The Role of the IGRA DIY Professional Organization in Strengthening RA Teachers' Science Literacy in the Era of the Merdeka Curriculum

Authors

  • Misbayani Misbayani Universitas Negeri Yogyakarta, Indonesia
  • Vishal Singh Chaudhary Charan Singh University, India

DOI:

https://doi.org/10.31004/aulad.v9i3.1441

Keywords:

Science Literacy of RA Teacher, IGRA Professional Organization, Merdeka Curriculum, Teacher Professional Development

Abstract

Science literacy is an important competency for Raudathul Athfal (RA) teachers because it supports the implementation of exploratory learning in the Merdeka Curriculum. This study aims to analyze the role of the Yogyakarta Special Region IGRA in strengthening RA teachers' science literacy. The study uses a qualitative approach with a case study design, involving one IGRA administrator and three RA teachers selected purposively. Data were collected through interviews, observations, and document analysis, then analyzed using thematic analysis techniques. The results of the study indicate that IGRA   DIY facilitates the development of teacher competencies through continuous training, peer collaboration, and professional mentoring. Although science literacy programs are still limited, various strategies such as tiered training, demonstrations of simple science activities, and the development of Islamic value-based materials help teachers implement inquiry-based science learning. The implications of this research confirm that professional organizations have a strategic role in encouraging the improvement of RA teachers' science literacy and strengthening value-based and contextual learning practices.

Downloads

Download data is not yet available.

References

Agustini, R., Meilanie, R. S. M., & Pujiastuti, S. I. (2024). Enhancing critical thinking and curiosity in early childhood through inquiry-based science learning. 7(3), 734–742. https://doi.org/10.31004/aulad.v7i3.780

Alotaibi, M. S. (2024). Game-based learning in early childhood education: a systematic review and meta-analysis. Frontiers in Psychology, 15, 1307881. https://doi.org/10.3389/fpsyg.2024.1307881

Astrup, A., & Jerrim, J. (2025). Professional learning communities and teacher outcomes . A cross-national analysis. Teaching and Teacher Education, 156(April 2024), 104920. https://doi.org/10.1016/j.tate.2024.104920

Bjerknes, A.-L., Wilhelmsen, T., & Foyn-Bruun, E. (2024). A systematic review of curiosity and wonder in natural science and early childhood education research. Journal of Research in Childhood Education, 38(1), 50–65. https://doi.org/10.1080/02568543.2023.2192249

Bondurant, L. (2024). Education sciences Incremental Growth through Professional Learning Communities of Math Teachers Engaged in Action Research Projects https://doi.org/10.3390/educsci14101104

Denee, R. (2024). The network professional learning community approach: an effective model for individual and group learning. Teacher Development, 28(3), 330–346. https://doi.org/10.1080/13664530.2024.2307588

Fitri, R. (2024). Pentingnya pendidikan sains bagi perkembangan kognitif dan kreatifitas anak usia dini. 1(3) https://doi.org/10.62383/hardik.v1i3.406

Goosen, L. (2022). Barriers to effective teaching and meaningful learning of science in rural disadvantaged schools : Designing Strategies for. April. https://doi.org/10.4018/978-1-7998-9128-4.ch012

Henriksson, A., Leden, L., Fridberg, M., & Thulin, S. (2025). Play-Activities with scientific content in early childhood education. October 2023, 261–270.

Hill, J. L., van Driel, J., Seah, W. T., & Kern, M. L. (2025). Students’ values in science education: a scoping review. Studies in Science Education, 61(2), 275–327. https://doi.org/10.1080/03057267.2024.2412456

Hosic, R., Abrori, F. M., Lavicza, Z., Kasti, H., & Ulbrich, E. (2025). STEAM-Integrated Interfaith Learning Through Maker Education : A framework for innovative religious learning steam-integrated interfaith learning through maker. Religious Education, 120(3), 239–258. https://doi.org/10.1080/00344087.2025.2508569

Latjompoh, M., Gonibala, A., & Ahmad, J. (2025). Meaning-Based learning : integration of islamic values to empower students ’ moral sensitivity in science learning. 17 https://doi.org/10.22521/edupij.2025.17.398

Liu, M., Hedges, H., & Cooper, M. (2024). Effective collaborative learning for early childhood teachers: structural, motivational and sustainable features. Professional Development in Education, 50(2), 420–438. https://doi.org/10.1080/19415257.2023.2235578

Maraisane, L., Jita, L., & Jita, T. (2024). Engagement of science process skills for teaching science concepts in early childhood. Journal of Childhood, Education and Society, 5(2), 283–293. https://doi.org/10.37291/2717638X.202452387

Munawwarah, R. A. (2025). Challenges and teacher efforts in facing independent curriculum at. 3, 89–96. https://doi.org/10.59525/gej.v3i1.785

Mydin, A.-A., Xia, Y., & Long, Y. (2024). Professional learning communities and their impact on teacher performance: Empirical evidence from public primary schools in Guiyang. Teaching and Teacher Education, 148, 104715.

O’connor, G., Fragkiadaki, G., Fleer, M., & Rai, P. (2021). Early childhood science education from 0 to 6: A literature review. Education Sciences, 11(4). https://doi.org/10.3390/educsci11040178

Peng, Q., Liu, L., Zhang, L., & Yue, Y. (2022). Adaptation and validation of a scale for measuring the curriculum-based professional learning community in early childhood education in China. 13(July), 1–13. https://doi.org/10.3389/fpsyg.2022.909842

Potvin, P., Boissard, B., Durocher, É., Hasni, A., & Riopel, M. (2024). Empowering professional learning communities of secondary science teachers to uncover and address their students’ misconceptions via research-oriented practices. Frontiers in Education, 9(June), 1–8. https://doi.org/10.3389/feduc.2024.1419714

Roy, G., Sikder, S., & Danaia, L. (2025). Adopting scientific literacy in early years from empirical studies on formal education : a systematic review of the literature. International Journal of STEM Education, 1–24. https://doi.org/10.1186/s40594-025-00547-1

Schmitt, L., Weber, A., Venitz, L., & Leuchter, M. (2023). Preschool teachers ’ pedagogical content knowledge predicts willingness to scaffold early science learning. April, 1034–1052. https://doi.org/10.1111/bjep.12618

Singh, B., Zamaletdinov, R., Kaur, B., & Singh, J. (2022). Virtual professional learning for school teachers to support them in online environment. 7(May), 1–10. https://doi.org/10.3389/feduc.2022.802882

Sowmya, A. S. L., & Rani, R. N. (2025). Emerging interest in science during early childhood period and evaluating its effectiveness. Scientific Reports, 15(1), 38683. https://doi.org/10.1038/s41598-025-22513-1

Stavermann, K. (2025). Online teacher professional development : a research synthesis on effectiveness and evaluation. In Technology, Knowledge and Learning (Vol. 30, Issue 1). Springer Netherlands. https://doi.org/10.1007/s10758-024-09792-9

Subayani, N. W., & Bakhtiar, A. M. (2023). Pelatihan literasi sains untuk meningkatkan keterampilan berpikir ilmiah guru sekolah dasar di slempit kabupaten gresik. 2(1), 84–87 https://doi.org/10.31004/jerkin.v2i1.123

Taşdemir, C. Y., & Yıldız, T. G. (2024). Science learning needs of preschool children and science activities carried out by teachers. 21(1), 82–101. https://doi.org/10.36681/tused.2024.005

Thi, N., Huyen, T., Nga, D. T., Thi, D., Thao, P., & Nguyen, T. (2024). A Comprehensive analysis of teacher professional learning communities : A Scopus-Based Review ( 2019 – 2024 ). 23(8), 158–179 https://doi.org/10.26803/ijlter.23.8.9

Training, T., & Jambi, U. (2024). Science learning for early childhood students with science games play. 10(8), 566–571. https://doi.org/10.29303/jppipa.v10i8.8330

Yilmaz, M. M. (2024). Inspiring an early passion for science : the impact of hands-on activities on children ’ s motivation. https://doi.org/10.1177/20965311241265413

Yin, R. K. (2018). Case study research and applications: Design and methods (6th ed.). Sage Publications.

Zamalloa, T., Salgado, M., & Berciano, A. (2025). how to promote scientific practices in early childhood education : the teachers ’ role. International Journal of Science and Mathematics Education, 23(7), 2975–2995. https://doi.org/10.1007/s10763-025-10557-8

Downloads

Published

14-10-2026

How to Cite

Misbayani, M., & Singh, V. (2026). The Role of the IGRA DIY Professional Organization in Strengthening RA Teachers’ Science Literacy in the Era of the Merdeka Curriculum. Aulad: Journal on Early Childhood, 9(3), 1133–1142. https://doi.org/10.31004/aulad.v9i3.1441

Issue

Vol. 9 No. 3 (2026): August-December 2026

Section

Research Articles

Categories

License

Copyright (c) 2026 Misbayani Misbayani, Vishal Singh

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Authors who publish with this journal agree to the following terms:

  • Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under  a Creative Commons Attribution-ShareAlike 4.0 International License  that allows others to share the work with an acknowledgement of the works authorship and initial publication in this journal.  
  • Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journals published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
  • Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).