Perkembangan emosi anak usia dini sangat penting karena menjadi dasar bagi hubungan sosial yang sehat dan kesejahteraan psikologis di masa depan. Penelitian ini bertujuan memahami secara mendalam bagaimana pengasuhan, lingkungan belajar, dan nilai budaya memengaruhi pembentukan emosi anak. Studi ini dilakukan melalui tinjauan pustaka kualitatif deskriptif-analitis, menelaah berbagai artikel dan laporan penelitian relevan. Instrumen kajian berupa panduan penelaahan literatur, dengan subjek berupa publikasi akademik terbaru. Data dianalisis menggunakan pengelompokan tematik dan sintesis teoretis untuk menemukan pola penting. Hasil penelitian bahwa perkembangan sosial-emosional anak usia dini dipengaruhi oleh peran guru, lingkungan belajar, program pembelajaran, serta keterampilan lain seperti bahasa dan penggunaan teknologi. Guru berperan sebagai pendamping emosi yang membantu anak mengenali dan mengelola perasaan, sementara lingkungan dan program sosial-emosional yang mendukung mampu menumbuhkan empati serta perilaku positif. Implikasinya, pendidik, keluarga, dan komunitas perlu bekerja bersama dengan pendekatan yang penuh empati, kontekstual, dan menyeluruh agar perkembangan emosi anak lebih optimal.
This study examined the effectiveness of the Student Facilitator and Explaining (SFAE) model in improving social studies learning outcomes among fifth-grade elementary school students. The study employed a quasi-experimental design involving an experimental group taught using the SFAE model and a control group taught using conventional methods. Data were collected using a learning outcome test, student activity observation sheets, and a short interview guide. Quantitative data were analyzed using prerequisite tests and a t-test, while observational and interview data were analyzed descriptively. The findings showed an improvement in students’ social studies learning outcomes following the implementation of the SFAE model. The mean posttest score reached 76.59, with 86.36% of students achieving the minimum mastery criterion. Classroom observations also indicated active student participation during the learning process, particularly in attending to instruction and completing learning activities. Overall, the findings suggest that the SFAE model can support social studies learning outcomes by providing students with opportunities to actively engage with and explain learning material to their peers. However, given the study’s limited sample and single-school setting, the findings should be interpreted within the context of this study.
A model book becomes useful only when it translates a pedagogical idea into decisions that lecturers can apply in real classrooms. This study examined the content validity of a local wisdom-based Task-Based Language Learning (TBLL) model book for writing instruction in an Indonesian Islamic higher education setting. The study reports the expert-validation stage of an educational design research process. Three validators with complementary expertise in English language teaching and writing, instructional design, and culturally responsive pedagogy independently reviewed the product. A four-point instrument covered six areas: development foundation, language, material suitability, model planning, implementation, and assessment. Mean scores were complemented by indicator-level Aiken's V coefficients, while written comments were grouped thematically to guide revision. The model book obtained an overall mean of 3.82 and an Aiken's V of 0.94. Assessment received the strongest judgment (M = 4.00; V = 1.00), followed by material suitability and implementation (M = 3.90; V = 0.97). Language received the lowest score, although it remained within the very valid range (M = 3.60; V = 0.87). The comments led to clearer terminology, more explicit weekly planning, classroom scenarios, cultural-verification guidance, and sample rubrics. Unlike studies centred on student textbooks or the effectiveness of a teaching intervention, this study validates a lecturer-oriented instructional architecture that connects TBLL principles, local knowledge, writing processes, classroom roles, and assessment before field testing.
The curriculum applicability, content quality, language use, and integration with literacy-based learning of Indonesian language textbooks in primary schools were the main topics of this study, which employed library research methodologies. This study is classified as library research because it is grounded in the literature. Research that gathers information from multiple sources is known as library research. Books are only one type of literature that can be studied; other types include newspapers, periodicals, magazines, and documents. Finding different theories, laws, propositions, principles, opinions, ideas, and other sources that can be utilized to examine and resolve the issues under study is the main goal of library research. According to the findings, there are still serious flaws in some textbooks even though they fulfill curriculum requirements. These include a lack of interactive features, a lack of diversity in reading materials, and a poor integration of contextual and cultural factors. Incorporating project-based activities, personal reflection, visual mapping, and multi-genre readings that are relevant to students' life into textbooks is advised in order to promote active and creative learning. More stimulating, conversational, and cognitively developmentally appropriate language should also be employed. It is anticipated that these suggestions will provide authors and book producers with useful direction when they write instructional materials that are both educational and transforming.
Introduction: Stunting remains a major public health problem in low- and middle-income countries, including Indonesia, and is influenced by biological, environmental, and behavioral factors within the family context. Evidence examining the role of comprehensive family health task performance in relation to stunting severity is still limited. To examine the association between family health task performance and the degree of stunting among children aged 0–24 months attending a primary health care center. Research Methodology: An analytical cross-sectional study was conducted among 120 families with stunted children in the catchment area of Bantimurung Primary Health Center, South Sulawesi, Indonesia. Family health task performance was assessed using a validated questionnaire covering five domains: recognizing health problems, making health decisions, caring for sick family members, modifying the home environment, and utilizing health facilities. Stunting severity was determined using height-for-age z-scores. Data were analyzed using descriptive statistics and Spearman’s rank correlation. Results: Family health task performance was significantly and negatively correlated with stunting severity (ρ = −0.341; p < 0.05). Utilization of health facilities (ρ = −0.421; p < 0.01) and environmental modification (ρ = −0.356; p < 0.05) showed the strongest associations with reduced stunting severity. Low birth weight and non-exclusive breastfeeding were also significantly associated with more severe stunting. Conclusion: Better family health task performance, particularly in engaging primary health services and maintaining a healthy home environment, is associated with less severe stunting. Strengthening family-centered interventions in primary care is essential to reducing the severity of stunting in early childhood
