Literatura científica selecionada sobre o tema "Assyrian Ethnic School (N.S.W.)"

School readiness is critical to academic achievement in first grade. However, often parents only focus on cognitive readiness without paying much attention to children's emotional factors and parental factors that affect school readiness. This study aims to identify the relationship between parenting skills, emotional quotient (EQ), intelligence (IQ), and children's school readiness. This study uses a correlation design that focuses on parental and internal factors. The research subjects were parents and students from 21 kindergartens in Magelang (n=165) who were selected through simple random sampling. Data collection was carried out through online questionnaires for parents, Raven Intelligence Scale, EQ Scale, and school readiness tests for children. The data obtained were analyzed through regression analysis techniques. The results of the study show that emotional intelligence has the strongest correlation with school readiness. Intelligence also correlates with children's school readiness. However, there is no significant correlation between parental skills and children's school readiness. Based on gender, there is no significant difference in school readiness between boys and girls. The findings of this study imply that school readiness needs to be improved by developing children's emotional intelligence as important as cognitive intelligence. Keywords: parenting skills, children’s EQ and IQ, school readiness References: Arnold, C., Bartlett, K., Gowani, S., & Shallwani, S. (2008). Transition to school: Reflections on readiness. Journal of Developmental Processes, 3(2), 26–38. Blankson, A. N., Miner, J., Leerkes, E. M., O’Brien, M., Calkins, S. D., & Marcovitch, S. (2017). Cognitive and Emotional Processes as Predictors of a Successful Transition into School HHS Public Access. Early Educ Dev, 28(1), 1–20. https://doi.org/10.1080/10409289.2016.1183434 Cohen, J. (2006). Social, emotional, ethical, and academic education: Creating a climate for learning, participation in democracy and well-being. Harvard Educational Review, 76(2), 201–237. Coolahan, Kathleen, Mendez, Julia, Fantuzzo, John; McDermott, P. (2020). Preschool peer interactions and readiness to learn: Relationships between classroom peer play and learning behaviors and conduct. Journal of Educational Psychology, 92(3), 458–465. https://doi.org/10.1016/j.dr.2019.01.001.The Creswell, J. W. (2015). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (Fifth edition). Pearson. Crnic, Keith Lamberty, G. (1994). Reconsidering school readiness: Conceptual and applied perspectives. Early Education and Development, 5(2), 91–105. Dawson, Courtney; Huitt, W. G. (2011). Running head: Social Development. April. Edwards, C. P., Sheridan, S. M., & Lisa, K. (2008). Digital Commons @ University of Nebraska—Lincoln Parent Engagement and School Readiness: Parent- Child Relationships in Early Learning. Faculty Publications, Department of Child, Youth, and Family Studies, 60(September). Janus, M., & Offord, D. A. N. (1997). To Learn at School. 71–75. Janus, M., & Offord, D. R. (2007). Development and psychometric properties of the Early Development Instrument (EDI): A measure of children’s school readiness. Canadian Journal of Behavioural Science, 39(1), 1–22. https://doi.org/10.1037/cjbs2007001 Lucy S. King, 1 Kathryn L. Humphreys, 2 and Ian H. Gotlib1. (2020). The Neglect–Enrichment Continuum: Characterizing Variation in Early Caregiving Environments. HHS Public Asses. Lunenburg, F. C. (2011). Early Childhood Education: Implications for School Readiness. 2(1), 1–8. McLanahan, S., Haskins, R., Paxson, C., Rouse, C., & Sawhill, I. (2005). The Future of Children: School Readiness: Closing Racial and Ethnic Gaps Affairs. In The Future of Children (Vol. 15, Issue 1). Oyserman, D., Brickman, D., & Rhodes, M. (2007). School success, possible selves, and parent school involvement. Family Relations, 56(5). https://doi.org/10.1111/j.1741-3729.2007.00475.x Pagani, L. S., & Fitzpatrick, C. (2014). Children’s School Readiness: Implications for Eliminating Future Disparities in Health and Education. Health Education and Behavior, 41(1), 25–33. https://doi.org/10.1177/1090198113478818 Pagani, L. S., & Messier, S. (2012). Links between Motor Skills and Indicators of School Readiness at Kindergarten Entry in Urban Disadvantaged Children. Journal of Educational and Developmental Psychology, 2(1), 95–107. https://doi.org/10.5539/jedp.v2n1p95 Pianta, R. C., Barnett, W. S., Burchinal, M., & Thornburg, K. R. (2009). The effects of preschool education: What we know, how public policy is or is not aligned with the evidence base, and what we need to know. Psychological Science in the Public Interest, Supplement, 10(2), 49–88. https://doi.org/10.1177/1529100610381908 Raver, C., & Knitze, J. (2002). Ready to Enter: What Research Tells Policymakers About Strategies to Promote Social and Emotional School Readiness Among Three- and Four-Year-Old Children. Promoting the Emotional Well-Being of Children and Families, 3, 1–24. Sari, Y. D. L. A. (2019). Analysis of parental involvement in learning assistance in early childhood. [Analisis keterlibatan orang tua dalam pendampingan pembelajaran pada anak usia dini]. Jurnal Caksana-Pendidikan Anak Usia Dini, 2(1), 22–38. Shaari, M. F., & Ahmad, S. S. (2016). Physical Learning Environment: Impact on Children School Readiness in Malaysian Preschools. Procedia - Social and Behavioral Sciences, 222, 9–18. https://doi.org/10.1016/j.sbspro.2016.05.164 Shan, W., Zhang, Y., Zhao, J., Zhang, Y., Cheung, E. F. C., Chan, R. C. K., & Jiang, F. (2019). Association between Maltreatment, Positive Parent–Child Interaction, and Psychosocial Well-Being in Young Children. Journal of Paediatrics, 213. https://doi.org/10.1016/j.jpeds.2019.06.050 Shonkoff, J. P., & Phillips, D. A. (Eds.). (2000). From neurons to neighbourhoods: The science of early childhood development. National Academy Press. Sudarsih, W. (2011). Social Skills [Keterampilan Sosial]. Repository.Upi. Edu, 12–35. Utami, N. R., & Novitasari, K. (2020). Developing a Multirepresentation Learning Model Based on Local Wisdom to Transform Character for Students Of 5-6 Years Old. Early Childhood Education and Development Journal, 1(2), 9. https://doi.org/10.20961/ecedj.v1i2.35362 Xiao Zhang; Bi Ying Hu; Lixin Ren; Meifang. (2019). Young Chinese Children’s Academic Skill Development: Identifying Child-, Family-, and School-Level Factors: Young Chinese Children’s Academic Skill Development. New Directions for Child and Adolescent Development 2019(3), 3. Xing, X., & Wang, M. (2018). The moderating role of HPA activity in the relations between parental corporal punishment and executive function in Chinese school-aged children. Psychology of Violence, 8(4), 418–426., 8(4), 418-426.

Parental Involvement in their children's schooling has long been recognized as a critical component of good education. This study aims to find out the relationship between socioeconomic status, interpersonal communication, and school climate with parental involvement in early childhood education. Using survey and correlational research design, data collection was carried out through accumulation techniques with tests and questionnaires. The data analysis technique used statistical analysis and multiple regressions. The findings in the socio-economic context of parents show that the measure of power is an indicator in the very high category with a total score of 5, while the measures of wealth, honour and knowledge are included in the high category with a total score of 4 in relation to parental involvement. The form of interpersonal communication, the openness of parents in responding happily to information / news received from schools about children is a finding of a significant relationship with parental involvement in early childhood education. The school climate describes the responsibility for their respective duties and roles, work support provided, and interpersonal communication relationships, parents at home and teachers at school. Keywords: Socio-economic Status, Interpersonal Communication, Climate School, Parental Involvement, Early Childhood Education References Amato, P. R. (2005). The Impact of Family Formation Change on the Cognitive, Social, and Emotional Well-Being of the Next Generation. The Future of Children, 15(2), 75–96. https://doi.org/10.1353/foc.2005.0012 Arnold, D. H., Zeljo, A., Doctoroff, G. L., & Ortiz, C. (2008). Parent Involvement in Preschool: Predictors and the Relation of Involvement to Preliteracy Development. School Psychology Review, 37(1), 74–90. https://doi.org/10.1080/02796015.2008.12087910 Barbato, C. A., Graham, E. E., & Perse, E. M. (1997). Interpersonal communication motives and perceptions of humor among elders. Communication Research Reports, 14(1), 48–57. https://doi.org/10.1080/08824099709388644 Barbato, C. A., Graham, E. E., & Perse, E. M. (2003). Communicating in the Family: An Examination of the Relationship of Family Communication Climate and Interpersonal Communication Motives. Journal of Family Communication, 3(3), 123–148. https://doi.org/10.1207/S15327698JFC0303_01 Barnard, W. M. (2004). Parent involvement in elementary school and educational attainment. Children and Youth Services Review, 26(1), 39–62. https://doi.org/10.1016/j.childyouth.2003.11.002 Benner, A. D., Boyle, A. E., & Sadler, S. (2016). Parental Involvement and Adolescents’ Educational Success: The Roles of Prior Achievement and Socioeconomic Status. Journal of Youth and Adolescence, 45(6), 1053–1064. https://doi.org/10.1007/s10964-016-0431-4 Berkowitz, R., Astor, R. A., Pineda, D., DePedro, K. T., Weiss, E. L., & Benbenishty, R. (2021). Parental Involvement and Perceptions of School Climate in California. Urban Education, 56(3), 393–423. https://doi.org/10.1177/0042085916685764 Berkowitz, R., Moore, H., Astor, R. A., & Benbenishty, R. (2017). A Research Synthesis of the Associations Between Socioeconomic Background, Inequality, School Climate, and Academic Achievement. Review of Educational Research, 87(2), 425–469. https://doi.org/10.3102/0034654316669821 Brand, S., Felner, R. D., Seitsinger, A., Burns, A., & Bolton, N. (2008). A large-scale study of the assessment of the social environment of middle and secondary schools: The validity and utility of teachers’ ratings of school climate, cultural pluralism, and safety problems for understanding school effects and school improvement. Journal of School Psychology, 46(5), 507–535. https://doi.org/10.1016/j.jsp.2007.12.001 Brand, S., Felner, R., Shim, M., Seitsinger, A., & Dumas, T. (2003). Middle school improvement and reform: Development and validation of a school-level assessment of climate, cultural pluralism, and school safety. Journal of Educational Psychology, 95(3), 570–588. https://doi.org/10.1037/0022-0663.95.3.570 Culp, A. M., Hubbs-Tait, L., Culp, R. E., & Starost, H.-J. (2000). Maternal Parenting Characteristics and School Involvement: Predictors of Kindergarten Cognitive Competence Among Head Start Children. Journal of Research in Childhood Education, 15(1), 5–17. https://doi.org/10.1080/02568540009594772 Dearing, E., McCartney, K., Weiss, H. B., Kreider, H., & Simpkins, S. (2004). The promotive effects of family educational involvement for low-income children’s literacy. Journal of School Psychology, 42(6), 445–460. https://doi.org/10.1016/j.jsp.2004.07.002 Desforges, C., Abouchaar, A., Great Britain, & Department for Education and Skills. (2003). The impact of parental involvement, parental support and family education on pupil achievements and adjustment: A literature review. DfES. El Nokali, N. E., Bachman, H. J., & Votruba-Drzal, E. (2010). Parent Involvement and Children’s Academic and Social Development in Elementary School: Parent Involvement, Achievement, and Social Development. Child Development, 81(3), 988–1005. https://doi.org/10.1111/j.1467-8624.2010.01447.x Englund, M. M., Luckner, A. E., Whaley, G. J. L., & Egeland, B. (2004). Children’s Achievement in Early Elementary School: Longitudinal Effects of Parental Involvement, Expectations, and Quality of Assistance. Journal of Educational Psychology, 96(4), 723–730. https://doi.org/10.1037/0022-0663.96.4.723 Epstein, J. L. (Ed.). (2002). School, family, and community partnerships: Your handbook for action (2nd ed). Corwin Press. Fan, X. (2001). Parental Involvement and Students’ Academic Achievement: A Growth Modeling Analysis. The Journal of Experimental Education, 70(1), 27–61. https://doi.org/10.1080/00220970109599497 Fan, X., & Chen, M. (2001). Parental Involvement and Students’ Academic Achievement: A Meta-Analysis. Educational Psychology Review, 23. Georgiou, S. N., & Tourva, A. (2007). Parental attributions and parental involvement. 10. Gorski, P. (2008). The Myth of the Culture of Poverty. Educational Leadership, 65(7), 32–36. Hamre, B. K., & Pianta, R. C. (2005). Can Instructional and Emotional Support in the First-Grade Classroom Make a Difference for Children at Risk of School Failure? Child Development, 76(5), 949–967. https://doi.org/10.1111/j.1467-8624.2005.00889.x Hill, N. E., & Taylor, L. C. (2004). Parental School Involvement and Children’s Academic Achievement: Pragmatics and Issues. Current Directions in Psychological Science, 13(4), 161–164. https://doi.org/10.1111/j.0963-7214.2004.00298.x Hong, S., & Ho, H.-Z. (2005). Direct and Indirect Longitudinal Effects of Parental Involvement on Student Achievement: Second-Order Latent Growth Modeling Across Ethnic Groups. 11. Hornby, G., & Lafaele, R. (2011). Barriers to parental involvement in education: An explanatory model. Educational Review, 63(1), 37–52. https://doi.org/10.1080/00131911.2010.488049 Hoy, W. K., Tarter, C. J., & Hoy, A. W. (2006). Academic Optimism of Schools: A Force for Student Achievement. American Educational Research Journal, 43(3), 425–446. https://doi.org/10.3102/00028312043003425 Jeynes, W.H. (2014). Parent involvement for urban youth and student of color. In Handbook of urban education (In H. R. Milner&K. Lomotey (Eds.)). NY: Routledge. Jeynes, William H. (2005). Effects of Parental Involvement and Family Structure on the Academic Achievement of Adolescents. Marriage & Family Review, 37(3), 99–116. https://doi.org/10.1300/J002v37n03_06 Jeynes, William H. (2007). The Relationship Between Parental Involvement and Urban Secondary School Student Academic Achievement: A Meta-Analysis. Urban Education, 42(1), 82–110. https://doi.org/10.1177/0042085906293818 Kaplan, D. S., Liu, X., & Kaplan, H. B. (2010). Influence of Parents’ Self-Feelings and Expectations on Children’s Academic Performance. 12. Kuperminc, G. P., Leadbeater, B. J., & Blatt, S. J. (2001). School Social Climate and Individual Differences in Vulnerability to Psychopathology among Middle School Students. Journal of School Psychology, 39(2), 141–159. https://doi.org/10.1016/S0022-4405(01)00059-0 Kutsyuruba, B., Klinger, D. A., & Hussain, A. (2015). Relationships among school climate, school safety, and student achievement and well-being: A review of the literature. Review of Education, 3(2), 103–135. https://doi.org/10.1002/rev3.3043 Long, H., & Pang, W. (2016). Family socioeconomic status, parental expectations, and adolescents’ academic achievements: A case of China. Educational Research and Evaluation, 22(5–6), 283–304. https://doi.org/10.1080/13803611.2016.1237369 Loukas, A. (2007). High-quality school climate is advantageous for all students and may be particularly beneficial for at-risk students. 3. Mattingly, D. J., Prislin, R., McKenzie, T. L., Rodriguez, J. L., & Kayzar, B. (2002). Evaluating Evaluations: The Case of Parent Involvement Programs. Review of Educational Research, 72(4), 549–576. https://doi.org/10.3102/00346543072004549 McWayne, C., Hampton, V., Fantuzzo, J., Cohen, H. L., & Sekino, Y. (2004). A multivariate examination of parent involvement and the social and academic competencies of urban kindergarten children. Psychology in the Schools, 41(3), 363–377. https://doi.org/10.1002/pits.10163 Miedel, W. T., & Reynolds, A. J. (1999). Parent Involvement in Early Intervention for Disadvantaged Children: Does It Matter? Journal of School Psychology, 24. N.A., A., S.A., H., A.R., A., L.N., C., & N, O. (2017). Parental Involvement in Learning Environment, Social Interaction, Communication, and Support Towards Children Excellence at School. Journal of Sustainable Development Education and Research, 1(1), 77. https://doi.org/10.17509/jsder.v1i1.6247 Poon, K. (2020). The impact of socioeconomic status on parental factors in promoting academic achievement in Chinese children. International Journal of Educational Development, 75, 102175. https://doi.org/10.1016/j.ijedudev.2020.102175 Porumbu, D., & Necşoi, D. V. (2013). Relationship between Parental Involvement/Attitude and Children’s School Achievements. Procedia - Social and Behavioral Sciences, 76, 706–710. https://doi.org/10.1016/j.sbspro.2013.04.191 Potvin, R. D. P., & Leclerc, D. (1999). Family Characteristics as Predictors of School Achievement: Parental Involvement as a Mediator. MCGILLJOURNAL OF EDUCATION, 34(2), 19. Reynolds, A. J. (1991). Early Schooling of Children at Risk. 31. Reynolds, A. J. (1992). Comparing measures of parental involvement and their effects on academic achievement. Early Childhood Research Quarterly, 7(3), 441–462. https://doi.org/10.1016/0885-2006(92)90031-S Reynolds, A. J., Ou, S.-R., & Topitzes, J. W. (2004). Paths of Effects of Early Childhood Intervention on Educational Attainment and Delinquency: A Confirmatory Analysis of the Chicago Child-Parent Centers. Child Development,75(5), 1299–1328. https://doi.org/10.1111/j.1467-8624.2004.00742.x Reynolds, A. J., Temple, J. A., Ou, S.-R., Arteaga, I. A., & White, B. A. B. (2011). School-Based Early Childhood Education and Age-28 Well-Being: Effects by Timing, Dosage, and Subgroups. 333, 6. Shute, V. J., Hansen, E. G., Underwood, J. S., & Razzouk, R. (2011). A Review of the Relationship between Parental Involvement and Secondary School Students’ Academic Achievement. Education Research International, 2011, 1–10. https://doi.org/10.1155/2011/915326 Simons-Morton, B. G., & Crump, A. D. (2003). Association of Parental Involvement and Social Competence with School Adjustment and Engagement Among Sixth Graders. 6. Steinberg, L., Lamborn, S. D., Dornbusch, S. M., & Darling, N. (1992). Impact of Parenting Practices on Adolescent Achievement: Authoritative Parenting, School Involvement, and Encouragement to Succeed. Child Development, 63(5), 1266. https://doi.org/10.2307/1131532 Sun, S., Hullman, G., & Wang, Y. (2011). Communicating in the multichannel age: Interpersonal communication motivation, interaction involvement and channel affinity. 9. Sy, S., & Schulenberg, J. (2005). Parent beliefs and children’s achievement trajectories during the transition to school in Asian American and European American families. International Journal of Behavioral Development, 29(6), 505–515. https://doi.org/10.1080/01650250500147329 Thapa, A., Cohen, J., Guffey, S., & Higgins-D’Alessandro, A. (2013). A Review of School Climate Research. 29. Turney, K., & Kao, G. (2009). Barriers to School Involvement: Are Immigrant Parents Disadvantaged? The Journal of Educational Research, 102(4), 257–271. https://doi.org/10.3200/JOER.102.4.257-271 Wong, S. W., & Hughes, J. N. (2006). Ethnicity and Language Contributions to Dimensions of Parent Involvement. School Psychology Review, 35(4), 645–662. https://doi.org/10.1080/02796015.2006.12087968

The purpose of this study was to find out the information whether the whole language approach can improve the speaking ability for third-grade students’ elementary school. The subjects of this study were 22 of the third-grade students of elementary school Rawamangun, East Jakarta. The method of the study was action research conducting using model of Kemmis and Taggart. Data collection and analysis using data triangulation techniques. The results of the study show that speaking ability is one of the important skills used to communicate so it needs to be developed for grade 3 elementary school students. The result showed that the whole language approach can be applied as a method in improving students' speaking ability for third-grade elementary school. Therefore, teachers need to develop a whole language approach to language learning. So that it, can improve students' speaking ability. Keywords: Elementary student 1stgrade, Speaking ability, Whole language approach References Abu-Snoubar, T. K. (2017). On The Relationship between Listening and Speaking Grades of AL-Balqa Applied University English as a Foreign Language Students. International Education Studies, 10(12), 130. https://doi.org/10.5539/ies.v10n12p130 Bayat, S. (2016). The effectiveness of the creative writing instruction program based on speaking activities (CWIPSA). International Electronic Journal of Elementary Education, 8(4), 617–628. Buckingham, L., & Alpaslan, R. S. (2017). Promoting speaking proficiency and willingness to communicate in Turkish young learners of English through asynchronous computer-mediated practice. System, 65, 25–37. https://doi.org/10.1016/j.system.2016.12.016 Chen, L., Cheng, J., & Chou, M. (2016). Literacy Development in Preschool Children: a Whole Language Curriculum. European Journal of Language Studies, 3(1), 24–49. Goodman, K. (1986). What‟s whole in whole language. Portsmouth: NH: Heinemann. Goodman, K. (2014). What’s Whole in Language in The 21 st Century? New York: Garn Press. Harmer, J. (1991). The Practice of English Language Teaching. The 3th Edition. London and New York: Longman Inc. Herbein, E., Golle, J., Tibus, M., Schiefer, J., Trautwein, U., & Zettler, I. (2018). Fostering elementary school children’s public speaking skills: A randomized controlled trial. Learning and Instruction, 55(October), 158–168. https://doi.org/10.1016/j.learninstruc.2017.10.008 Kemmis, S., & McTaggart, R. (1988). The action research planner (3rd ed.). Geelong, Australia: Deakin University Press. Khodadady, E., & Shamsaee, S. (2012). Formulaic sequences and their relationship with speaking and listening abilities. English Language Teaching, 5(2), 39–49. https://doi.org/10.5539/elt.v5n2p39 Leong, L., & Ahmadi, S. M. (2017). An Analysis of Factors Influencing Learners ’ English Speaking Skill. International Journal of Research in English Education, 2(1), 34–41. https://doi.org/10.18869/acadpub.ijree.2.1.34 Macintyre, P. D., Clément, R., Dörnyei, Z., & Noels, K. A. (2011). Conceptualizing Willingness to Communicate in a L2: A Situational Model of L2 Confidence and Affiliation. The Modern Language Journal, 82(4), 545–562. https://doi.org/10.1111/j.1540-4781.1998.tb05543.x Marzuki, M., Prayogo, J. A., & Wahyudi, A. (2016). Improving the EFL Learners’ Speaking Ability through Interactive Storytelling. Dinamika Ilmu, 16(1), 15. https://doi.org/10.21093/di.v16i1.307 Moghadam, J. N., & Adel, S. M. R. (2011). The Importance of Whole Language Approach in Teaching English to Intermediate Iranian EFL Learners. Theory and Practice in Language Studies, 1(11), 1643–1654. https://doi.org/10.4304/tpls.1.11.1643-1654 Ngalimun, & Alfulaila. (2014). Pembelajaran Keterampilan Berbahasa Indonesia. Yogyakarta: Aswaja Pressindo. Nunan, D. (2018). Teaching Speaking to Young Learners. In The TESOL Encyclopedia of English Language Teaching (First Edit). John Wiley & Sons, Inc. https://doi.org/10.1002/9781118784235.eelt0715 Park, Hyesook & Lee, A. R. (2014). L2 learners’ anxiety. Comp. Educ., 50(1), 45–57. https://doi.org/10.1080/03050068.2013.871832 Phadung, M., Suksakulchai, S., & Kaewprapan, W. (2016). Interactive whole language e-story for early literacy development in ethnic minority children. Education and Information Technologies, 21(2), 249–263. https://doi.org/10.1007/s10639-014-9318-8 Saepudin, E., Sukaesih, S., & Rusmana, A. (2018). Peran Taman Bacaan Masyarakat (Tbm) Bagi Anak-Anak Usia Dini. Jurnal Kajian Informasi Dan Perpustakaan, 5(1), 1. https://doi.org/10.24198/jkip.v5i1.10821 Schwarzer, D. (2001). Whole language in a foreign language class: From theory to practice. Foreign Language Annals, 34(1), 52–59. https://doi.org/10.1111/j.1944-9720.2001.tb02802.x Seong, Y. (2017). Assessing L2 Academic Speaking Ability: The Need for a Scenario-Based Assessment Approach. Working Papers in Applied Linguistics & TESOL, 17(2), 36–40. Stark, H. L., Snow, P. C., Eadie, P. A., & Goldfeld, S. R. (2016). Language and reading instruction in early years’ classrooms: the knowledge and self-rated ability of Australian teachers. Annals of Dyslexia, 66(1), 28–54. https://doi.org/10.1007/s11881-015-0112-0 Tarigan, & Guntur, H. (1981). Berbicara Sebagai Suatu Keterampilan Berbahasa. Bandung: Angkasa. Tuan, N. H., & Mai, T. N. (2015). Factors Affecting Students’ Speaking Performance at Le Thanh Hien High SchoolTuan, N. H., & Mai, T. N. (2015). Factors Affecting Students’ Speaking Performance at Le Thanh Hien High School. Asian Journal of Educaitonal Research, 3(2), 8–23. Asian Journal of Educaitonal Research, 3(2), 8–23. Ur, P. (1996). A course in Language Teaching. Practice and Theory. Cambridge: Cambridge. University Press. Walter, C. (2010). Teaching ESL/EFL Listening and Speaking,. System, 38(1), 144–146. https://doi.org/10.1016/j.system.2009.11.002 Weaver, C. (1990). Understanding Whole Language from Principles to Practice. Toronto: Irwin Publishing. Wood, C., Fitton, L., Petscher, Y., Rodriguez, E., Sunderman, G., & Lim, T. (2018). The Effect of e-Book Vocabulary Instruction on Spanish–English Speaking Children. Journal of Speech, Language, and Hearing Research, 61(8), 1945–1969. https://doi.org/10.1044/2018_jslhr-l-17-0368 Yegani, H. (2017). The Effect of Task-based and Topic-based Speaking Activities on Speaking Ability of Iranian EFL Learners, 85–93.

Special needs ECE children should be prepared with early literacy and numeracy skills to strengthen their competencies during the transitional phase to primary school. To help this transitional phase, teachers can provide a variety of diverse play activities. This study aims to explore and evaluate the pedagogical strategies employed by teachers in reinforcing special needs children's literacy and numeracy, as a support to their transition process from ECE to primary year. The research applied a qualitative method with data collection techniques through interviews, observations, and documentation. The sample selection applied purposive sampling based on the criteria and objectives of this study. The sample consisted of inclusive classroom teachers from ten ECE institutions in five regions of Central Java, including Semarang City, Pekalongan City, Surakarta City, Wonosobo District, and Jepara District. The study concludes that ECE teachers still see several limitations in dealing with special needs children. Therefore, teachers should modify plans and play activities to strengthen literacy and numeracy skills for special needs children to help them embark on primary school. Teachers expect necessary support for their improvement through training and guidance in dealing with special needs children, especially in developing their literacy and numeracy. Keywords: literacy and numeracy, special needs children, ECE-primary school transition References: 1 Agustina, E., & Zayyadi, M. (2023). Kemampuan Literasi Numerasi Siswa di Sekolah Inklusi. Apotema: Jurnal Program Studi Pendidikan Matematika, 9(1), 15-20. Alberta. (2019). Literacy and Numeracy Proggression. Understanding Special Education Needs, 1-15. Atlar, H., & Uzuner, Y. (2023). Supporting Teacher Development about Early Literacy in Children with Hearing Loss: An Action Research in Turkey. European Journal of Special Education Research, 9(2), 92-121. https://doi.org/https://doi.org/10.46827/ejse.v9i2.4832 Aunio, P., & Räsänen, P. (2016). Core numerical skills for learning mathematics in children aged five to eight years – a working model for educators. European Early Childhood Education Research Journal, 24(5), 684-704. https://doi.org/10.1080/1350293X.2014.996424 Barham, A. I., Ihmeideh, F., Al-Falasi, M., & Alabdallah, A. (2019). Assessment of first-grade students’ literacy and numeracy levels and the influence of key factors. International Journal of Learning, Teaching and Educational Research, 18(12), 174-195. https://doi.org/https://doi.org/10.26803/ijlter.18.12.11 BBPMP, B. B. P. M. P. P. J. T. (2022). Capaian Literasi, Numerasi, Dan Karakter Siswa Di Provinsi Jawa Tengah Tahun 2021. https://bbpmpjateng.kemdikbud.go.id/capaian-literasi-numerasi-dan-karakter-siswa-di-provinsi-jawa-tengah-tahun-2021 Brandenburg, R., McDonough, S., Burke, J., & White, S. (2016). Teacher Education Research and the Policy Reform Agenda. In R. Brandenburg, S. McDonough, J. Burke, & S. White (Eds.), Teacher Education: Innovation, Intervention and Impact (pp. 1-14). Springer Singapore. https://doi.org/10.1007/978-981-10-0785-9_1 Brooks-Gunn, J., & Markman, L. B. (2005). The Contribution of Parenting to Ethnic and Racial Gaps in School Readiness. The Future of Children, 15(1), 139-168. http://www.jstor.org/stable/1602666 BSKAP. (2022). Modul 3 Bagaimana Membangun Kemampuan Literasi. Comunitity Child Care Victoria. (2011). Early Literacy and Numeracy Self-Guided Learning Package. In: Australia. Davenport, L. A. (2012). Numeracy in inclusive early childhood classrooms: embedding learning opportunities and using effective instructional strategies. Department of Education and Early Childhood Development. ( 2009). Victorian Early Years Learning and Development Framework: For all children from birth to eight years. Department of Education and Early Childhood Development. Diana, Sunardi, Gunarhadi, & Yusuf, M. (2020a). The development of I-Teach model to improve early childhood teachers professionalism. Cypriot Journal of Educational Sciences, 15(6), 1614–1628. https://doi.org/10.18844/CJES.V15I6.5321 Diana, Sunardi, Gunarhadi, & Yusuf, M. (2020b). Preschool Teachers’ Attitude Toward Inclusive Education in Central Java, Indonesia. Icliqe, 1361–1368. https://doi.org/10.2991/assehr.k.200129.166 Elliott, L., Zheng, P., & Libertus, M. (2021). Individual Differences in Parental Support for Numeracy and Literacy in Early Childhood. Education Sciences, 11(9), 541. https://www.mdpi.com/2227-7102/11/9/541 Fatmawati, E., & Safitri, E. (2020). Kemampuan Literasi Informasi dan Teknologi Mahasiswa Calon Guru Menghadapi Pembelajaran di Era Revolusi Industri 4.0. Edukasi: Jurnal Pendidikan, 18(2), 214-224. https://doi.org/10.31571/edukasi.v18i2.1863 Fontil, L., Gittens, J., Beaudoin, E., & Sladeczek, I. E. (2020). Barriers to and Facilitators of Successful Early School Transitions for Children with Autism Spectrum Disorders and Other Developmental Disabilities: A Systematic Review. Journal of Autism and Developmental Disorders, 50(6), 1866-1881. https://doi.org/10.1007/s10803-019-03938-w Fontil, L., Sladeczek, I. E., Gittens, J., Kubishyn, N., & Habib, K. (2019). From early intervention to elementary school: A survey of transition support practices for children with autism spectrum disorders. Research in Developmental Disabilities, 88, 30-41. https://doi.org/https://doi.org/10.1016/j.ridd.2019.02.006 Haerudin, H. (2021). Pengaruh Literasi numerasi Terhadap Perubahan Karakter Siswa. Prosiding Sesiomadika, 1(1a). https://journal.unsika.ac.id/index.php/sesiomadika/article/view/2123 Imtiyas, I. A. R., & Simatupang, N. (2022). The Effect of Early Childhood Teacher's Educational Background on the Ability to Manage Children’s Learning: Evidence From Learning Process During Covid 19 Pandemic. Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini, 7(2), 67-76. https://doi.org/10.14421/jga.2022.72-02 Indah, W. (2023). Analisis Kemampuan Literasi Numerasi Berdasarkan Gaya Belajar pada Anak Usia Dini. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 6(6), 5840-5849. Jurmang, J. L. (2014). Teacher competencies for inclusive education: The case of management and instructional function. National Journal of Inclusive education, 2(1). Justice, L. M., Jiang, H., & Strasser, K. (2018). Linguistic environment of preschool classrooms: What dimensions support children’s language growth? Early Childhood Research Quarterly, 42, 79-92. https://doi.org/https://doi.org/10.1016/j.ecresq.2017.09.003 Keily, T., Evans, A., & Atchison, B. (2019). Strengthening the Early Childhood Education Continuum. Policy Guide. Education Commission of the States. Khasanah, I., & Purnamasari, I. (2023). Role-Playing Methods: Efforts to Stimulate the Development of Early Childhood Numeracy Literacy. Journal of Social Research, 2(4), 1074-1078. https://doi.org/https://doi.org/10.55324/josr.v2i4.776 Kokkalia, G., Drigas, A. S., Economou, A., & Roussos, P. (2019). School Readiness From Kindergarten to Primary School. Int. J. Emerg. Technol. Learn., 14(11), 4-18. Kurnianingsih, I., Rosini, R., & Ismayati, N. (2017). Upaya peningkatan kemampuan literasi digital bagi tenaga perpustakaan sekolah dan guru di wilayah Jakarta pusat melalui pelatihan literasi informasi. Jurnal Pengabdian Kepada Masyarakat, 3(1), 61-76. Kurniastuti, I., Evanjeli, L. A., & Sari, D. P. (2023). Teachers’ Challenges and Strategies in Teaching Literacy Skills for Children with Special Needs. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 7(1), 937-948. https://doi.org/https://doi.org/10.31004/obsesi.v7i1.3598 Manning, M., Garvis, S., Fleming, C., & Wong, G. T. W. (2017). The relationship between teacher qualification and the quality of the early childhood education and care environment. Campbell Systematic Reviews, 13(1), 1-82. https://doi.org/https://doi.org/10.4073/csr.2017.1 Mazzotti, V. L., Rowe, D. A., Kwiatek, S., Voggt, A., Chang, W.-H., Fowler, C. H., Poppen, M., Sinclair, J., & Test, D. W. (2021). Secondary Transition Predictors of Postschool Success: An Update to the Research Base. Career Development and Transition for Exceptional Individuals, 44(1), 47-64. https://doi.org/10.1177/2165143420959793 Mumpuniarti, M. (2017). Challenges faced by teachers in teaching literacy and numeracy for slow learners. Journal of Sustainable Development, 10(3), 243. https://doi.org/https://doi.org/10.5539/jsd.v10n3p243 Ningsih, S., Gunayasa, I. B. K., & Dewi, N. K. (2022). Pengaruh Literasi Numerasi Terhadap Hasil Belajar Matematika Pada Siswa Kelas III SDN Lingkok Lima Tahun Ajaran 2021/2022. Jurnal Ilmiah Profesi Pendidikan, 7(3c), 1938-1943. https://doi.org/10.29303/jipp.v7i3c.881 Nurhayani, N., & Nurhafizah, N. (2022). Media dan Metode Pengembangan Literasi Anak Usia Dini di Kuttab Al Huffazh Payakumbuh. Jurnal Basicedu, 6(6), 9333-9343. Park, M.-H., Dimitrov, D. M., & Park, D.-Y. (2018). Effects of Background Variables of Early Childhood Teachers on Their Concerns About Inclusion: The Mediation Role of Confidence in Teaching. Journal of Research in Childhood Education, 32(2), 165-180. https://doi.org/10.1080/02568543.2017.1417926 Purab, S. M., & Purwono, A. (2022). Pengaruh Program Literasi Terhadap Keterampilan Menulis Siswa Kelas Iv a Mi Darussalam Pacet Mojokerto. Aulada : Jurnal Pendidikan Dan Perkembangan Anak, 3(2), 133–151. https://doi.org/10.31538/aulada.v3i2.972 Rachmat, M., Otong, S., Yubaedi, S., & Nur, R. (2017). Pengaruh Intensi, Motivasi, dan Pemahaman Guru terhadap Impementasi Pendidikan Inklusif. Jurnal Pendidikan Usia Dini, 11(2). https://doi.org/10.21009/JPUD.112.08 Rehalat, A., & Nurul 'ainy, Z. (2022). The Effect of Education Background Teacher on The Learning Process In Class At Muhammadiyah First Middle School Ambon. Perspektif Pendidikan dan Keguruan, 13(2), 81-87. https://doi.org/10.25299/perspektif.2022.vol13(2).10592 Salminen, J., Khanolainen, D., Koponen, T., Torppa, M., & Lerkkanen, M.-K. (2021). Development of Numeracy and Literacy Skills in Early Childhood—A Longitudinal Study on the Roles of Home Environment and Familial Risk for Reading and Math Difficulties [Original Research]. Frontiers in Education, 6. https://doi.org/10.3389/feduc.2021.725337 Sanches, T. (2018, 2018//). Required Skills for Teachers: Information Literacy at the Top. Information Literacy in the Workplace, Cham. Sari, D. Y. (2017). Peran guru dalam menumbuhkan literasi melalui bermain pada Anak Usia Dini. Golden Age: Jurnal Pendidikan Anak Usia Dini, 1(2). https://doi.org/10.29313/ga.v1i2.3316 Setiawan, A. (2018). Meningkatkan Kemampuan Berhitung Anak Usia Dini melalui Media Pembelajaran Matematika di RA Ma’arif 1 Kota Metro. SELING: Jurnal Program Studi PGRA, 4(2), 181-188. https://doi.org/https://doi.org/10.29062/seling.v4i2.309 Shvartsman, M., & Shaul, S. (2023). The Role of Working Memory in Early Literacy and Numeracy Skills in Kindergarten and First Grade. Children, 10(8), 1285. https://www.mdpi.com/2227-9067/10/8/1285 Stein, K., Veisson, M., Õun, T., & Tammemäe, T. (2019). Estonian preschool teachers’ views on supporting children’s school readiness. Education 3-13, 47(8), 920-932. https://doi.org/10.1080/03004279.2018.1539113 Suryawati, E. A., & Akkas, M. (2021). Buku Panduan Guru Capaian Pembelajaran Elemen Dasar-Dasar Literasi dan STEAM untuk Satuan PAUD. Pusat Kurikulum dan Perbukuan Badan Penelitian dan Pengembangan dan Perbukuan Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi. Titi, C., & Siti, A. (2022). ECE Educator Training: How to Develop Literacy and Environment Education for Children? Jurnal Pendidikan Usia Dini, 16(1). https://doi.org/10.21009/JPUD.161.09 Trainor, A. A., Carter, E. W., Karpur, A., Martin, J. E., Mazzotti, V. L., Morningstar, M. E., Newman, L., & Rojewski, J. W. (2020). A Framework for Research in Transition: Identifying Important Areas and Intersections for Future Study. Career Development and Transition for Exceptional Individuals, 43(1), 5-17. https://doi.org/10.1177/2165143419864551 Wackerle-Hollman, A. K., Durán, L. K., & Miranda, A. (2020). Early Literacy Skill Growth in Spanish-Speaking Children With and At Risk for Disabilities in Early Childhood. Topics in Early Childhood Special Education,40(1), 24-38. https://doi.org/10.1177/0271121420906469 Winarsih, S., Hendra, J., Idris, F. H., & Adnan, E. (2013). Panduan penanganan anak berkebutuhan khusus bagi pendamping (orang tua, keluarga, dan masyarakat). Kementrian Perlindungan Anak dan Perempuan. Yin, M., Condelli, L., Ogut, B., & Cronen, S. (2013). The Importance of Teacher Background Qualifications for Student Learning. American Institutes for Research. Zhao, X. (2017). Transition from kindergarten to elementary school: Shanghai’s experience and inspiration. Creative Education, 8(3), 431-446. https://doi.org/10.4236/ce.2017.83033

The development of creative thinking skills in student pedagogical activities can form a personality structure, which contributes to improving their professional culture and the effectiveness of the educational process. One form of stimulant that can be given to students is to make students creative in making children's literary works. The population in this study were 4th semester studentsof PGSD study program at IKIP PGRI Wates who took children's literature courses. This study aims to determine whether there is an influence of the level of student creativity on the ability to make children's literature. The influence of student learning creativity on the achievement of learning outcomes by 23% shows the tendency of the results of making children's literary works to significantly depend on the creativity of students. From the results of the study it can be concluded that the higher the creativity of students, the higher the ability to make children's literature is achieved. Keywords: Creativity, Students, Children's Literature REFERENCES Borodina, T., Sibgatullina, A., & Gizatullina, A. (2019). Developing Creative Thinking in Future Teachers as a Topical Issue of Higher Education. Journal of Social Studies Education Research, 10(4), 226–245. Bozhkova, G. N., Shastina, E. M., Kalimullina, O. V., & Shatunova, O. . (2019). Study of literary images of gifted characters in optional activities as a means to develop capable and talented youth. Space and Culture, 7(1), 264–273. https://doi.org/10.20896/saci.v7i1.463 Byrge, C., & Tang, C. (2015). Embodied creativity training: Effects on creative self-efficacy and creative production. Journal Thinking Skills and Creativity, 16(1), 51–61. https://doi.org/10.1016/j.tsc.2015.01.002 Djuanda, D. (2014). Pembelajaran sastra di SD dalam gamitan Kurikulum 2013. Mimbar Sekolah Dasar, 1(2), 191–200. https://doi.org/https://doi.org/10.53400/mimbar-sd.v1i2.882 Faidah, C. N. (2018). Dekonstruksi sastra anak: mengubah paradigma kekerasan dan seksualitas pada karya sastra anak Indonesia. KREDO: Jurnal Ilmiah Bahasa Dan Sastra, 2(1), 126–139. https://doi.org/10.24176/kredo.v2i1.2458 Hidayatullah, A. (2018). Tema dan gaya bahasa puisi siswa SMP: kajian struktural. Journal of Language Learning and Research (JOLLAR), 2(2), 1–11. Kacan, S. D., & Sahin, F. (2015). An Inquiry Concerning the Characterıstics of the Creative Person. Journal of Education and Practice, 6(27), 86–89. Kotluk, N., & Kocakaya, S. (2018). Culturally Relevant/Responsive Education: What do teachers think in Turkey. Journal of Ethnic and Cultural Studies, 5(2), 98–117. https://doi.org/10.29333/ejecs/123 Perry, A., & Karpova, E. (2017). Efficacy of teaching creative thinking skills: A comparison of multiple creativity assessments. Journal Thinking Skills and Creativity, 24(1), 118–126. https://doi.org/10.1016/j.tsc.2017.02.017 Prastiwi, K., & Sudigdo, A. S. (2022). Analisis nilai pendidikan karakter pada buku dongeng dan cerita rakyat untuk siswa sekolah dasar. TRIHAYU: Jurnal Pendidikan Ke-SD-an, 8(2), 1398–1401. https://doi.org/10.30738/trihayu.v8i2.11825 Ramdani, A., & Artayasa, I. P. (2020). Keterampilan berpikir kreatif mahasiswa dalam pembelajaran IPA menggunakan model inkuiri terbuka. Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education), 8(1), 1–9. https://doi.org/10.24815/jpsi.v8i1.15394 Ritter, S. M., Gu, X., Crijns, M., & Biekens, P. (2020). Fostering students’ creative thinking skills by means of a one-year creativity training program. PLoS ONE, 15(3). https://doi.org/10.1371/journal.pone.0229773 Rizal, R., Rusdiana, D., Setiawan, W., & Siahaan, P. (2020). Creative thinking skills of prospective physics teacher. Journal of Physics: Conference Series. https://doi.org/10.1088/1742-6596/1521/2/022012 Sani, R. A. (2019). Pembelajaran berbasis HOTS. Tira Smart. Schoevers, E. M., Leseman, P. P., Slot, E. M., Bakker, A., Keijzer, R., & Kroesbergen, E. H. (2019). Promoting pupils’ creative thinking in primary school mathematics: A case study. Thinking Skills and Creativity, 31(1), 323–334. https://doi.org/10.1016/j.tsc.2019.02.003 Siburian, J., Corebima, A. D., Ibrohim, I., & Saptasari, M. (2019). The correlation between critical and creative thinking skills on cognitive learning results. Eurasian Journal of Educational Research, 19(81), 99–114. https://doi.org/10.17051/ilkonline.2021.01.029 Sit, M., Khadijah, Nasution, F., Wahyuni, S., Rohani, Nurhayani., Sitorus, A. S., & Lubis, H. Z. (2016). Pengembangan Kreativitas Anak Usia Dini Teori dan Praktek. Perdana Publishing. Sulasih, E. S. (2018). Pengaruh Minat Membaca Karya Sastra dan Kreativitas terhadap Keterampilan Menulis Novel. Jurnal Pujangga, 2(2), 24. https://doi.org/10.47313/pujangga.v2i2.392 Utami, W. T. P., & Trisnani, N. (2021). Pengembangan dongeng berbasis augmented reality sebagai bahan literasi dalam masa pandemi. Taman Cendekia: Jurnal Pendidikan Ke-SD-an, 5(2), 686–695. https://doi.org/10.30738/tc.v5i2.11080 Vally, Z., Salloum, L., Al Qedra, D., El Shazly, S., Albloshi, M., Alsheraifi, S., & Alkaabi, A. (2018). Examining the effects of creativity training on creative production, creative self-efficacy, and neuro-executive functioning. Journal Thinking Skills and Creativity, 31(1), 70–78. https://doi.org/10.1016/j.tsc.2018.11.003 Wati, N. S. (2019). The Effect Of Creativity Toward Students’ Achievement in Writing Ability. Pedagogy: Journal of English Language Teaching, 6(2), 141–147. https://doi.org/10.32332/pedagogy.v6i2.1330 Zuriyah, N. (2006). Metodologi Penelitian: Sosial dan Pendidikan Teori-Aplikasi. PT. Bumi Aksara..

The education system in the 21st century needs some transformation, particularly in terms of enhancing thinking skills. Traditional games that are well-designed can be an effective strategy for stimulating higher order thinking Skills (HOTS). This research aims to develop active and creative learning models by utilizing traditional games to stimulate HOTS in early childhood. The current study is included in the descriptive-qualitative research. Data was collected using offline and face-to-face interview techniques. 20 teachers took part in this research. The finding illustrates that HOTS can be stimulated from an early age with several conditions, including developing play and learning activities that are well managed, fun, and consider the interests of early childhood. Games that effectively stimulate HOTS such as Dolanan Gatheng, Bekel Ball, Tuk Tuk Geni, Gotah Games, Gundu, and Congklak. Children also need to carry out simple and fun science activities, so they are trained to think and act scientifically and systematically. There are several suggestions regarding opportunities for future research applications. This research only includes traditional games to stimulate HOTS. Other researchers may also consider other innovative methods or other kinds of games that are also effective for increasing HOTS in early childhood. Keywords: higher-order thinking skills, early childhood education, traditional games, active learning References: Adi, B. S., Irianto, D. P., & Sukarmin, Y. (2021). Teachers’ perspectives on motor learning with traditional game approach among early children. Jurnal Cakrawala Pendidikan, 41(1). https://doi.org/10.21831/cp.v41i1.3684 Alizadeh, F., Hashim, M. N., & Amini, R. (2014). Place of teahouse in performance of traditional plays on Iran. 5th International Conference on Humanities, Geography and Economics, 8–10. https://www.academia.edu/27519965/Place_of_Teahouse_in_Performance_of_Traditional_Plays Anggraini, N. P., Budiyono, & Pratiwi, H. (2019). Analysis of higher order thinking skills students at junior high school in Surakarta. Journal of Physics: Conference Series, 1211(1). https://doi.org/10.1088/1742-6596/1211/1/012077 Asari, S., Husniah, R., Ma’rifah, U., & Anwar, K. (2019). Fostering Students’ High Order Thinking Skills through the Use of Interpretation Cards. International Journal of Education and Literacy Studies, 7(4), 17. https://doi.org/10.7575/aiac.ijels.v.7n.4p.17 Astini, B. N., Rachmayani, I., & Zakiyah, N. F. (2022). Identifikasi permainan tradisional untuk meningkatkan perkembangan anak usia dini di kabupaten lombok utara. Jurnal Pendidikan Anak, 11. Aulia, R., & Ngaisah, N. C. (2023). Peran Pendidikan Anak Usia Dini dalam Fungsi Sosialisasi Keluarga di Kelurahan Teluk Merarti. Bunayya: Jurnal Pendidikan Anak, 49–62 Batsaikhan, J., & Kaye, C. (2017). Horse Racing With Sheep Ankle Bones: The Play of Nomadic Children in Mongolia. Journal of Childhood Studies, 42(3), 40. https://doi.org/10.18357/jcs.v42i3.17893 Choi, M.-J., & Sohng, K.-Y. (2018). The Effect of the Intergenerational Exchange Program for Older Adults and Young Children in the Community Using the Traditional Play. Journal of Korean Academy of Nursing, 48(6), 743. https://doi.org/10.4040/jkan.2018.48.6.743 Creswell, J. W. (2015). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (Fifth edition). Pearson. Dima, M. L. B., Daflizar, D., & Ahmadi, A. (2021). The implementation of higher order thinking skills (hots) in english language teaching: The case of Indonesian Senior High School EFL teachers. Journal of English Language Teaching, 8(2), 255–268. https://doi.org/https://doi.org/10.26858/eltww.v8i2.20468 Driana, E., & Ernawati, E. (2019). Teachers’ Understanding And Practices In Assessing Higher Order Thinking Skills At Primary Schools. ACITYA Journal of Teaching & Education, 1(2), 110–118. https://doi.org/10.30650/ajte.v1i2.233 Ersan, Ş. (2017). Arranging play and learning environtment in early years classroom. In I. Koleva. & G. Duman (Ed.), Educational research and practice (pp. 54–64). Sofia: St. Kliment Ohridski University Press. https://www.researchgate.net/publication/322526425_Arranging_Play_And_Learning_Environments_In_Early_Years_Classroom Facione, N. C., & Facione, P. A. (1996). Externalizing the critical thinking in knowledge development and clinical judgment. Nursing Outlook, 44(3), 129–136. Feriver, Ş., Olgan, R., Teksöz, G., & Barth, M. (2019). Systems Thinking Skills of Preschool Children in Early Childhood Education Contexts from Turkey and Germany. Sustainability, 11(5), 1478. https://doi.org/10.3390/su11051478 FitzPatrick, B., & Schulz, H. (2015). Do Curriculum Outcomes and Assessment Activities in Science Encourage Higher Order Thinking? Canadian Journal of Science, Mathematics and Technology Education, 15(2), 136–154. https://doi.org/10.1080/14926156.2015.1014074 Gold, Z. S., Elicker, J., Choi, J. Y., Anderson, T., & Brophy, S. P. (2015). Preschoolers’ Engineering Play Behaviors: Differences in Gender and Play Context. Children, Youth and Environments, 25(3), 1. https://doi.org/10.7721/chilyoutenvi.25.3.0001 Hamdan, A. (2020). Early childhood teachers’ skills in the twenty-first century: A Predictive Study. IUG Journal of Educational and Psychology Sciences, 6, 546–572. https://www.researchgate.net/publication/349604848 Harnadek, A. (2010). Critical Thinking Book Two. California: Midwest Pub. Hashemi, M. R., & Ghanizadeh, A. (2012). Critical discourse analysis and critical thinking: An experimental study in an EFL context. System, 40(1), 37–47. https://doi.org/10.1016/j.system.2012.01.009 Hastiana, D., & Daliman, D. (2023). Perkembangan Kognitif Usia Pra Operasional dalam Berbagai Perspektif Permainan Tradisional. JIIP - Jurnal Ilmiah Ilmu Pendidikan, 6(6), 4136–4141. https://doi.org/10.54371/jiip.v6i6.1750 Heong, Y. M., Othman, W. B., Yunos, J. B. M., Kiong, T. T., Hassan, R. Bin, & Mohamad, M. M. B. (2011). The Level of Marzano Higher Order Thinking Skillsamong Technical Education Students. International Journal of Social Science and Humanity, 121–125. https://doi.org/10.7763/IJSSH.2011.V1.20 Iswinarti, I., & Suminar, D. R. (2019). Improving Children’s Problem-Solving Skills Through Javanese Traditional Games. Jurnal Cakrawala Pendidikan, 38(3), 578–589. https://doi.org/10.21831/cp.v38i3.25331 JDIH BPK RI. (2003, July 8). UU No. 20 Tahun 2003 tentang Sistem Pendidikan Nasional. https://peraturan.bpk.go.id/Home/Details/43920/uu-no-20-tahun-2003 Kamid, K., Rohati, R., Rahmalisa, Y., Anggo, M., Septi, S. E., Azzahra, M. Z., & Nawahdani, A. M. (2021). Engklek Game in mathematics: How difference and relationship student attitude towards science process skills? Cypriot Journal of Educational Sciences, 16(6), 3109–3123. https://doi.org/10.18844/cjes.v16i6.6500 Kim, M.-S., & Choi, J.-A. (2015). The Effects of a 『Traditional Play Program』 on a Child’s Self-Esteem and Social Competency in a Community Child Center. Korean Journal of Child Studies, 36(6), 39–57. https://doi.org/10.5723/KJCS.2015.36.6.39 Kosasih, A., Supriyadi, T., Firmansyah, M. I., & Rahminawati, N. (2022). Higher-Order Thinking Skills in Primary School: Teachers’ Perceptions of Islamic Education. Journal of Ethnic and Cultural Studies, 9(1), 56–76. https://doi.org/10.29333/ejecs/994 Krathwohl, D. R. (2002). A Revision of Bloom’s Taxonomy: An Overview. Theory Into Practice, 41(4), 212–218. https://doi.org/https://doi.org/10.1207/s15430421tip4104_2 Melianasari, H., & Suparno, S. (2018). The Importance of Traditional Games to Improve Children’s Interpersonal Skill. Proceedings of the 4th International Conference on Early Childhood Education. Semarang Early Childhood Research and Education Talks (SECRET 2018). Proceedings of the 4th International Conference on Early Childhood Education. Semarang Early Childhood Research and Education Talks (SECRET 2018), Semarang, Indonesia. https://doi.org/10.2991/secret-18.2018.29 Moon, J. (2007). Critical thinking: An exploration of theory and practice. In London: Routledge Falmer. https://eric.ed.gov/?q=21&pg=85&id=EJ984914 Preus, B. (2012). Authentic instruction for 21st century learning: Higher order thinking in an inclusive school. American Secondary Education, 40(3), 59–79. https://eric.ed.gov/?q=21&pg=85&id=EJ984914 Qasrawi, R., & Beniabdelrahman, A. (2020). The Higher And Lower-Order Thinking Skills (Hots And Lots) In Unlock English Textbooks (1st And 2nd Editions) Based On Bloom’s Taxonomy: An Analysis Study. In International Online Journal of Education and Teaching (IOJET) (Vol. 7, Issue 3). https://iojet.org/index.php/IOJET/article/view/866 Resnick, L. B. (1987). Education and learning to think. http://faculty.wiu.edu/JR-Olsen/wiu/common-core/precursor-documents/PersonalUseOnlyEducation and Learning to Think.pdf Roza, D., Nurhafizah, N., & Yaswinda, Y. (2019). Urgensi Profesionalisme Guru Pendidikan Anak Usia Dini dalam Penyelenggaraan Perlindungan Anak. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 4(1), 277. https://doi.org/10.31004/obsesi.v4i1.325 Sarana, N. V. (2019). The Bildungsdrama and Alexander Ostrovsky’s Plays. Russia: De Gruyter. Slamet, Y. (2020). Upaya Guru Dalam Meningkatkan Kemampuan Motorik Kasar Melalui Permainan Tradisional Egrang Batok Pada Anak Usia Dini (PAUD Melati 4 Jakarta Pusat). SKripsi, Program Studi Pendidikan Agama Islam, Fakultas Tarbiyah, IPTIA, Jakarta. Sujiono, Y. N. (2013). Konsep dasar pendidikan anak usia dini. PT Indeks. Suprapto, E., Fahrizal, F., Priyono, P., & K., B. (2017). The Application of Problem-Based Learning Strategy to Increase High Order Thinking Skills of Senior Vocational School Students. International Education Studies, 10(6), 123. https://doi.org/10.5539/ies.v10n6p123 Tatminingsih, S. (2019). Coloured Stick: Teaching With A Comprehensive Game For Improving Children’s Social-Emotional Ability In Kindergarten. Különleges Bánásmód - Interdiszciplináris Folyóirat, 5(1), 59–65. https://doi.org/10.18458/KB.2019.1.59 Tatminingsih, S. (2020). Perception of kindergarten teachers on the utilization of traditional games in learning in West Nusa Tenggara, Indonesia. In Emerging Perspectives and Trends in Innovative Technology for Quality Education 4.0 (pp. 19–22). Routledge. https://doi.org/10.1201/9780429289989-6 Thomas, A., & Thorne, G. (2010). How to increase higher order thinking. https://www.semanticscholar.org/paper/How-to-Increase-Higher-Order-Thinking-Thomas-Thorne/e1ac293c0dd2aeb6f1d61ed17fde3547cd483bcc UNESCO. (2023). Why early childhood care and education matters. https://www.unesco.org/en/articles/why-early-childhood-care-and-education-matters. Waller, T., Ärlemalm-Hagsér, E., Sandseter, E. B. H., Lee-Hammond, L., Lekies, K., & Wyver, S. (2017). The SAGE Handbook of Outdoor Play and Learning. SAGE Publications Limited.

Indonesia as a multicultural country has a variety of racial, ethnic, cultural, and other diversity. Indigenous faiths is one of the diversity of religions or beliefs that need to be recognized. After the Constitutional Court Decision Number 97/PUU-XIV/2016, believers feel that their rights have been recognized by the state. However, in terms of education there is still discrimination such as the portion of learning for their beliefs as indigenous faiths. This research focuses on two things, namely the implementation of Law Number 20 of 2003 concerning the National Education System and school policies related to discrimination against Sapta Darma, Subud, and Kapribaden believers in Jepara Regency. The method used in this research is socio-legal by analyzing and examining the effectiveness of laws and regulations in community interaction. An understanding of several studies and theories provides two discussion results. First, the Office of Education of Jepara Regency still pays less attention to the rights of indigenous faith students in terms of the learning portion. Second, school policies are not sufficient in suppressing the potential for discrimination against students of indigenous faiths. Based on the results of the discussion, it can be concluded that with the existence of state protection for indigenous faiths, the government is obliged to protect their constitutional rights. The need for policies from the Office of Education of Jepara Regency in the field of education to fulfill constitutional rights that are able to suppress the potential for discrimination for students of indigenous faiths. ___ Referensi Buku dengan penulis: Purwanda, S. (2018). Pendidikan Pancasila (Cetakan Kedua). Parepare: Sampan Institute. Artikel jurnal: Alfansyur, A., & Mariyani, M. (2020). Seni Mengelola Data: Penerapan Triangulasi Teknik, Sumber dan Waktu pada Penelitian Pendidikan Sosial. Historis: Jurnal Kajian, Penelitian dan Pengembangan Pendidikan Sejarah, 5(2), 146-150. Cerdas, F. A., & Afandi, H. (2019). Jaminan Perlindungan Hak Pilih dan Kewajiban Negara Melindungi Hak Pilih Warga Negara dalam Konstitusi (Kajian Kritis Pemilu Serentak 2019). Sasi, 25(1), 72-83. Dewantara, A. W. (2019). Bhinneka Tunggal Ika Sebagai Model Multikulturalisme Khas Indonesia. Seminar Nasional Keindonesiaan (FPIPSKR), IV, 396-404. Gunawan, S., Wardhani, L. C., & Surya, F. A. (2023). Implementasi Putusan Mahkamah Konstitusi No. 97/PUU-XIV/2016 terhadap Hak Konstitusional Penghayat Kepercayaan di Kecamatan Mayong Kabupaten Jepara. Jurnal Suara Keadilan, 24(2), 93-103. Harsyahwardhana, S. (2020). Akibat Hukum Putusan MK No. 97/PUU-XIV/2016 tentang Judicial Review UU Administrasi Kependudukan Terhadap Penghayat Aliran Kepercayaan. Arena Hukum, 13(2), 369-387. Jufri, M. (2017). Nuansa Maqhasid Al-Syariah Dalam Undang-Undang Nomor 39 Tahun 1999 tentang Hak Asasi Manusia. Istinbath: Jurnal Hukum, 14(1), 1-14. Karmila, K., Fauziah, N., Safira, E., Sadikin, M. N. A., & Wardhana, K. E. (2021). Diskriminasi Pendidikan di Indonesia. EDUCASIA: Jurnal Pendidikan, Pengajaran, dan Pembelajaran, 6(3), 191-203. Munif, A. (2018). Potret Masyarakat Multikultural di Indonesia. Journal Multicultural of Islamic Education, 2(1), 1-10. Mustapa, D. I., Purwanda, S., & Ambarwati, A. (2023). Pemenuhan Hak Khusus bagi Narapidana Perempuan Hamil yang Menjalani Masa Tunggu Hukuman Mati Ditinjau dari Undang-Undang Nomor 1 Tahun 2023. Dinamika Hukum, 24(2), 258-265. Purwanda, S., & Syahril, M. A. F. (2021). Bentuk Tanggung Jawab Negara melalui Pemerataan Buku Bacaan ke Pulau-Pulau Kecil Terluar. JUSTISI, 7(2), 155-166. Purwanda, S., & Wulandari, A. S. R. (2023). Socio-Legal Studies: Methodical Implications of Legal Development in Indonesia. Al-'Adl, 16(2), 152-163. Puspitasari, R., Dewi, D. A., & Furnamasari, Y. F. (2021). Hak Asasi Manusia untuk Kebebasan Beragama. Jurnal Pendidikan Tambusai, 5(3), 7304-7309. Rohmah, S., Tohari, I., & Kholish, M. A. (2020). Menakar Urgensi dan Masa Depan Legislasi Fiqih Produk Halal di Indonesia: Antara Otoritarianisme Mayoritas dan Jaminan Konstitusional Mayoritas Muslim. Al-Manahij: Jurnal Kajian Hukum Islam, 14(2), 177-190. Rosyid, M., & Kushidayati, L. (2020). Pelayanan Pendidikan Penghayat Sapta Darma di Sekolah Formal: Studi Kasus di Kudus. Jurnal Hukum Progresif, 8(1), 81-97. Siregar, G. T., Silaban, R., & Gustiranda, P. (2020). Kebangkitan Hak-Hak Sipil Penghayat Kepercayaan Parmalim Pasca Pasal 61 Ayat (1) Putusan Mahkamah Konstitusi Nomor 97/PUU-XIV/2016 di Kota Medan. Jurnal Rectum: Tinjauan Yuridis Penanganan Tindak Pidana, 2(2), 75-84. Sulaiman, S. (2018). Problem Pelayanan terhadap Kelompok Penghayat Kepercayaan di Pati, Jawa Tengah. Jurnal SMART (Studi Masyarakat, Religi, dan Tradisi), 4(2), 207-220. Viri, K., & Febriany, Z. (2020). Dinamika Pengakuan Penghayat Kepercayaan di Indonesia. Indonesian Journal of Religion and Society, 2(2), 97-112. Zakiyah, Z. (2018). Pendidikan Kepercayaan terhadap Tuhan Yang Maha Esa: Pemenuhan Hak Siswa Penghayat di Sekolah. Penamas, 31(2), 397-418. World Wide Web: Romanti. (2023). Penghayat Kepercayaan di Indonesia: Pemeliharaan Warisan Budaya dan Harmoni Kehidupan Beragama. Diakses dari laman: https://itjen.kemdikbud.go.id/web/penghayat-kepercayaan-di-indonesia-pemeliharaan-warisan-budaya-dan-harmoni-kehidupan-beragama/

One way to reduce textile waste and emissions is by utilizing natural materials as textile dyes. This study aims to see the effect of tunjung mordan on dyeing cotton materials using onion peel and mangosteen fruit peel. This type of research is an experiment, where the object of research is cotton from tunjung dyeing. Data were collected using questionnaires distributed and arranged with Likert scales, processed using the Friedman K-related Sample test. The results showed that dyeing with tunjung mordan resulted in Chocolate Brown #524123, light dark colors in the less light category and evenness of flat category colors. Test the hypothesis for dark light colors stating 0.00 < 0.05 then H₀ is rejected, which means that there is an influence of mordan on dark light colors. In color flatness, the value of 0.00 < 0.05 H₀ is rejected, meaning that there is an influence of tunjung mordan on the evenness of the color in onion peel extract and mangosteen peel.Keywords: onion, mangosteen, dyes, tunjung. AbstrakSalah satu cara untuk mengurangi limbah dan emisi tekstil yaitu dengan memanfaatkan bahan alam sebagai pewarna tekstil. Penelitian ini bertujuan untuk melihat pengaruh mordan tunjung terhadap pencelupan bahan katun menggunakan kulit bawang merah dan kulit buah manggis. Jenis penelitian ini adalah eksperimen, dimana objek penelitiannya adalah kain katun hasil pencelupan tunjung. Data dikumpulkan menggunakan kuesioner yang disebar dan disusun dengan skala likert, dianalisis dengan uji Friedman K-related Sample. Penelitian ini menunjukkan bahwa pewarnaan dengan mordan tunjung menciptakan warna Chocolate Brown #524123, gelap terang warna pada nilai kurang terang dan kerataan warna kategori rata. Uji hipotesis untuk gelap terang warna menyatakan 0,00<0,05 maka H₀ ditolak, yang berarti adanya pengaruh mordan terhadap gelap terang warna. Pada kerataan warna memperoleh nilai 0,00<0,05 H₀ ditolak, artinya adanya pengaruh mordan tunjung pada kerataan warna pada ekstrak kulit bawang merah dan kulit buah manggis.Kata Kunci: bawang merah, manggis, pencelupan, tunjung. Authors:Nana Dwi Cahya : Universitas Negeri PadangSri Zulfia Novrita : Universitas Negeri Padang References:Adriani, A., & Atmajayanti, C. (2023). Pengaruh Mordan Tunjung Dan Kapur Sirih Terhadap Hasil Ecoprint Daun Iler (Coleus Scutellarioides Linn. Benth). Gorga: Jurnal Seni Rupa, 12(1), 230-236.Andriani, R., Adriani, A., & Novrita, S. Z. (2016). Perbedaan Mordan Asam Jawa (Tamarindus Indica Linn) Dan Jeruk Purut (Citrus Histrix) Terhadap Hasil Pencelupan Ekstrak Buah Senduduk (Melastoma Candidium D. Don) Pada Bahan Sutra. Journal of Home Economics and Tourism, 12(2).Angendari, M. D. (2015). Pemanfaatan kulit bawang merah sebagai pewarna kain dengan teknik jumputan menggunakan mordan tawas, kapur, dan tunjung. Jurnal Pendidikan Teknologi dan Kejuruan, 12(1), 25-32.Azis, A. C. K., Lubis, S. K., Kartono, G., & Daulay, M. A. J. (2023). Digitalisation of Teaching Materials for Toba Batak Ethnic Decorative Variety with Procreate Media Based on p-Books and e-Books. Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran, 9(3), 782-793.Ernawati, I., & Nelmira, W. (2008). Pengetahuan Tata Busana. Padang: UNP PRESS.Fatihaturahmi, F., & Novrita, S. Z. (2019). Pengaruh perbedaan mordan tawas dan kapur sirih terhadap hasil pencelupan ekstrak daun sawo menggunakan bahan sutera. Gorga: Jurnal Seni Rupa, 8(1), 237-242.Hasanah, U., Adriani, A., & Novrita, S. Z. (2021). Pengaruh Mordan Air Tapai Ketan Hitam dan Air Tapai Singkong terhadap Hasil Pencelupan pada Bahan Sutera Menggunakan Ekstrak Kulit Buah Manggis (Garcinia Mangostana L). Journal of Home Economics and Tourism, 15(2).Hendrika, A. D. (2020). Pengaruh Ekstrak Kulit Buah Nipah (Nypha Fructicans) dengan Kulit Bawang Merah (Allium Ascalonium L) Menggunakan Mordan Tunjung, Tawas dan Kapur Sirih Terhadap Hasil Pencelupan Pada Bahan Katun. (Doctoral dissertation, Universitas Negeri Padang).Masyitoh, F., & Ernawati, E. (2019). Pengaruh mordan tawas dan cuka terhadap hasil pewarnaan eco print bahan katun menggunakan daun jati (Tectona Grandis). Gorga: Jurnal Seni Rupa, 8(2), 387-391.Noor, F. (2007). Teknik Eksplorasi Zat Pewarna Alam dari Tanaman di Sekitar Kita Untuk Pencelupan Tekstil. Jurnal PKK UNY.Purnomo, E., Aisyah, S., Hadjarati, H., Azis, ACK, Suardika, IK, Jermaina, N., ... & Gumilar, A. (2024). The Coach's Role in Understanding the Athletes' Condition: Maximizing Communication Functions. Retos, 55, 543-551.Putri, L. A., Adriani, A., & Novrita, S. Z. (2015). Perbedaan Mordanting terhadap Hasil Pencelupan Zat Warna Alam Air Limbah Penirisan Getah Gambir pada Sutera Menggunakan Mordan Tunjung (Feso4). Journal of Home Economics and Tourism, 9(2).Revianti, M. M., & Novrita, S. Z. (2019). Pengaruh Mordan Terhadap Pencelupan ekstrak Daun Puring (Codiaeum Variegatum) pada Bahan Katun. Gorga: Jurnal Seni Rupa, 8(2), 403-408.Rizky, A. F., & Fatimah, S. (2020). Belimbing Wuluh (Averhoa belimbi L.) sebagai Mordan pada Sintesis Zat Warna Alami dari Kulit Bawang Merah (Allium ascalonium L.) dengan Metode Ekstraksi Ultrasonik. Reka Buana: Jurnal Ilmiah Teknik Sipil dan Teknik Kimia, 5(2): 104-111.Saputri, A., & Novrita, S. Z. (2021). Perbedaan Berat Mordan Tunjung, Tawas dan Kapur Sirih terhadap Hasil Pencelupan Kulit Buah Alpukat Pada Bahan Katun. Jurnal Pendidikan, Busana, Seni dan Teknologi, 3(2), 80-90.Setya, W. P. (2020). Pengaruh Mordan Kapur Sirih Dan Tunjung Terhadap Hasil Pencelupan Ekstrak Batang Pisang Ambon Pada Bahan Katun. (Doctoral dissertation, Universitas Negeri Padang).Siregar, N. H., Azis, A. C. K., Mesra, M., & Mirwa, T.(2020). Analisis Gambar Bentuk Bunga Anggrek dengan Teknik Pointilis Berwarna di SMP Al-Fityan School Medan. Gorga: Jurnal Seni Rupa, 9(1), 94-99.Yuled, U. R., & Adriani, A. (2021). Perbedaan Mordan Tunjung Dan Baking Soda Terhadap Hasil Pencelupan Pada Bahan Katun Dengan Menggunakan Ekstrak Kunyit (Curcuma Longa). Jurnal Pendidikan, Busana, Seni dan Teknologi, 3(2), 97-103.

This study aimed to examine the implementation pattern of the constructivist theory in limited face-to-face learning (PTMT). The method used was descriptive qualitative with the subject of teachers in the Malang City area. Data was collected by using a survey distributed online through Google Forms. The results showed that the implementation pattern ofconstructivist theory in limited face-to-face learning (PTMT) was carried out through 5 (five) base of learning implementation, namely the application of problem-based learning, the application of project-based learning, the use of digital-based teaching materials and media, the application of psychosocial learning and contextuallearning. Teachers carried out limited face-to-face learning by applying constructivist theory massively and gradually, starting from planning, the process of learning activities, and learning evaluation. In addition to the use of media and 5M learning models in this study, the application of constructivist theory in PTMT learning aimed to help students become more active and teachers as moderators be more innovative. Learning process carried out at the elementary school level was only 50 percent attendance at the maximum. The implementation of student-centered learning showed 45% was very good, 50% was good, 2.5% was good, 2.5% was not good. The results showed that the inhibiting factor for student-centered implementation was the limited duration of time in learning. On the other hand, there were also restrictions on interactions carried out in the classroom so that teachers experienced a decline in exploring the learning process. Keywords: constructivism theory. limited face-to-face learning, elementary school. References: Adiyono, A. 2021. Implementasi Pembelajaran: Peluang dan Tantangan Pembelajaran Tatap Muka Bagi Siswa Sekolah Dasar di Muara Komam. Edukatif: Jurnal Ilmu Pendidikan, 3(6), 5017–5023. Al Hakim, R.T.Y. 2021. Pembelajaran Online di Tengah Pandemi Covid-19, Tantangan yang Mendewasakan. Pembelajaran Online Di Tengah Pandemi Covid-19, Tantangan Yang Mendewasakan (Antologi Esai Mahasiswa Pendidikan Bahasa Inggris), 1. Alawamleh, M., Al-Twait, L.M., & Al-Saht, G. R. 2020. The effect of online learning on communication between instructors and students during Covid-19 pandemic. Asian Education and Development Studies. https://doi.org/10.1108/AEDS-06-2020-0131 Anam, C. 2021. Analisis Kesiapan Pendidikan Vokasi Dalam Menyongsong Pembelajaran Tatap Muka Di Masa Pandemi Covid 19 (Studi Kasus di LP3I Malang). Jurnal Vokasi, 5(2), 112–118. Ananda, R., Fadhilaturrahmi, F., & Hanafi, I. 2021. Dampak Pandemi Covid-19 terhadap Pembelajaran Tematik di Sekolah Dasar. Jurnal Basicedu, 5(3), 1689–1694. Barnová, S. 2020. The impact of Covid-19 pandemics on schools – challenges and new opportunities for a woman-owned organization. Journal Women’s Entrepreneurship and Education, 2020(3), 41–58. https://doi.org/10.28934/jwee20.34.pp41-58 Chalkiadaki, A. 2018. A Systematic Literature Review of 21 st Century Skills and Competencies in Primary Education. International Journal of Instruction, 11(3), 1–16. Chaturvedi, K., Vishwakarma, D.K., & Singh, N. 2021. COVID-19 and its impact on education, social life and mental health of students: A survey. Children and Youth Services Review, 121(July 2020), 105866. https://doi.org/10.1016/j.childyouth.2020.105866 Dewi, L., & Fauziati, E. 2021. Pembelajaran Tematik di Sekolah Dasar dalam Pandangan Teori Konstruktivisme Vygotsky. Jurnal Papeda: Jurnal Publikasi Pendidikan Dasar, 3(2), 163–174. Dewi, W.A.F. 2020. Dampak COVID-19 terhadap Implementasi Pembelajaran Daring di Sekolah Dasar. Edukatif : Jurnal Ilmu Pendidikan, 2(1), 55–61. https://doi.org/10.31004/edukatif.v2i1.89 Donthu, N., & Gustafsson, A. 2020. Effects of COVID-19 on business and research. Elsevier. Esterwood, E., & Saeed, S.A. 2020. Past Epidemics, Natural Disasters, Covid19, and Mental Health: Learning from History as we Deal with the Present and Prepare for the Future. Psychiatric Quarterly, 91(4), 1121–1133. https://doi.org/10.1007/s11126-020-09808-4 Fernandes, R., Ananda, A., Montessori, M., Firman, F., Putra, E. V., Naldi, H., & Fitriani, E. 2021. Adaptasi Dosen Digital Immigrant Terhadap Pelaksanaan Pembelajaran pada Masa Pandemi Covid-19. Jurnal Socius: Journal of Sociology Research and Education, 8(1), 59–72. Fitri, M. 2020. Pengaruh Emergency Remote Learning Untuk Melihat Motivasi Belajar Anak Usia Dini. Child Education Journal, 2(2), 68–82. Ghosh, R. 2020. Impact of Covid-19 on children: Special focus on the psychosocial aspect. In Minerva Pediatrica (Vol. 72, Issue 3, pp. 226–235). https://doi.org/10.23736/S0026-4946.20.05887-9 Gleason, N.W. 2018. Higher Education in the Era of the Fourth Industrial Revolution. In Higher Education in the Era of the Fourth Industrial Revolution. https://doi.org/10.1007/978-981-13-0194-0 Gusty, S., Nurmiati, N., Muliana, M., Sulaiman, O. K., Ginantra, N. L. W. S. R., Manuhutu, M. A., Sudarso, A., Leuwol, N. V., Apriza, A., & Sahabuddin, A. A. (2020). Belajar Mandiri: Pembelajaran Daring di Tengah Pandemi Covid-19. Yayasan Kita Menulis. Husna, M., & Sugito, S. 2021. Eksplorasi Penerapan Pembelajaran Tatap Muka Terbatas pada Jenjang PAUD di Masa Kebiasaan Baru. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 6(3), 1846–1858. Khan, A. 2017. Active learning: Engaging students to maximize learning in an online course. Electronic Journal of E-Learning, 15(2), 107–115. Khattar, A., Jain, P.R., & Quadri, S.M.K. 2020. Effects of the Disastrous Pandemic Covid 19 on Learning Styles, Activities and Mental Health of Young Indian Students-A Machine Learning Approach. Proceedings of the International Conference on Intelligent Computing and Control Systems, ICICCS 2020, Iciccs, 1190–1195. https://doi.org/10.1109/ICICCS48265.2020.9120955 Kuo, Y. C., Walker, A.E., Schroder, K.E.E., & Belland, B. R. 2014. Interaction, Internet self-efficacy, and self-regulated learning as predictors of student satisfaction in online education courses. Internet and Higher Education, 20, 35–50. https://doi.org/10.1016/j.iheduc.2013.10.001 Lai, A.Y. kwan, Lee, L., Wang, M.P., Feng, Y., Lai, T.T. kwan, Ho, L. M., Lam, V. S. fun, Ip, M. S. man, & Lam, T. H. 2020. Mental Health Impacts of the Covid-19 Pandemic on International University Students, Related Stressors, and Coping Strategies. Frontiers in Psychiatry, 11(November). https://doi.org/10.3389/fpsyt.2020.584240 Lamb, J., & Lamb, W.A. 1975. Parent Education and Elementary Counseling. Lase, D., Ndraha, A., & Harefa, G.G. 2020. Persepsi Orangtua Siswa Sekolah Dasar di Kota Gunungsitoli Terhadap Kebijakan Pembelajaran Jarak Jauh pada Masa Pandemi Covid-19. SUNDERMANN: Jurnal Ilmiah Teologi, Pendidikan, Sains, Humaniora Dan Kebudayaan, 13(2), 85–98. Lyu, K. 2020. The implementation and effectiveness of intergenerational learning during the Covid-19 pandemic: Evidence from China. International Review of Education, 66(5), 833–855. https://doi.org/10.1007/s11159-020-09877-4 McEachin, A., & Atteberry, A. 2016. The Impact of Summer Learning Loss on Measures of School Performance. The Impact of Summer Learning Loss on Measures of School Performance. https://doi.org/10.7249/wr1149 Miles, M.B., & Huberman, A.M. 1994. Qualitative data analysis: An expanded sourcebook. sage. Mohammadyari, S. 2015. Understanding the effect of e-learning on individual performance: The role of digital literacy. Computers and Education, 82, 11–25. https://doi.org/10.1016/j.compedu.2014.10.025 Nam, C. 2017. The effects of digital storytelling on student achievement, social presence, and attitude in online collaborative learning environments. Interactive Learning Environments, 25(3), 412–427. https://doi.org/10.1080/10494820.2015.1135173 Nissa, S.F., & Haryanto, A. 2020. Implementasi Pembelajaran Tatap Muka Di Masa Pandemi Covid-19. Jurnal IKA PGSD (Ikatan Alumni PGSD) UNARS, 8(2), 402–409. Nuraini, H. 2021. Perjalanan Menuju Kebermaknaan Hidup Bersama PandemI. Nurkhasanah, E. 2020. Menyoal Pandemi Global Pada Pergeseran Pembelajaran Klasikal. Minda Guru Indonesia: Guru Dan Pembelajaran Inovatif Di Masa Pandemi Covid-19, 39. Okada, A. 2019. e-Authentication for online assessment: A mixed-method study. British Journal of Educational Technology, 50(2), 861–875. https://doi.org/10.1111/bjet.12608 Pane, A., & Dasopang, M.D. 2017. Belajar dan pembelajaran. Fitrah: Jurnal Kajian Ilmu-Ilmu Keislaman, 3(2), 333–352. Puncreobutr, V. 2016. Education 4.0: New challenge of learning. St. Theresa Journal of Humanities and Social Sciences, 2(2). Rahayu, G. D. S. 2020. Analysis of elementary school students’ mathematical resilience during learning during the COVID 19 Pandemic. In Journal of Physics: Conference Series (Vol. 1657, Issue 1). https://doi.org/10.1088/1742-6596/1657/1/012001 Rangkuti, A.N. 2014. Konstruktivisme dan Pembelajaran Matematika. Darul Ilmi: Jurnal Ilmu Kependidikan Dan Keislaman, 2(2). Rasmitadila. 2020. The perceptions of primary school teachers of online learning during the Covid-19 pandemic period: A case study in Indonesia. Journal of Ethnic and Cultural Studies, 7(2), 90–109. https://doi.org/10.29333/ejecs/388 Roche, M. 2016. PBL trigger design by medical students: An effective active learning strategy outside the classroom. Journal of Clinical and Diagnostic Research, 10(12). https://doi.org/10.7860/JCDR/2016/21813.9015 Rozzaqyah, F. 2020. Urgensi Konseling Krisis dalam Menghadapi Pandemi Covid-19 Di Indonesia. Prosiding Seminar Bimbingan Dan Konseling, 136–143. Sanjaya, R. 2020. 21 Refleksi Pembelajaran Daring di Masa Darurat. SCU Knowledge Media. Siahaan, M. 2020. Dampak pandemi Covid-19 terhadap dunia pendidikan. Dampak Pandemi Covid-19 Terhadap Dunia Pendidikan, 20(2). Simanjuntak, M.F., & Sudibjo, N. 2019. Meningkatkan Keterampilan Berpikir Kritis Dan Kemampuan Memecahkan Masalah Siswa Melalui Pembelajaran Berbasis Masalah [Improving Students’ Critical Thinking Skills and Problem Solving Abilities Through Problem-Based Learning]. JOHME: Journal of Holistic Mathematics Education, 2(2), 108. https://doi.org/10.19166/johme.v2i2.1331 Simatupang, M.S., & Peter, R. 2020. Pergeseran Pembelajaran di Masa Pandemi. Suparlan, S. 2019. Teori Konstruktivisme dalam Pembelajaran. ISLAMIKA, 1(2), 79–88. Supriyanto, A., Rozaq, J.A., Santosa, A.B., & Listiyono, H. 2021. Uji Coba Persiapan Pembelajaran Tatap Muka Masa Normal Baru PAUD “Tunas Bangsa” Semarang. Jurnal Pengabdian Pada Masyarakat, 6(3), 753–763. Tanuwijaya, N.S., & Tambunan, W. 2021. Alternatif Solusi Model Pembelajaran Untuk Mengatasi Resiko Penurunan Capaian Belajar Dalam Pembelajaran Tatap Muka Terbatas Di Masa Pandemic Covid 19. Jurnal Manajemen Pendidikan, 10(2), 80–90. Turner, K.L., Hughes, M., & Presland, K. 2020. Learning Loss, a Potential Challenge for Transition to Undergraduate Study following COVID19 School Disruption. Journal of Chemical Education, 97(9), 3346–3352. https://doi.org/10.1021/acs.jchemed.0c00705 Ullah, R., Rana, M.S., Qadir, M., Usman, M., & Ahmed, N. 2021. Coronavirus Pandemic: a major public health crisis for the developed and developing world. The Journal of Infection in Developing Countries, 15(03), 366–369. Wachyuni, S.S., & Kusumaningrum, D.A. 2020. The effect of COVID-19 pandemic: How are the future tourist behavior? Journal of Education, Society and Behavioural Science, 67–76. Woolf, S.H., Masters, R.K., & Aron, L.Y. 2021. Effect of the Covid-19 pandemic in 2020 on life expectancy across populations in the USA and other high income countries: simulations of provisional mortality data. Bmj, 373.

Traditional arts that have high artistic value must always be preserved from extinction. In order to maintain the popularity of traditional art in Indonesia, it is necessary that artists, teachers, and society understand it deeply. Every fine arts artist, teacher, and community must have a sense of nationalism towards traditional art in order to be able to maintain and become a stronghold of traditional art itself. This study aims to rediscover the values of traditional culture that are spread in several regions in Indonesia with the hope that it can be absorbed into modern art so that the value of traditional art is not completely eroded. This research uses Spradley's qualitative research method or ethnographic qualitative research with the aim of systematically describing deeper cultural characteristics. This research produces a description of the characteristics of traditional culture contained in several traditional arts and crafts spread across Indonesia, each region has cultural characteristics that are different from other regions which are influenced by several diverse factors. The characteristics of each artistic value are maintained and absorbed into modern art for maintained and taught in the world of education so that art saviors are born who are able to transform traditional arts into modern artistic values. As art saviors, artists need awareness of a sense of "nationalism" in each of them which is obtained through an understanding of these traditional arts.Keywords: high art, education, culture, nationalism. AbstrakKesenian tradisional yang memiliki nilai seni tinggi harus selalu dilestarikan dari kepunahan. Untuk mempertahankan popularitas seni tradisional di Indonesia, diperlukan seniman, guru, dan masyarakat yang memahaminya secara mendalam. Setiap seniman seni rupa, guru dan masyarakat harus memiliki rasa nasionalisme terhadap seni tradisional agar mampu menjaga dan menjadi benteng kesenian tradisional itu sendiri. Penelitian ini bertujuan untuk menemukan kembali nilai nilai kebudayaan tradisional yang tersebar di dibeberapa daerah di Indonesia dengan harapan dapat dilakukan penyerapan kedalam seni modern agar nilai dari kesenian tradisional tidak terkikis sepenuhnya. Penelitian ini menggunakan metode penelitian kualitatif Spradley atau penelitian kualitatif etnografi dengan tujuan mendeskripsikan karakteristik kultural lebih mendalam secara sistematis. Penelitian ini menghasilkan deskripsi karakteristik kebudayaan tardisional yang terkandung dari beberapa kerajinan seni tradisional yang tersebar di wilayah Indonesia, setiap daerah memiliki karakterstik kebudayaan yang berbeda dari daerah lain yang dipengaruhi oleh beberapa factor yang beragam, Karakteristik dari setiap nilai kesenian dipertahankan dan diserap kedalam kesenian modern untuk dipertahankan dan diajarkan dalam dunia Pendidikan agar terlahir penyelamat kesenian yang mampu melakukan transformasi seni tradisional menjadi nilai seni modern. Sebagai penyelamat seni, seniman membutuhkan kesadaran akan rasa “Nasionalisme” pada diri masing-masing yang diperoleh melalu pemahaman akan kesenian tradisional tersebut.Kata Kunci: seni tinggi, pendidikan, budaya, nasionalisme. Authors:Budiwirman : Universitas Negeri PadangSyeilendra : Universitas Negeri PadangAry Ramadhan : Universitas Negeri PadangSyafei : Universitas Negeri Padang References:Yoeti, O. K. (1997): Perencanaan dan Pengembangan Pariwisata.Jakarta: Pradnya Paramita.Elfachmi, A. K. (2015). Pengantar Pendidikan. Jakarta: PT Gelora Aksara Pratama.Arya Pageh, W. (2018). E-PROCEEDING The Phenomenon Of Shafe and Aesthetics Of Balinese Wayang and Cartoon Bog Bog on Bog Bog Bali Cartoon Magazine Vol. 09 Year 2010-2011.Banoe, P. (2003). Kamus Musik. Yokyakarta: Kanisius.Bentley, R. A., & O'Brien, M. J. (2017). The Acceleration of Cultural Change. From Ancestors to Algorithms: MIT Press.Berghaus, G. (1996). Futurism and politics: between anarchist rebellion and fascist reaction, 1909-1944. Berghahn Books.Brumm, A., Oktaviana, A. A., Burhan, B., Hakim, B., Lebe, R., Zhao, J. X., ... & Aubert, M. (2021). Oldest cave art found in Sulawesi. Science Advances, 7(3), eabd4648.Bublitz, M. G., Rank-Christman, T., Cian, L., Cortada, X., Madzharov, A., Patrick, V. M., ... & Townsend, C. (2019). Collaborative art: A transformational force within communities. Journal of the Association for Consumer Research, 4(4), 313-331.Budiwirman, B. (2018). Minangkabau Songket As a Fine Art Study. Padang: Blessing Prima.Caturwati, E. (2008). Tradisi Sebagai Tumpuan Kreatifitas Seni. Bandung: Penertbit Sunan STSI Pres Bandung.Cleaver, D. G. (1967). Linda Nochlin, Impressionism and Post-Impressionism 1874–1904, 222 pp. Realism and Tradition in Art 1848–1900, 189 pp: Englewood Cliffs, NJ: Prentice-Hall, Inc., 1966 (Sources and Documents in the History of Art series) $2.95 (paperbound).Deswarni, D., & Budiwirman, B. (2019). Meningkatkan Kemampuan Siswa Membaca Notasi Musik dengan Menggunakan Metode Demonstrasi dalam Pembelajaran Seni Musik. Gorga: Jurnal Seni Rupa, 8(2), 374-377.Dibia, I. W., & Ballinger, R. (2012). Balinese Dance, Drama & Music: A Guide to the Performing Arts of Bali. Tuttle Publishing.Graburn, N. H. (2021). Introduction: Arts of the fourth world Ethnic and Tourist Arts (pp. 1- 32): University of California Press.Hasbullah, H. (2009). Dasar-Dasar Ilmu Pendidikan. Jakarta: Raja Grafindo Persada.Hanurawan, F. (2016). Metode Penelitian Kualitatif Untuk Ilmu Psikologi. Jakarta: Raja Grafindo Persada.Heristian, M., Efi, A., & Budiwirman, B. (2022).Mengembangkan Karakter AnakMelalui Pembelajaran Seni Budaya. Gorga: Jurnal Seni Rupa, 11(2), 410-416.Heristian, M., Efi, A., & Budiwirman. Mengembangkan Karakter Anak Melalui Pembelajaran Seni Budaya. Gorga: Jurnal Seni Rupa, 11(2), 410-416.Huhmarniemi, M., & Jokela, T. (2020). Arctic arts with pride: Discourses on Arctic arts, culture and sustainability. Sustainability, 12(2), 604.Illahi, Mohammad Takdir. 2012. Pembelajaran Discovery Strategy dan Mental Vocational Skill. Jogjakarta: Diva Press.Ismail, D. E., Nggilu, N. M., & Tome, A. H. (2019). The Urgency of Gorontalo Traditional Cultural Regulation Expression as a Form of Legal Protection for National Culture: ICIDS.Jamalus. 1988. Panduan Pengajaran Buku Pengajaran Musik Melalui Pengalaman Musik. Jakarta: Proyek Pengembangan Lembaga Pendidikan.Johnson, R. B., & Christensen, L. (2019). Educational research: Quantitative, qualitative, and mixed approaches: Sage publications.Metusala, D., Lestari, D. A., DAMAIYANI, J., MAS’UDAH, S., & SETYAWAN, H. (2020). The identification of plant reliefs in the Lalitavistara story of Borobudur temple, Central Java, Indonesia. Biodiversitas Journal of Biological Diversity, 21(5).Muda, K. T., & Susanti, D. (2020). Keterancaman Lukisan Dinding Gua Prasejarah Bulu Sipong I Kabupaten Pangkep Sulawesi Selatan (Prehistoric Cave Paintings of Bulu Sipong I Kabupaten Pangkep South Sulawesi Threatened). Asian Journal of Environment, History and Heritage, 4(2).Nasrudin, N. (2017). Membaca dan menafsirkan temuan gambar Prasejarah di Pulau Misool Raja Ampat, Papua Barat. Berkala Arkeologi Sangkhakala, 18(2), 150-168.Nuruddin, A. F. M. r., Wirawan, P. E., Pantiyasa, I. W., Semara, I. M. T., & Estikowati, F. E. A. S. (2020). Cultural Heritage Tourism in Indonesia Potential of “Gunung Gangsir Temple” as a Tourist Attraction. Systematic Reviews in Pharmacy, 11(12), 283-289.O'Brien, D. (2018). Cubism: Art and Philosophy. ESPES, 7(1), 30-37.Park, S., Hwang, D., Lee, W. S., & Heo, J. (2020). Influence of nostalgia on authenticity, satisfaction, and revisit intention: The case of Jidong mural alley in Korea. International Journal of Hospitality & Tourism Administration, 21(4), 440-455.Pujiono, B., Prilosadoso, B., & Supeni, S. Alternative Media for the Preservation of Traditional ARTS Through Collaboration Pop Art Style Wayang Pacitan Beber. International Journal of Social Sciences and Humanities, 4(3), 151-159.Putra, I. D., & Abdullah, S. (2019). Diversity of Cultural Elements at The Reliefs of Pura Desa Lan Puseh in Sudaji Village, Northern Bali. Paper presented at the 5th Bandung Creative Movement International Conference on Creative Industries 2018 (5th BCM 2018).Putra, I. D. A. D. (2018). Kamasan Puppet Painting, Balinese Traditional Comics. Bandung Creative Movement (BCM) Journal, 4(1).Putra, I. D. A. D., & Abdullah, S. (2020). Early Symptoms of Modernism in Traditional Balinese Painting Began in Northern Bali. Idealogy, 5(2), 55-70.Rampley, M. (2021). 7 Readings of Modern Art: Historicism, Impressionism, Expressionism The Vienna School of Art History (pp. 141-165): Penn State University Press.Naufal, R. (2014) Pertunjukan Gendreh Pada Acara Hiburan di Kampung Cikadu Indah Kecamatan Panimbang Kabupaten Pandeglang Banten. UPI.Schulz, K., & Hayn-Leichsenring, G. U. (2017). Face attractiveness versus artistic beauty in art portraits: a behavioral study. Frontiers in psychology, 8, 2254.Sedyawati, E. (1995). Kajian Sejarah Kesenian. Jakarta: Dirjen Kebudayaan.Setiawan, A., & Handojo, A. (2017). Indonesian culture learning application based on android. Petra Christian University.Slataper, S. (2020). Futurism My Karst and My City and Other Essays (pp. 102-105): University of Toronto Press.Smith, A. (2002). Fauvism and Cultural Nationalism. Interventions, 4(1), 35-52.Soedjono, S. (2019). Fotografi Surealisme Visualisasi Estetis Citra Fantasi Imajinasi. Rekam: Jurnal Fotografi, Televisi, Animasi, 15(1), 1-12. Tacon, P. S. (2019). Connecting to the Ancestors: why rock art is important for Indigenous Australians and their well-being. Rock Art Research: The Journal of the Australian Rock Art Research Association (AURA), 36(1), 5-14.Thom, M. (2017). Arts entrepreneurship education in the UK and Germany: An empirical survey among lecturers in fine art. [Article]. Education and Training, 59(4), 406-426. doi: 10.1108/et-05-2016-0089.Thosibo, A., Soekamto, N., Duli, A., & Mulyadi, Y. (2019). Broken painting in the prehistoric cave and chemical content of paint used in Maros Regency, South Sulawesi. Paper presented at the Journal of Physics: Conference Series.Tompkins Lewis, M. (2007). Critical Readings in Impressionism and Post-Impressionism: An Anthology: University of California Press.Vuk, S., & Bosnar, M. (2021). Process in contemporary visual art as a paradigm shift in the visual art education: Perspective of creativity. [Article]. Creativity Studies, 14(1), 99- 111. doi: 10.3846/cs.2021.12632.