Dr. Pupung Puspa Ardini,M.Pd

EDUCATION

Doctoral Program of Early Childhood Education and Teacher

RESEARCH, TEACHING, or OTHER INTERESTS

Multidisciplinary, Arts and Humanities, Developmental and Educational Psychology, Literature and Literary Theory

Scopus Publications

The policy of the profession in early care and preschool education: historical dynamics on the example of Slovakia
Branislav Pupala, Dana Masaryková, Pupung Puspa Ardini
International Journal of Child Care and Education Policy, 2026
This study examines the historical evolution of early childhood education and care (ECEC) in Slovakia, tracing its transformation from a care- and health-oriented system to an educationally driven model. Using a historical-descriptive approach, the paper explores how political regimes—from the Austro-Hungarian period through socialism to the democratic era—shaped policies, institutions, and professional identities within the ECEC sector. The analysis situates Slovakia’s experience within a broader Central- and Eastern-European context, drawing parallels with countries such as Poland, Hungary, Lithuania, and Latvia. Framed by the concepts of educationalization and lifelong learning , the paper highlights the tension between education and care that continues to define professional roles. It argues that Slovakia’s trajectory offers insights into contemporary European efforts to balance educational standards with holistic child development. The discussion connects these historical dynamics to current policy initiatives, including the European Child Guarantee (The European Child Guarantee, 2021) and the EU Strategy on the Rights of the Child (EU Strategy on the Rights of the Child, 2021), emphasizing the continuing need for integrated, equitable, and developmentally appropriate ECEC systems.
The Mato'adu:A Workshop Model for Preparing Inclusive Classroom Teachers in Elementary Schools
Pupung Puspa Ardini, Arwildayanto Arwildayanto, Sukma Nurilawati Botutihe, Candra Cuga, David Evans
Bridging Socioeconomic Gender and Disability Gaps in K 12 Education, 2026
This study was conducted to optimize the readiness of educators, especially inclusive class teachers.The development of a workshop model was carried out so that the implementation of inclusive schools,especially in elementary education, could run optimally.In Gorontalo,schools that provide inclusive education are still minimal.The study conducted considering the character of the region and the lack of teachers who have pedagogical competence in inclusive classes. Inclusive education since elementary education is crucial for pre-school education stage are very important as foundation education, In addition, It is hoped that the results of this study will become a policy in the Gorontalo region, especially regarding the preparation of inclusive classroom teachers. This is so that every child's right to education can be fulfilled.
The Development of Earthquake Risk Reduction Curriculum for 4-6 Years Old Children in Gorontalo
P P Ardni, I N Arifin, H Syahputra, B Pupala
Iop Conference Series Earth and Environmental Science, 2020
This research was conducted for the development of earthquake risk reduction curriculum for children aged between 4-6 years old in Gorontalo. This research used Research and Development method. The data analysis technique used in this research is qualitative data analysis technique Milles and Hubberman model and quantitative data analysis using the t-test. This research was conducted in Gorontalo. The researcher modified the Dick and Carey’s design of research and development. Step 1, the researcher did a preliminary study through literature studies related to the concepts of models to be developed. Then, the researcher did the field study for the initial knowledge on the disaster risk reduction curriculum for children aged between 4-6 years old. Next, the researcher performed required analysis as the basis for developing the model. Step 2, is the development stage and step 3, is the implementation of the earthquake risk reduction curriculum program model. The research is still in step 1. The duration of this research was one and a half years. The data were collected through interviews, forum group discussion, observations, and documentation. The first year research was to conduct preliminary research to collect information (literature review, preliminary observation). In addition, the researcher identified the problems encountered in the learning process. Then, the researcher evolved the planning (identification and definition of skills, purpose, determination of learning sequence), and then finally, conducted the expert test or expert judgment. The first Development product includes Program design of disaster risk reduction curriculum. There are three main processes in the curriculum: the concept stage, the training phase, and the rehabilitation phase. Activities in three stages of this process through a series of curriculum development frameworks comprise the determination of learning objectives, then the learning process, and the evaluation process (for early childhood phase, the learning process is more important than the outcome). Last but not least is the reflection stage to review the design and improve the learning objectives.
The Correlation between the Use of Audio-Visual Learning Media and Children's Listening Skill in Suwawa Selatan
Pupung Puspa Ardini, Melki Rahmat Madiko, Icam Sutisna, Irvin Novita Arifin, Yakob Napu
2019 5th International Conference on Education and Technology ICET 2019, 2019
The purpose of this study is to determine the correlation between the use of audio-visual learning media and children's listening skill at Group B of kindergarten in Bone Bolango Regency, Gorontalo. Employing a quantitative correlational method, this study involved 30 kindergarten children as the population and sample; total sampling technique was applied. Further, the data were collected from the observation. The results of the study and statistic calculation show a correlation coefficient $\\mathbf{r}_{\\mathbf{c}\\mathbf{o}\\mathbf{u}\\mathbf{n}\\mathbf{t}}=\\pmb{0.590}$ in which the value of $\\pmb{\\mathrm{r}_{\\mathrm{t}\\mathrm{a}\\mathrm{b}\\mathrm{l}\\mathrm{e}}= 0.361,}$ meaning that the utilization of audio-visual learning media determines 34.81% of the listening skill. The remaining 65.19% is determined by other factors excluded in this study. This is to say that Ho is rejected and accepts Ha,or in other words, the research hypothesis “there is a correlation between the use of audio-visual learning media and children's listening skill at group B of kindergarten in Suwawa Selatan Sub-district., Bone Bolango Regency” is accepted.