Artikel ini bertujuan untuk mengetahui peran apa saja yang dirasakan orang tua selama mendampingi anak di masa pandemi Covid-19. Metode yang digunakan studi kasus melalui wawancara dengan analisis tematik pada 3 Ayah dan 6 Ibu. Hasil menunjukkan bahwa secara umum peran yang muncul adalah sebagai pembimbing, pendidik, penjaga, pengembang dan pengawas. Secara khusus peran yang muncul yaitu: menjaga dan memastikan anak untuk menerapkan hidup bersih dan sehat, mendampingi anak dalam mengerjakan tugas sekolah, melakukan kegiatan bersama selama di rumah, menciptakan lingkungan yang nyaman untuk anak, menjalin komunikasi yang intens dengan anak, bermain bersama anak, menjadi role model bagi anak, memberikan pengawasan pada anggota keluarga, menafkahi dan memenuhi kebutuhan keluarga, dan membimbing dan memotivasi anak, memberikan edukasi, memelihara nilai keagamaan, melakukan variasi dan inovasi kegiatan di rumah. Diperlukan panduan bagi orang tua dalam membantu mendampingi kegiatan anak yang berbasis pada kebutuhan anak selama pandemi dan BDR.

This study is aimed to identify in-depth experiences of pedagogics students who work as educator in the formal and informal educational institutions on the phenomenon of pedagogic in the era of industrial revolution 4.0. This study uses phenomenological research methods and data obtained from in-depth interview with four participants. Data analysis through the 'horizontalization' and 'cluster of meaning' stages. The results of the study include influences on education, challenges to education, and education which is relevant to the industrial revolution 4.0. Influence on education, namely early digitalization and computerization, increased employment and educational opportunities, digital communication and information in education, administration and digital learning, as well as changes in the paradigm of students' thinking. Along with these influences, challenges for education also arise in the era of industrial revolution 4.0, that is the fulfillment of facilities and infrastructures, limited human resources, students who have not been able to sort out things wisely, digital technology and internet addiction, as well as changes in the behavior and character of students. Education that is considered relevant is internet-based education and character education.

Artikel ini mendeskripsikan keberadaan guru laki-laki dan perannya pada Pendidikan Anak Usia Dini (PAUD). Faktor rendahnya keberadaan guru laki-laki di PAUD disebabkan oleh banyak hal, salah satunya dikarenakan adanya berbagai persepsi masyarakat yang berbeda terhadap pekerjaan laki-laki sebagai guru PAUD. Pada banyak negara termasuk di Indonesia, guru PAUD didominasi perempuan, yang mendorong beberapa negara untuk meningkatkan partisipasi laki-laki, karena munculnya kekhawatiran terhadap ketidakseimbangan gender di PAUD. Walau demikian, sampai saat ini khususnya di Indonesia, masih ada laki-laki yang bertahan dan memilih profesi tersebut. Metode penelitian menggunakan studi pustaka, dimana peneliti mencatat dan mengolah berbagai sumber, baik itu jurnal, buku, dan berbagai bentuk dokumen terkait guru laki-laki di PAUD. Adapun hasilnya, keberadaan dan peran guru laki-laki di PAUD sangat penting, utamanya dengan alasan agar adanya keseimbangan gender yang terjadi, serta memberikan interaksi pengalaman pembelajaran pada PAUD.

Flood disasters that often occur in Bandung have many disadvantages, especially for early childhood. Previous studies have shown children to be vulnerable and dependent on adults for disaster. This paper describes training related to kindergarten teachers with the aim to instill awareness of the importance of disaster preparedness in early childhood education institutions. The method used was participatory action research and involved 24 teachers from 12 kindergarten institutions from Dayeuhkolot Bandung as areas that were frequently affected by floods as participants. The results of this study are expected to be a means and input for policy makers and educators in increasing disaster preparedness.

This paper discusses the implementation of reduce, reuse and recycle waste activities for elementary school students as one of the after school care programs. The problem that underlies this study is the lack of concern for the natural environment, especially in waste management in the school environment. The research used the action research method involving one teacher and 20 children aged 6-8 years who participated in the after school care program in elementary schools. Data were collected through observation, interviews and documentation, then analyzed using thematic analysis techniques. The results of the study describe the implementation stages of the Reduce, Reuse and Secycle (3R) activities including the introduction of the program provided by the teacher through animated video media, discussion of the 3R program with children, direct practice of sorting and recycling waste in the school environment, and evaluation of the implementation of the 3R program. Other results also describe that children able to identify categories of organic, inorganic and hazardous waste, as well as the emergence of children’s caring attitudes towards waste management in the school environment.