampu merencanakan ide dan mengetahui sebab akibat suatu kejadian. Menstimulasi kemampuan berpikir logis pada masa pendemi membutuhkan media yang menarik bagi anak, salah satunya yaitu penggunaan media bahan alam. Artikel ini bertujuan untuk menganalisis tentang implementasi penerapan media bahan alam pada kemampuan berpikir logis pada anak selama pembelajaran daring, respon guru dan anak serta kesulitan-kesulitan yang dialami oleh guru dan anak dalam menstimulasi kemampuan berpikir logis melalui media bahan alam selama pembelajaran daring. Metode penelitian yang digunakan ialah metode penelitian deskriptif kualitatif dengan subjek penelitian anak usia 4-5 tahun yang berjumlah 17 anak kelompok A KB. Miftahussalam. Metode pengumpulan data pada penelitian ini meliputi teknik observasi, wawancara, dan dokume ntasi. Teknik analisis data menggunakan teknik reduksi data, penyajian data, dan penarikan kesimpulan. Berdasarkan penelitian ini diperoleh hasil bahwa selama pembelajaran daring pemanfaatan media bahan alam dapat menstimulasi kemampuan berpikir logis anak berkembang dengan baik. Guru dan anak menunjukan respon baik dan antusias. Kesulitan yang dialami diantaranya kendala sinyal dan kuota, anak kurang mandiri dan guru kesulitan menilai perkembangan anak.

Inclusive education is a real evidence that there is no discrimination in education. The government through regulations has promoted and demonstrated to support the implementation of inclusive education for each level of education in Indonesia. That means that inclusive education should also be applied in Early Childhood Education (ECE). Therefore, all components involved in ECE should be prepared to admit and implement an inclusive education system. The qualitative approach used to examine selected sample in three provinces in implementing inclusive education, there are Central Java, East Java, and West Java. Fifteen early childhood education teachers involved in this research, five teachers of each province. The data were obtained by interviewing the teachers. This study identifies how teachers understand the implementation of inclusive education, the challenges, and obstacles faced, specifically in implementations and expectations for better inclusive education. The findings showed that the teachers understood the importance of inclusive education but none of them have admitted children with special needs. Then, the lack of teachers' competencies and skills, such as designing a proper curriculum in dealing with children with special needs, is a major challenge in implementing inclusive education. The government support is needed, such as to hold inclusive education training to improve teacher's competencies.