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

Main Article Content

Isnaini Aulia Rofiqoh Imtiyas
Nurhenti Simatupang

Abstract

Purpose – This study aims to determine the effect of the teacher’s educational background on the ability to manage Early Child learning process during the Covid-19 pandemic.
Design/methods/approach – This study is a descriptive correlational study with 86 ECE teachers in the Waru District as a sample. The analysis of this research uses simple regression, and the data collection process uses a questionnaire with the Google Forms platform.
Findings – The results of this study are that the educational background and teacher training positively impact teachers' ability to manage Early Childhood Education (ECE) learning during the COVID-19 pandemic. It is proven by the R Square test obtained 0.467. In addition, the more mature ECE teachers are in line with the teacher's performance in managing ECE learning. So that in general, the educational background of teachers in Waru Regency has met the qualification standards set out in the Regulation of the Minister of Education and Culture of the Republic of Indonesia Number 137 of 2014 concerning National Standards for Early Childhood Education.
Research implications/limitations – This study interprets that educational background, such as certificates, Linearity of education majors, and professional teachers’ certification, can affect teacher performance in learning management in early childhood education.
Practical implications – This study contributes that the higher the level of ECE teachers with educational backgrounds and certificates under ECE, the more professional they are in carrying out the learning process in ECE.
Originality/value – This study highlights that the quality of educator/teacher affects the ECE learning quality.
Paper type: Research paper

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

Article Details

How to Cite
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
Section
Articles

References

Aldrup, K., Carstensen, B., Köller, M. M., & Klusmann, U. (2020). Measuring Teachers’ Social-Emotional Competence: Development and Validation of a Situational Judgment Test. Frontiers in Psychology, 11, 1-20. https://doi.org/10.3389/fpsyg.2020.00892

Alzaabi, M. M., Hamdy, R., Ashmawy, N. S., Hamoda, A. M., Alkhayat, F., Khademi, N. N., Al Joud, S. M. A., El-Keblawy, A. A., & Soliman, S. S. M. (2022). Flavonoids are promising safe therapy against COVID-19. Phytochemistry Reviews, 21(1), 291–312. https://doi.org/10.1007/s11101-021-09759-z

Bateman, H., & Kinmonth, A. L. (2001). Journeys and pathways: Exploring the role of professional development advice and educational guidance for practitioners expressing interest in research. Medical Education, 35(1), 49–55. https://doi.org/10.1046/j.1365-2923.2001.00838.x

Charla, Y., Kalra, M., Chopra, N., & Choudhury, S. (2021). COVID-19 vaccination in pediatric cancer patients: A high priority. Pediatric Blood and Cancer, 68(12), 4–7. https://doi.org/10.1002/pbc.29397

Chilanga, C. C., Olerud, H. M., & Lysdahl, K. B. (2022). The value of referral information and assessment – a cross sectional study of radiographers’ perceptions. BMC Health Services Research, 22(1), 892. https://doi.org/10.1186/s12913-022-08291-w

Damayanti, A., Priyanti, N., Iswan, I., & Rahmawati, L. (2022). Increasing Social Skill Children Aged 4-5 With the Chaterpillar Game. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 6(3), 2404–2410. https://doi.org/10.31004/obsesi.v6i3.1855

Delia Marca, M. (2022). Zoomers: Teaching American literature at the time of COVID-19. Altre Modernita, 27, 213–224. https://doi.org/10.54103/2035-7680/17890

Durosinmi-Etti, O., Nwala, E. K., Oki, F., Ikpeazu, A., Godwin, E., Umoh, P., Shaibu, A., Ogundipe, A., & Kalaiwo, A. (2021). Communication needs for improved uptake of PrEP and HIVST services among key populations in Nigeria: A mixed-method study. AIDS Research and Therapy, 18(1), 88. https://doi.org/10.1186/s12981-021-00411-6

Gray, C., Egeberg, H., & Green, T. (2022). Turning stage fright into stage might: Pre-service drama teachers developing ideas about pedagogy, authenticity and relationships. Australian Journal of Education, 66(2), 140–153. https://doi.org/10.1177/00049441221090006

Hamid, A. (2017). Guru Professional. Al-Falah: Jurnal Ilmiah Keislaman Dan Kemasyarakatan, 17(32), 274–285. http://ejurnal.staialfalahbjb.ac.id/index.php/alfalahjikk/article/view/26

Hapsari, F., Desnaranti, L., & Wahyuni, S. (2021). Peran Guru dalam Memotivasi Belajar Siswa selama Kegiatan Pembelajaran Jarak Jauh. Research and Development Journal of Education, 7(1), 193-204. https://doi.org/10.30998/rdje.v7i1.9254

Jessani, N., Kennedy, C., & Bennett, S. (2016). The Human Capital of Knowledge Brokers: An analysis of attributes, capacities and skills of academic teaching and research faculty at Kenyan schools of public health. Health Research Policy and Systems, 14(1), 58. https://doi.org/10.1186/s12961-016-0133-0

Khanderia, S. (2021). Identifying the applicable law in cross-border disputes on injuries caused by the covid-19 in India: A critical analysis. Commonwealth Law Bulletin, 47(4), 643–667. https://doi.org/10.1080/03050718.2021.1894957

Lauter, J., Branchereau, S., Herzog, W., Johannes Bugaj, T., & Nikendei, C. (2017). Tutor-led teaching of procedural skills in the skills lab: Complexity, relevance and teaching competence from the medical teacher, tutor and student perspective. Zeitschrift Fur Evidenz, Fortbildung Und Qualitat Im Gesundheitswesen, 122, 54–60. Scopus. https://doi.org/10.1016/j.zefq.2017.03.005

Liapis, C. C., & Yfantopoulos, I. (2022). From H1N1 to SARS-CoV-2. From social science models to epidemiological practice. Archives of Hellenic Medicine, 39(1), 117–120.

Maree, J. G. (2022). Managing the Covid-19 pandemic in South African Schools: Turning challenge into opportunity. South African Journal of Psychology, 52(2), 249–261. https://doi.org/10.1177/00812463211058398

Ma’sum, M. A. (2017). Peran Supervisi Pendidikan dalam Meningkatkan Profesionalitas Guru. Muróbbî: Jurnal Ilmu Pendidikan, 1(2), 35–50. https://doi.org/10.52431/murobbi.v1i2.101

Melati, P.A., & Aisyah B. (2020). Implementasi Kunjungan Rumah Dalam Pembelajran Pada Masa Pandemi. Academica: Journal of Multidisciplinary Studies, 4(2), 267-278.

Mutakin, T. Z. (2015). Pengaruh Kompetensi, Kompensasi, dan Latar Belakang terhadap Kinerja Guru. Formatif: Jurnal Ilmiah Pendidikan MIPA, 3(2), 145–156. https://doi.org/10.30998/formatif.v3i2.122

Napitupulu, R. M. (2020). Dampak pandemi Covid-19 terhadap kepuasan pembelajaran jarak jauh. Jurnal Inovasi Teknologi Pendidikan, 7(1), 23–33. https://doi.org/10.21831/jitp.v7i1.32771

Nusa, P. R. & Edi. I. (2020). Dampak Sertifikasi dan Pendidikan Terakhir terhadap Kinerja Guru PAUD di Kabupaten Ponorogo. Wisdom: Jurnal Pendidikan Islam Anak Usia Dini, 1(1), 27–40. https://doi.org/10.21154/wisdom.v1i1.2134

Ningtyas, D.P. & Duana F.R. (2018). Pengembangan Sirkuit Mitigasi Bencana Gempa Bumi untuk Meningkatkan Self Awareness Anak Usia Dini. Jurnal Caksana: Pendidikan Anak Usia Dini, 1(2), 172–187.

Rohde, G., Johannessen, B., Maaseide, M., Flateland, S., Skisland, A. V., Moi, E. B., & Haraldstad, K. (2022). Baccalaureate nursing students’ experiences of how the COVID-19 pandemic influenced learning – a mixed method study. BMC Nursing, 21(1), 172. https://doi.org/10.1186/s12912-022-00955-6

Qomario, Q., Kurniasih, S., & Anggraini, H. (2018). Studi Analisis Latar Belakang Pendidikan, Sertifikasi Guru dan Usia Guru PAUD di Kota Bandar Lampung Berdasarkan Hasil Nilai Uji Kompetensi Guru (UKG). Jurnal Caksana : Pendidikan Anak Usia Dini, 1(02), 81–101. https://doi.org/10.31326/jcpaud.v1i02.180

Schlesinger, T., Studer, F., & Nagel, S. (2016). The relationship between competencies acquired through Swiss academic sports science courses and the job requirements. European Journal of Sport Science, 16(1), 115–127. https://doi.org/10.1080/17461391.2014.995234

Setyowahyudi R. & Tiara F. (2020). Keterampilan Guru PAUD Kabupaten Ponorogo dalam Memberikan Penguatan Selama Masa Pandemi COVID-19. (2020). Jurnal Golden Age, 4(01), 100–111. https://doi.org/10.29408/jga.v4i01.2167

Suhandani, D., & Kartawinata, J. (2014). Identifikasi Kompetensi Guru Sebagai Cerminan Profesionalisme Tenaga Pendidik di Kabupaten Sumedang (Kajian pada Kompetensi Pedagogik). Mimbar Sekolah Dasar, 1(2), 128-141. https://doi.org/10.17509/mimbar-sd.v1i2.874

Sufa F.F. & Wiwik W. (2016). Studi Eksplorasi Performa Guru PAUD di Banjarsari Surakarta. Jurnal AUDI: Jurnal Ilmiah Kajian Ilmu Anak dan Media Informasi PAUD, 1(1), 1-6.

Waluyo, E., Naparin, A., & Arsyad, S. W. (2021). Hubungan Latar Belakang Pendidikan Guru IPA SMPN dengan Kemampuan Mengelola Kelas di Kabupaten Hulu Sungai Selatan. Prosiding Seminar Nasional Pendidikan IPA, 113–120.

Wati, K. (2021). Pengaruh Tingkat Pendidikan, Pelatihan Dan Pengalaman Mengajar Terhadap Profesionalisme Guru Smp Negeri Di Kabupaten Bone. JUPE : Jurnal Pendidikan Mandala, 6(1), 18–28. https://doi.org/10.36312/jupe.v6i1.2292

Wilder-Smith, A., & Freedman, D. O. (2020). Isolation, quarantine, social distancing and community containment: Pivotal role for old-style public health measures in the novel coronavirus (2019-nCoV) outbreak. Journal of Travel Medicine, 27(2), 1–4. https://doi.org/10.1093/jtm/taaa020