Percaya diri sangat penting bagi seorang individu terkhusus untuk anak usia dini, seorang anak yang memiliki rasa percaya diri tinggi akan memiliki rasa optimis yang tinggi dalam mencapai sesuatu keinginan sehingga akan mendapatkan hasil yang sesuai dengan yang diharapkan. Salah satu solusi yang tepat bagi anak kurang percaya diri adalah dengan memberikan suatu permainan. Ketika melakukan observasi di TK Aisyiyah ditemui beberapa anak yang kurang percaya diri, malu ketika maju ke depan kelas, dan jarang bergaul dengan teman sebaya. Dengan demikian memberikan atau mengaplikasikan permainan ular tangga dapat melatih dan mengajak anak untuk mengembangkan percaya diri anak. Terbukti dengan hasil penelitian menunjukkan bahwa dengan menggunakan metode permainan ular tangga edukasi dapat meningkatkan percaya diri anak. Pada saat dilakukan observasi pratindakan, kepercayaan diri anak sebesar 39,50%. Pada Siklus I sebesar 51,08% meningkat 11,75%, dan pada Siklus II sebesar 80,16% meningkat 29,08%. Perolehan persentase tersebut menunjukkan bahwa percaya diri anak Kelompok A TK Aisyiyah Bustanul Athfal Provinsi Bengkulu dengan kriteria baik telah mencapai indikator keberhasilan sebesar 75% dan rata-rata kelas mencapai 80%. Dari hasil yang ditemukan implikasi penelitian ini adalah kegiatan bermian ular tangga edukasi dapat dijadikan salah satu alternatif pendekatan untuk meningkatkan percaya diri anak.

This research was aimed at reflecting how Sujiwo Tejo and M. N. Kamba treat nature in Komat Kamit (murmuring), one of the chapters in their work entitled Tuhan Maha Asik. Tejo and Kamba explained clearly how humans have treated the natural environment. This research is considered important and worthwhile as it is an effort to raise human awareness about the importance of protecting and conserving nature. This also shows that a literary work can be a significant medium that also plays an important role in efforts to preserve nature or the environment. This study uses an ecocriticism approach, which is a study of the reflection of the interconnection between humans and nature in literary works. This research also uses descriptive qualitative in which the data obtained from the literary work are analyzed to determine the reciprocal relationship between humans and nature in Komat-Kamit, one of the chapters in Tejo and Kamba's Tuhan Maha Asik. The findings of this study indicate that how humans treat nature greatly affects the nature of the environment. Komat Kamit or murmuring is reflected as a habit to show human gratitude for nature to God. Such a habit also symbolizes human respect for nature. Human gratitude and respect for nature can result in ecological balance and sustainability. However, Komat Kamit, or murmuring implies that the relationship between humans and nature is not just words of praise to nature but must be realized with concrete actions to protect and preserve nature.

Kemampuan ketahanmalangan anak belum berkembang dengan baik secara optimal. Hal ini dapat terlihat dari permasalahan-permasalahan yang terlihat dalam kegiatan sehari-hari anak masih mudah menyerah saat menghadapi tantangan dan masalah yang ada. Penelitian ini bertujuan untuk mendeskripsikan permainan outdoor dalam membentuk kemampuan ketahanmalangan pada anak. Metode penelitian ini menggunakan pendekatan kualitatif dengan teknik studi literatur yang bersumber dari buku dan literatur-literatur terdahulu sesuai dengan topik penelitian. Teknik analisi data dalam penelitian ini terdiri dari tiga langkah yaitu, reduksi data, penyajian data dan menarik kesimpulan. Hasil menunjukkan bahwa melalui permainan outdoor dapat melatih dan membentuk kemampuan ketahanmalangan anak. Hal ini dikarenakan permainan outdoor dapat memberikan kegiatan belajar sambil bermain dengan diisi permainan-permainan yang menantang, berpetualang dan bebas yang berpengaruh dalam membentuk kepribadian, percaya diri, memecahkan masalah dan sikap tidak menyerah dalam diri anak yang termasuk dimensi kemampuan ketahanmalangan.

This research aimed to map the quality curriculum used of kindergartens in Jakarta. The mapping curriculum was done by looking at the suitability curriculum with the stages of child development, needs of children, using the child-centered learning process, and taking ad-vantage of technological development. Subjects were 32 kindergarten institutions in Jakarta (North Jakarta and Jakarta Central), from 14 districts. Kindergarten institutions selected by representing every district. In collecting data, the researchers conducted an analysis content of curriculum and interview with respondents and informants in kindergarten institutions ei-ther principals or teachers in schools who selected as samples. The research team conducted a meeting to gather information that recorded as a result of observation and described in-depth interviews in the diary of researchers — the data collected from 16 kindergartens that are willing to research subject. The data consisted of curriculum documents, curriculum evaluation instruments and interviews’ result that analyzed qualitatively from the beginning of the data collection process including data reduction, data presentation, and conclusion.  Keyword: Content, Curriculum, Evaluation, Kindergarten References Burchinal, M. (2018). Measuring Early Care and Education Quality. Child Development Perspectives, 12(1), 3–9. https://doi.org/10.1111/cdep.12260 Dhieni, N., & Utami, A. D. (2013). Evaluasi Konten Kurikulum Taman Kanak-Kanak di DKI Jakarta Tahun ke 1 dari rencana 3 tahun. Jakarta: FIP press. Dodge, D. T. (2004). Early Childhood Curriculum Models Why What and How Programs Use them. Exchange Organizational Behavior Teaching Journal, (February), 71–75. Eliason, C., & Jenkins, L. (2008). A Practical Guide to Early Childhood Curriculum 8th. New Jersey: Pearson Prentice Hall. Fox-turnbull, W. (2007). Implementing Digital Technology in The New Zealand Curriculum. Gestwicki, C. (2007). Developmentally Appropriate Practice Curriculum, and Development in Early Education 3rd Ed. New York: Thomson Delmar. Hainstock, E. G. (2002). Montessori untuk Prasekolah. Jakarta: Pustaka Delapratasa. Hasan, S. H. (2008). Evaluasi Kurikulum. (U. & R. Rosdakarya, Ed.). Bandung. Haslip, M. J., & Gullo, D. F. (2018). The Changing Landscape of Early Childhood Education: Implications for Policy and Practice. Early Childhood Education Journal, 46(3), 249–264. https://doi.org/10.1007/s10643-017-0865-7 Jackman, H. L. (2012). Early Education Curriculum: A Child’s Connection to the World Fifth Edition. Belmont: Wadsworth: Cengage Learning. Jacman, H. (2012). Early Education Curriculum. Pedagogical Development Unit, (FEBRUARY 2011), 163. Retrieved from https://www.eursc.eu/Syllabuses/2011-01-D-15-en-4.pdf Kostelnik, M. J., Soderman, A. K., & P, A. (2007). Whiren, Developmentally Appro-priate Curriculum: Best Practices in Early Childhood Education 4th. New Jersey: Pearson Prentice Hall. Mak, B., Keung, C., & Cheung, A. (2018). Analyzing Curriculum Orientations of Kindergarten Curriculum. In Teacher Education, Learning Innovation and Accountability, (pp. 135–153). Singapore: Springer Singapore. https://doi.org/10.1007/978-981-13-2026-2 Odom, S. L., Butera, G., Diamond, K. E., Hanson, M. J., Horn, E., Lieber, J., … Marquis, J. (2019). Efficacy of a Comprehensive Early Childhood Curriculum to Enhance Children’s Success. Topics in Early Childhood Special Education. https://doi.org/10.1177/0271121419827654 Plowman, L., Stephen, C., & Mcpake, J. (2010). Growing Up with Technology (pp. 1–169). London and New York: Routledge. Roopnarine, J. L., & Johnson, J. E. (2005). Approaches to Early Childhood Education 4th Ed,. New Jersey: Pearson Prentice Hall. Sarama, J., & Clements, D. H. (2019). From Cognition to Curriculum to Scale. Cognitive Foundations for Improving Mathematical Learning. https://doi.org/10.1016/b978-0-12-815952-1.00006-2 Wood, E., & Hedges, H. (2016). Curriculum in early childhood education: critical questions about content, coherence, and control. Curriculum Journal, 27(3), 387–405. https://doi.org/10.1080/09585176.2015.1129981 Yang, W., & Li, H. (2019). Changing culture, changing curriculum: a case study of early childhood curriculum innovations in two Chinese kindergartens. Curriculum Journal, 0(0), 1–19. https://doi.org/10.1080/09585176.2019.1568269

Bullying behaviour can have a negative impact on a child's physical and psychological health. Bullying in the classroom is a challenge for early-childhood educators. Preschool is the first place outside the home where children face social challenges when interacting with their classmates. Child-Friendly Class is the first step and part of the Children Friendly School (CSF) as a UNICEF program and an important Indonesian government policy to prevent the emergence of child bullying behaviour. This study aims to identify needs in the process of developing a Child-Friendly Classroom Management model to anticipate bullying behaviour. This research and development method uses an adaptation of the Rowntree model which includes three stages of the process and data collection techniques using interviews, questionnaires, and observation. The results of this study indicate that the preparation of an effective classroom management guidebook to create child-friendly classes needs to be followed up immediately. Several findings related to teachers' perceptions of classroom management, and child-friendly classes prove that child-friendly classes have not been implemented properly in PAUD institutions, with bullying behaviour still appearing in early childhood in PAUD institutions. PAUD teachers understand that it is important to implement classroom management but so far there has been no manual on how to manage effective classrooms as well as training related to the implementation of effective classroom management. The creation of child-friendly classes is believed to be able to help teachers suppress the emergence of bullying behaviour in early childhood. Keywords: Child-Friendly Classroom Management, Bullying Prevention, Early Childhood Education References: Allday, R. A., Hinkson-Lee, K., Hudson, T. M., Neilsen-Gatti, S., Kleinke, A., & Russel, C. S. (2012). Training General Educators to Increase Behavior-Specific Praise: Effects on Students with EBD. Behavioral Disorders, 37, 87–98. Alsaker, F. D., & Valkanover, S. (2012). The Bernese Program against Victimization in Kindergarten and Elementary School. New Directions for Youth Development, 2012(133), 15–28. https://doi.org/10.1002/yd.20004 Arseneault, L., Walsh, E., Trzesniewski, K., Newcombe, R., Caspi, A., & Moffitt, T. E. (2006). Bullying Victimization Uniquely Contributes to Adjustment Problems in Young Children: A Nationally Representative Cohort Study. PEDIATRICS, 118(1), 130–138. https://doi.org/10.1542/peds.2005-2388 Benedict, E., Horner, R. H., & Squires, J. (2007). Assessment and Implementation of Positive Behavior Support in Preschools. Topics in Early Childhood Special Education, 27, 174–192. Boz, Y. (2008). Turkish student teachers’ concerns about teaching. European Journal of Teacher Education, 31(4), 367–377. https://doi.org/10.1080/02619760802420693 Bradshaw, C. P., & Johnson, R. M. (2011). The Social Context of Bullying and Peer Victimization: An Introduction to the Special Issue. Journal of School Violence, 10(2), 107–114. https://doi.org/10.1080/15388220.2011.557145 Bradshaw, C. P., Sawyer, A. L., & O’Brennan, L. M. (2009). A Social Disorganization Perspective on Bullying-Related Attitudes and Behaviors: The Influence of School Context. American Journal of Community Psychology, 43(3–4), 204–220. https://doi.org/10.1007/s10464-009-9240-1 Bullock, J. R. (2002). Bullying among Children. Childhood Education, 78(3), 130–133. https://doi.org/10.1080/00094056.2002.10522721 Çobanoğlu, F., Ayvaz-Tuncel, Z., & Ordu, A. (2018). Child-friendly Schools: An Assessment of Secondary Schools. Universal Journal of Educational Research, 6(3), 466–477. https://doi.org/10.13189/ujer.2018.060313 Cothran, D. J., Kulinna, P. H., & Garrahy, D. A. (2003). “This is kind of giving a secret away...”: Students’ perspectives on effective class management. Teaching and Teacher Education, 19(4), 435–444. https://doi.org/10.1016/S0742-051X(03)00027-1 Cross, D., Monks, H., Hall, M., Shaw, T., Pintabona, Y., Erceg, E., Hamilton, G., Roberts, C., Waters, S., & Lester, L. (2011). Three‐year results of the Friendly Schools whole‐of‐school intervention on children’s bullying behaviour. British Educational Research Journal, 37(1), 105–129. https://doi.org/10.1080/01411920903420024 Cross, D., Pintabona, Y., Hall, M., Hamilton, G., & Erceg, E. (2004). Validated Guidelines for School-Based Bullying Prevention and Management. International Journal of Mental Health Promotion, 6(3), 34–42. https://doi.org/10.1080/14623730.2004.9721937 Cross, D., Runions, K. C., Shaw, T., Wong, J. W. Y., Campbell, M., Pearce, N., Burns, S., Lester, L., Barnes, A., & Resnicow, K. (2019). Friendly Schools Universal Bullying Prevention Intervention: Effectiveness with Secondary School Students. International Journal of Bullying Prevention, 1(1), 45–57. https://doi.org/10.1007/s42380-018-0004-z Evertson, C. M., & Weinstein, C. S. (2012). Handbook of Classroom Management: Research, Practice, and Contemporary Issues. Fox, B. H., Farrington, D. P., & Ttofi, M. M. (2012). Successful Bullying Prevention Programs: Influence of Research Design, Implementation Features, and Program Components. Research Design, 6, 10. Georgiou, S. N. (2008). Bullying and victimization at school: The role of mothers. The British Journal of Educational Psychology, 78 Pt 1, 109–125. Hammarberg, T. (1998). A School for Children with Rights. UNICEF International Child Development Centre. Hymel, S., & Swearer, S. M. (2015). Four decades of research on school bullying: An introduction. American Psychologist, 70(4), 293–299. https://doi.org/10.1037/a0038928 Johansen, A., Little, S. G., & Akin-Little, A. (2011). An Examination of New Zealand Teachers’ Attributions and Perceptions of Behaviour, Classroom Management, and the Level of Formal Teacher Training Received in Behaviour Management. King, E. (2020). Implications for the child friendly schools policy within Cambodia’s cultural and primary school context. Asia-Pacific Journal of Teacher Education, 48(4), 375–388. https://doi.org/10.1080/1359866X.2019.1645811 Kirves, L., & Sajaniemi, N. (2012). Bullying in early educational settings. Early Child Development and Care,182(3–4), 383–400. https://doi.org/10.1080/03004430.2011.646724 MacSuga, A. S., & Simonsen, B. (2011). Increasing Teachers’ Use of Evidence-Based Classroom Management Strategies through Consultation: Overview and Case Studies. Beyond Behavior, 20, 4–12. Maida, P. (2006). Child-Friendly-School-Manual. UNICEF. Modipane, M., & Themane, M. (2014). Teachers’ social capital as a resource for curriculum development: Lessons learnt in the implementation of a Child-Friendly Schools programme. South African Journal of Education, 34(4), 1–8. https://doi.org/10.15700/201412052105 Monks, C. P., Smith, P. K., & Swettenham, J. (2005). Psychological correlates of peer victimisation in preschool: Social cognitive skills, executive function and attachment profiles. Aggressive Behavior, 31(6), 571–588. https://doi.org/10.1002/ab.20099 Olweus, D. (1994). Bullying at School: Basic Facts and Effects of a School Based Intervention Program. Journal of Child Psychology and Psychiatry, 35(7), 1171–1190. https://doi.org/10.1111/j.1469-7610.1994.tb01229.x O’Neill, S. C., & Stephenson, J. (2011). Classroom behaviour management preparation in undergraduate primary teacher education in Australia: A web-based investigation. Australian Journal of Teacher Education, 36(10). https://doi.org/10.14221/ajte.2011v36n10.3 O’Neill, S., & Stephenson, J. (2012). Does classroom management coursework influence pre-service teachers’ perceived preparedness or confidence? Teaching and Teacher Education, 28(8), 1131–1143. https://doi.org/10.1016/j.tate.2012.06.008 Osher, D., Kelly, D. L., Tolani-Brown, N., Shors, L., & Chen, C.-S. (2009). American Institutes for Research 1000 Thomas Jefferson Street , NW Washington, DC 20007-3835. 13. Perren, S., Stadelmann, S., & Von Klitzing, K. (2009). Child and family characteristics as risk factors for peer victimization in kindergarten. Swiss Journal of Educational Research, 36(1), 13–32. https://doi.org/10.24452/sjer.36.1.4806 Reinke, W. M., Lewis-Palmer, T., & Merrell, K. (2008). The Classroom Check-up: A Classwide Teacher Consultation Model for Increasing Praise and Decreasing Disruptive Behavior. School Psychology Review, 37(3), 315–332. PubMed. Repo, L., & Sajaniemi, N. (2015). Prevention of bullying in early educational settings: Pedagogical and organisational factors related to bullying. 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Information Age Publishing, Incorporated. https://books.google.co.id/books?id=dalCDQAAQBAJ Saracho, O. N. (2017). Bullying Prevention Strategies in Early Childhood Education. Early Childhood Education Journal, 45(4), 453–460. https://doi.org/10.1007/s10643-016-0793-y Sempowicz, T., & Hudson, P. (2011). Analysing Mentoring Dialogues for Developing a Preservice Teacher’s Classroom Management Practices. Australian Journal of Teacher Education, 36(8). https://doi.org/10.14221/ajte.2011v36n8.4 Smith, J. D., Schneider, B. H., Smith, P. K., & Ananiadou, K. (2004). The Effectiveness of Whole-School Antibullying Programs: A Synthesis of Evaluation Research. School Psychology Review, 33, 547–560. Sourander, A., Ronning, J., Brunstein-Klomek, A., Gyllenberg, D., Kumpulainen, K., Niemelä, S., Helenius, H., Sillanmäki, L., Ristkari, T., Tamminen, T., Moilanen, I., Piha, J., & Almqvist, F. (2009). Childhood Bullying Behavior and Later Psychiatric Hospital and Psychopharmacologic Treatment. 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Vaillancourt, T., McDougall, P., Hymel, S., Krygsman, A., Miller, J., Stiver, K., & Davis, C. (2008). Bullying: Are researchers and children/youth talking about the same thing? International Journal of Behavioral Development, 32(6), 486–495. https://doi.org/10.1177/0165025408095553 Vlachou, M., Andreou, E., Botsoglou, K., & Didaskalou, E. (2011). Bully/Victim Problems Among Preschool Children: A Review of Current Research Evidence. Educational Psychology Review, 23(3), 329–358. https://doi.org/10.1007/s10648-011-9153-z Vlachou, M., Botsoglou, K., & Andreou, E. (2014). Bullying/Victimization in Preschool Children. https://doi.org/10.13140/2.1.5086.1764 Vreeman, R. C., & Carroll, A. E. (2007). A systematic review of school-based interventions to prevent bullying. Archives of Pediatrics & Adolescent Medicine, 161 1, 78–88. Witvliet, M., Olthof, T., Hoeksma, J. B., Goossens, F. A., Smits, M. S. I., & Koot, H. M. (2010). 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