Peran Efikasi Diri Guru Dalam Pendidikan Anak Usia Dini

Abstract

<p align="center"><strong><em>Abstract</em></strong></p><p><em>Early Childhood Education is an early education that facilitates children to get the right stimulation, guidance, nurturing, and learning so that the child's abilities and skills can develop optimally. Teachers play a role in stimulating the quality care and education that early childhood needs. When the teacher provides education and develops the character of the child, the teacher needs confidence in his or her abilities called self-efficacy. Self-efficacy refers to an individual's belief that he is capable of performing tasks, in this case the higher his or her efficacy the more confident or confident he is able to achieve success. This research method is a literature study that examines scientific literature related to the role of teacher efficacy in Early Childhood Education. Based on literature studies, teacher self-efficacy can be used to develop teacher innovation behavior in their work. Teachers with higher self-efficacy showed a higher level of innovation behavior. By building the teacher's self-efficacy, it will affect the teacher's confidence when doing teaching objectives, preparing teaching materials, class interaction patterns, roles, classroom practices and others.</em></p><p><em> </em></p>

Penguatan Pendidikan Anak Usia Dini melalui Program Pendidikan Berbasis Inklusi di Kabupaten Sukabumi

“…Pendidikan inklusif menumbuhkan rasa saling memiliki di antara semua siswa, terlepas dari kemampuan mereka, dan mendorong lingkungan belajar yang kolaboratif di mana keragaman dirangkul. Penelitian menunjukkan bahwa pendidikan inklusif berdampak positif bagi siswa penyandang disabilitas dan teman sebaya mereka yang umumnya berkembang, yang mengarah pada peningkatan prestasi akademik, peningkatan keterampilan sosial, dan pengalaman sekolah yang lebih positif (Rinta et al, 2022;Saskara & Ulio, 2020).…”

Enhancing Creativity in 5-6 Year Olds: The Impact of Finger Painting Activities

“…The children were able to follow the teacher's directions and there were still children who don't want to take part in activities yet. The teacher first teaches the children how to continue learning activities by explaining and giving examples, and if there are children who don't understand then they will help and ask their friends for help by explaining and giving examples (Ardianti, Marmawi R, 2016). Learning media is intended to help teachers communicate lesson content to children.…”

Hubungan Parenting Style, Peer Pressure, Self-Esteem, dan Kesehatan Mental pada Remaja Indonesia di Jawa Barat

“…Gaya pengasuhan dapat berbeda dalam hal tingkat kehangatan dan dukungan, harapan, dan disiplin. Penelitian sebelumnya telah menunjukkan bahwa pengasuhan otoritatif, yang ditandai dengan tingkat kehangatan dan dukungan yang tinggi, harapan yang jelas, dan disiplin yang wajar, telah dikaitkan dengan hasil positif untuk remaja, termasuk kesehatan mental yang lebih baik dan harga diri yang lebih tinggi (Hartati et al, 2022;Mustamu et al, 2020;Putri, 2022;Saskara & Ulio, 2020). Sebaliknya, pengasuhan otoriter, yang ditandai dengan tingkat kontrol dan disiplin yang tinggi namun tingkat kehangatan dan dukungan yang rendah, telah dikaitkan dengan hasil negatif, termasuk harga diri yang lebih rendah dan tingkat kecemasan dan depresi yang lebih tinggi (Abubakar et al, 2015;Eun et al, 2018;Peng et al, 2021).…”