The Ice Breaking Model in Early Childhood Education: Training Kindergarten Teachers in Indonesia
DOI:
https://doi.org/10.24260/albanna.v5i1.4637Keywords:
Ice Breaking, Early Childhood, Teacher Training, Gurame ModelAbstract
Artikel ini bertujuan untuk mengimplementasikan dan mengembangkan model ice breaking pada guru pendidikan anak usia dini di Indonesia melalui pendekatan Participatory Action Research (PAR). Pelatihan dilaksanakan di tujuh provinsi yang dilaksanakan di 18 Kabupaten atau Kota pada periode Mei hingga Juni 2025. Dalam melaksanakan penelitian ini, peneliti memberikan instruksi kepada guru dalam merancang dan mempraktikkan ice breaking seperti, lagu anak, permainan, dan aktivitas pembelajaran menyenangkan yang dapat diterapkan di kelas. Pelatihan dilaksanakan dengan pendekatan Gurame (Guru Asyik, dan Menyenangkan) dan dilengkapi dengan panduan buku dan praktik langsung oleh guru. Hasilnya menunjukkan guru sangat antusias, merasa lebih percaya diri, dan mampu menyesuaikan ice breaking dengan karakteristik anak usia dini. Peneliti juga menerapkan konsep 4F (Fun, Friendly, Focus, Fresh) dan konsep guru betulan dan kebetulan sebagai refleksi peran profesional guru pendidikan anak usia dini.
This article aims to implement and develop an ice breaking model for early childhood education teachers in Indonesia through the Participatory Action Research (PAR) approach. The training was conducted in seven provinces across 18 regencies or cities during the period of May to June 2025. In this study, the researcher provided instructions to teachers on designing and practicing ice breaking activities such as children’s songs, games, and enjoyable learning activities that can be applied in the classroom. The training was carried out using the Gurame approach (which stands for Guru Asyik dan Menyenangkan or Fun and Enjoyable Teachers) and was supported by a training manual and direct practice sessions by the teachers. The results showed that teachers were highly enthusiastic, felt more confident, and were able to adapt ice breaking activities to the characteristics of young children. The researcher also applied the 4F concept (Fun, Friendly, Focus, and Fresh) and introduced the concept of guru betulan (genuine teacher, a teacher who teaches with full responsibility, dedication, and continuous self-development) and guru kebetulan (accidental teacher, a teacher who teaches merely as a routine without true commitment or creativity) as a reflection of the professional role of early childhood education teachers.
References
Algivari, A., & Mustika, D. (2022). Teknik Ice Breaking pada Pembelajaran Tematik di Sekolah Dasar. Journal of Education Action Research, 6(4), 433–439. https://doi.org/10.23887/jear.v6i4.53917
Amini, & Ginting, N. (2024). Metode Penelitian (Kualitatif, Kuantitif, PTK, dan R&D). UMSU Press.
Deden, H. (2020). FIS (Fun-Innovative-Spritual): Manajemen Pemasaran di KB. Fun Islamic School Purworejo. Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini, 5(1), 1–10.
Deden, H., Na’imah, N., Suyadi, S., Selvi, I. D., & Fadlillah, A. N. (2022). Quantum teaching training to increase the creativity of early childhood education teachers. Budapest International Research and Critics Institute-Journal (BIRCI-Journal), 5(3).
Deska Luma, A., & Wirman, A. (2022). Teacher’s Strategy in Familiarizing Children to Speak Good Words in Early Childhood. Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini, 7(3), 151–158. https://doi.org/10.14421/jga.2022.73-05
Dewi, M. S., Setyosari, P., Kuswandi, D., & Ulfa, S. (2020). Analysis of Kindergarten Teachers on Pedagogical Content Knowledge. European Journal of Educational Research, volume–9–2020(volume–9–issue–4–october–2020), 1701–1721. https://doi.org/10.12973/eu-jer.9.4.1701
Hamzah, N., & Suratman, B. (2023). Pop Culture and New Media Impact of Internet Use in Parenting on Early Childhood Development: Impact of Internet Use in Parenting on Early Childhood Development. Kiddo: Jurnal Pendidikan Islam Anak Usia Dini, 4(1). https://doi.org/10.19105/kiddo.v4i1.8106
Hamzah, N., Suratman, B., & Rahnang, R. (2023). Linguistic Habitus: The Use of Arabic To Early Childhood In Parenting (Millennial Muslim Parents). AWLADY : Jurnal Pendidikan Anak, 9(2), 119. https://doi.org/10.24235/awlady.v9i2.11137
Hasanah, F. F. (2023). Integrasi Pendidikan Agama Islam dalam Pengembangan Literasi Digital untuk Anak Usia Dini. AlBanna: Jurnal Pendidikan Islam Anak Usia Dini, 3(2), 83–100. https://doi.org/10.24260/albanna.v3i2.1984
Irbah, A. N., Ichsan, I., & Fauziah, N. (2022). Competency Evaluation and Performance Training against Merdeka Belajar Curriculum among Kindergarten Teachers. JOYCED: Journal of Early Childhood Education, 2(1), 72–82. https://doi.org/10.14421/joyced.2022.21-07
Isriyati, I., Suminar, T., & Formen, A. (2024). The Influence of Principal’s Academic Supervision on Teachers’ Professionalism Teaching Motivation as a Mediator for Kindergarten Teachers. Indonesian Journal of Early Childhood Education Studies, 13(1), 21–29. https://doi.org/10.15294/ijeces.v13i1.13721
Kurniawan, S., Herlambang, S., Sari, N., Fadian, F., Suratman, B., Nurhidayah, V. A., Naffati, A. K., & Torikoh. (2024). Making Peace with Change: The Effect of GPT Chat Utilization on the Performance of Islamic Religion Teachers in Creating Teaching Modules. Jurnal Pendidikan Agama Islam, 21(2), 492–509. https://doi.org/10.14421/jpai.v21i2.9767
Marzatifa, L., Agustina, M., & Inayatillah, I. (2021). Ice Breaking: Implementasi, Manfaat dan Kendalanya untuk Meningkatkan Konsentrasi Belajar Siswa. Al-Azkiya: Jurnal Pendidikan MI/SD, 6(2), 162–171. https://doi.org/10.32505/3013
Mustakim, B. (2019). Kontestasi Identitas dan Kesalehan Anak Usia Dini Islam dalam Animasi Nussa. AL-ATHFAL : JURNAL PENDIDIKAN ANAK, 5(2), 135–150. https://doi.org/10.14421/al-athfal.2019.52-02
Muthmainah, M., Eka Sapti Cahya Ningrum, & Martha Christianti. (2022). Parental Engagement in Emotional Regulation: A Case Study of Kindergarten Children in Yogyakarta. Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini, 8(4), 261–271. https://doi.org/10.14421/jga.2023.34-06
Nuria, R., & Abidin, M. Z. (2024). Membentuk Ketahanmalangan Anak di Lingkungan Sekolah Melalui Permainan Tradisional. Kiddo: Jurnal Pendidikan Islam Anak Usia Dini, 446–456. https://doi.org/10.19105/kiddo.v1i1.12478
Pamungkas, J., Syamsudin, A., Harun, H., & Sudaryanti, S. (2019). Survei Pembelajaran Kearifan Lokal di Taman Kanak-Kanak Se-Provinsi Daerah Istimewa Yogyakarta. AL-ATHFAL : JURNAL PENDIDIKAN ANAK, 5(1), 1–20. https://doi.org/10.14421/al-athfal.2019.51-01
Poernamawijaya, L. W., Sulaiman, S., Suriansyah, A., & Dalle, J. (2018). Contribution on supervision of supervisor, principals motivation, kindergarten teacher performance to improving the kindergarten quality in West Banjarmasin, Indonesia. European Journal of Alternative Education Studies. https://doi.org/DOI: http://dx.doi.org/10.46827/ejae.v0i0.2150
Qadafi, M., Alfan Sidik, M., & Mukhtar, Z. (2024). Community Tolerance, Habitus, and Early Childhood Education in Schools: A Phenomenological Approach. Al-Athfal: Jurnal Pendidikan Anak, 10(2), 165–178. https://doi.org/10.14421/al-athfal.2024.102-06
Ramadani, L., Kardi, J., Khairani Ismail, N., Salina Samaun, S., & Hamzah, N. (2025). Exploring the Integration of Digital Media in Islamic Early Childhood Education: Evidence from Kindergartens in Pontianak City. Al-Athfal: Jurnal Pendidikan Anak, 11(1), 35–47. https://doi.org/10.14421/al-athfal.2025.111-03
Rizqina, A. L., Hafizi, D., & Hasanah, M. (2024). The Phenomenon of Online Games among Rural Early Childhood in West Kalimantan. AlBanna: Jurnal Pendidikan Islam Anak Usia Dini, 4(1), 31–39. https://doi.org/10.24260/albanna.v4i1.2576
Sapendi, S., & Suratman, B. (2024). This is How We are at Home: Typology and Shifting Parenting Authority in Early Childhood. Al-Athfal: Jurnal Pendidikan Anak, 10(2), 135–149. https://doi.org/10.14421/al-athfal.2024.102-04
St. Maria Ulfah, Aris Munandar, & Arifin Ahmad. (2024). Desain Model Permainan Kreatif Tradisional Ramah Anak dalam Meningkatkan Kemampuan Kognitif Anak Usia Dini. Kiddo: Jurnal Pendidikan Islam Anak Usia Dini, 247–260. https://doi.org/10.19105/kiddo.v1i1.13075
Sukamto, Sarwi, Muttaqin, M. F., Ahsani, E. L. F., & Wijayama, B. (2024). Problematika Pendidikan di Indonesia: Tantangan dan Solusi (Mengupas Aspek Sosial, Ekonomi, dan Karakter dalam Pendidikan). Cahya Ghani Recovery.
Suratman, B. (2018). Pendidikan Karakter Anak Usia Dini Melalui Cerita Rakyat dan Bermain Singincaâ€TM an pada Suku Melayu Sambas Desa Sepadu. Proceedings Annual Conference on Islamic Early Childhood Education, Yogyakarta.
Suratman, B., & Rahnang, R. (2021). Kindergarten Early Childhood Learning Practices in Education Institutions Kindergarten. Albanna: Jurnal Pendidikan Islam Anak Usia Dini, 1(1), 30–40.
Wira Maqrisa, V., Annaejla, N., Indria Labora, A., Berliani, N., & Ulia, P. A. (2024). Pengaruh Ice Breaking Terhadap Konsentrasi Belajar Anak PAUD. Journal of Mandalika Social Science, 2(2), 164–171. https://doi.org/10.59613/jomss.v2i2.106
Wulandari, R. T., & Kustiawan, U. (2018). Evaluation Study of Early Formal Education Teacher Competence in Early Childhood Learning Dance at Kindergartens in Malang, Indonesia. Research on Education and Media, 10(1). https://doi.org/10.1515/rem-2018-0002
Yafie, E., Anisa, N., Maningtyas, R. D. T., Iriyanto, T., Jumaat, N. F., & Widiasih, R. M. (2024). Enhancing Early Childhood Educator’s Digital Competencies through AI-Powered Learning Modules (AI-PEL) Training Program. Al-Athfal: Jurnal Pendidikan Anak, 10(1), 73–82. https://doi.org/10.14421/al-athfal.2024.101-07
