EXPLORING INDONESIAN PRE-SERVICE TEACHERS’ STRATEGIES DURING PRACTICUM IN THAI SCHOOLS
Main Article Content
Abstract
Teaching practicum is a component of teacher education programs that provides pre-service teachers (PST) with practical classroom experience. This study investigated the teaching strategies and challenges of Indonesian student teachers during practicum in Thai schools. The study involved 27 participants from 4 universities in Central Java who participated in a one-month internship program. Using qualitative methods, data were collected through open-ended questionnaires and interviews. All 27 participants agreed to complete open-ended questionnaires regarding the challenges experienced during the teaching practicum. From the results of the questionnaire, only 4 participants agreed to be interviewed further regarding teaching strategies. The results obtained from filling out the questionnaire about the challenges showed that 89% experienced language barriers, 8% were constrained in learning media, and 4% had difficulty finding halal food. On the other hand, the results obtained from interviews show that PST apply teaching strategies using digital media, printed media, and ice-breaking. Based on these findings, it can be concluded that the use of strategies in teaching must be appropriate and can make students understand the material presented by PST due to the limited language and media.
Keywords: pre-service teachers; teachers’ strategies; challenges; teaching practicum.
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References
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Assis, M., & Donovan, M. (2020). Origami as a teaching tool for indigenous mathematics education. In Springer Proceedings in Mathematics and Statistics (Vol. 313, Issue March). Springer International Publishing. https://doi.org/10.1007/978-3-030-36568-4_12
Astutik, Y., Dharmawanti Kurnia, F., & Mustofa, A. (2021). A popperian approach: Pre-service Teachers’ preparation in teaching english to young learners. Borneo Educational Journal (Borju), 3(1), 18–35. https://doi.org/10.24903/bej.v3i1.707
Auni, L., Zulfikar, T., Akmal, S., Alfiatunnur, & Dina, F. (2022). International teaching internship: development of pre-service teachers’ competences. Qualitative Report, 27(12), 2761–2779. https://doi.org/10.46743/2160-3715/2022.5457
Ayatollahi, M. A., & Ferdosi, F. (2021). The relationship between Iranian EFL teachers’ emotional intelligence and their teaching Style. Vision: Journal for Language and Foreign Language Learning, 10(1), 31–46. https://doi.org/10.21580/vjv10i28466
Bayram Özdemir, S., Özdemir, M., & Amouri, L. (2024). Unveiling the unspoken stories and experiences of pre-service and in-service teachers about ethnic/racial issues: Insights and directions for moving forward. Identity, 24(4), 399–409. https://doi.org/10.1080/15283488.2024.2404506
Beshir, S., Dagnaw Kelkay, A., & Melesse, T. (2023). Perceptions of practicum actors in the primary teacher education practicum program. Cogent Education, 10(1), 1–21. https://doi.org/10.1080/2331186X.2023.2206628
Bourbour, M. (2023). Using digital technology in early education teaching: learning from teachers’ teaching practice with interactive whiteboard. International Journal of Early Years Education, 31(1), 269–286. https://doi.org/10.1080/09669760.2020.1848523
Casal de la Fuente, L., & Gillanders, C. (2022). Songs and singing songs in early childhood education: A review of Spanish curriculum policy. Curriculum Journal, 33(3), 478–494. https://doi.org/10.1002/curj.134
Chasanah, I., & Sumardi, S. (2022). A retrospective narrative study of pre-service teachers’ language barrier experiences in international teaching practicum. VELES (Voices of English Language Education Society), 25(2), 410–420. https://doi.org/10.24071/llt.v25i2.4489
Deni, R., & Fahriany, F. (2020). Teachers’ perspective on strategy for teaching english vocabulary to young learners. Vision: Journal for Language and Foreign Language Learning, 9(1), 48–61. https://doi.org/10.21580/vjv9i14862
Deocampo, M. F. (2020). Issues and challenges of english language teacher-trainees’ teaching practicum performance: looking back and going forward. LEARN Journal: Language Education and Acquisition Research Network, 13(2), 486–503.
Ellis, N. J., Alonzo, D., & Nguyen, H. T. M. (2020). Elements of a quality pre-service teacher mentor: a literature review. Teaching and Teacher Education, 92, 103072. https://doi.org/10.1016/j.tate.2020.103072
Freitas, S. D. A., & Andrade Neto, A. S. De. (2023). Gestures in the teaching and learning process: a systematic literature review. Educação Em Revista, 39, 1–13. https://doi.org/10.1590/0102-469839705t
Hasymi, M., & Nurkamto, J. (2023). Cross-cultural experiences in teacher education: indonesian pre-service english teachers’ perspectives on international teaching practicum. VELES (Voices of English Language Education Society), 7(3), 614–626. https://doi.org/10.29408/veles.v7i3.24115
Hayati, A. R., Afriani, Z. L., & Akbarjono, A. (2021). Teacher’s teaching strategies in EFL class. Jadila: Journal of Development and Innovation in Language and Literature Education, 1(3), 330–341. https://doi.org/10.52690/jadila.v1i3.126
Hossan, D., Dato’ Mansor, Z., & Jaharuddin, N. S. (2023). Research population and sampling in quantitative study. International Journal of Business and Technopreneurship (IJBT), 13(3), 209–222. https://doi.org/10.58915/ijbt.v13i3.263
Janu, G. N. P., & Kuswandono, P. (2023). EFL pre-service teachers’ leadership project practices in Indonesia’s teacher professional development program. VELES (Voices of English Language Education Society), 7(3), 599–613. https://doi.org/10.29408/veles.v7i3.24108
Kadir, F. A., Aziz, A. A., & Kadir, F. A. (2021). Teaching practicum during covid-19 pandemic : A review of the challenges and opportunities of pre-service teachers teaching practicum during covid-19 pandemic : A review of the challenges and opportunities of pre-service teachers. International Journal of Academic Reseacrh in Business and Social Sciences, 1(4), 1175–1183. https://doi.org/10.6007/IJARBSS/v11-i4/9646
Khalisa, F. P., Mirizon, S., & Eryansyah, E. (2022). Challenges and strategies in early teaching experience: voice of novice EFL Indonesian lecturers. VELES: Voices of English Language Education Society, 6(2), 417–428. https://doi.org/10.29408/veles.v6i2.6135
Kholik, A., Bisri, H., Lathifah, Z. K., & Kartakusuma, B. (2022). Implementasi Kurikulum Merdeka Belajar Kampus Merdeka (MBKM) berdasarkan persepsi dosen dan mahasiswa. Jurnal Basicedu, 6(1), 738–748. https://doi.org/https://doi.org/10.31004/basicedu.v6i1.2045
Kiok, P. K., Din, W. A., Said, N., & Swanto, S. (2021). The experiences of pre-service teachers teaching practicum during the covid-19 pandemic: a systematic literature review. International Journal of Education, Psychology and Counseling, 6(43), 280–295. https://doi.org/10.35631/ijepc.643022
Komang Arie Suwastini, N. (2021). Differentiated instruction for EFL classroom. TELL-US Journal, 7(1), 14–41. https://doi.org/10.22202/tus.2021.v7i1.4719
Kopchak, L., Zhumbei, M., Terletska, L., Konchovych, K., & Kanonik, N. (2022). The use of english as Lingua Franca to overcome language barriers and raise the level of education in modern conditions. Eduweb, 16(3), 121–133. https://doi.org/10.46502/issn.1856-7576/2022.16.03.9
Lautenbach, F., & Heyder, A. (2019). Changing attitudes to inclusion in preservice teacher education: a systematic review. Educational Research, 61(2), 231–253. https://doi.org/10.1080/00131881.2019.1596035
Loizou, M. (2022). Digital tools and the flipped classroom approach in primary education. Frontiers in Education, 7(February), 1–8. https://doi.org/10.3389/feduc.2022.793450
Marisa, M. (2021). Inovasi kurikulum “Merdeka Belajar” di Era Society 5.0. Santhet: (Jurnal Sejarah, Pendidiikan Dan Humaniora), 5(1), 72. https://doi.org/10.36526/js.v3i2.e-ISSN
Miranda, J. A. M., & Wahyudin, A. Y. (2023). Pre-service teachers’ strategies in improving students’ speaking skilss. Journal of English Language Teaching and Learning (JELTL), 4(1), 40–47. http://jim.teknokrat.ac.id/index.php/english-language-teaching/index
Obergriesser, S., & Stoeger, H. (2020). Students’ emotions of enjoyment and boredom and their use of cognitive learning strategies – How do they affect one another? Learning and Instruction, 66(October 2019), 101285. https://doi.org/10.1016/j.learninstruc.2019.101285
Pariska, N. G. (2022). The employment of antecedent strategy for managing behavior challenges in EFL classroom. Indonesian Journal Of Educational Research and Review, 5(1), 25–33. https://doi.org/10.23887/ijerr.v5i1.43867
Poonputta, A., & Intasena, A. (2022). Problems of Internship of professional experience in teaching mathematics. International Education Studies, 15(2), 182. https://doi.org/10.5539/ies.v15n2p182
Putri, V. A. (2020). Experiences and challenges perceived by Indonesian EFL teachers as Non-Native English Speaker Teachers (NNESTs) in Thailand. Vision: Journal for Language and Foreign Language Learning, 9(1), 62–80. https://doi.org/10.21580/vjv9i25187
Richards, J. C., & Pun, J. (2022). Teacher strategies in implementing English medium instruction. ELT Journal, 76(2), 227–237. https://doi.org/10.1093/elt/ccab081
Saied, J., & Rusu, A. S. (2022). Theoretical overview of the practicum programs for special education pre-service teachers. European Proceedings of Educational Sciences, 609–616. https://doi.org/10.15405/epes.22032.61
Salehudin Marji, M., Aisyah Che Derasid, N., Hatib Musta, A., & Aliff Jobin, A. (2023). Origami as an educational tool and its effect on the development of school students. Jurnal Scientia, 12(2), 2011–2018. http://infor.seaninstitute.org/index.php
Saragih, D., Lidya Rosarina Hutajulu, T., & Parlindungan Girsang, S. (2023). A literature review: strategies to teach English as A Foreign Language. Journal on Education, 06(01), 4756–4768.
ŞAT, M., İLHAN, F., & YUKSELTURK, E. (2022). Web tools as e-icebreakers in online education. Journal of Educational Technology and Online Learning, 5(3), 721–737. https://doi.org/10.31681/jetol.1084512
Shah, M. A., Munir Ahmad, S., Bibi, W., Akhtar, S., Kaleem Raza, K., Rauf, M., Ali, A., Reba, A., Khan, J., Rehman Khattak, U., Education Department, H., Pakhtunkhwa, K., & Professor, A. (2021). An overview of prospective teachers teaching practicum challenges in district Peshawar, Pakistan. International Journal of Innovation, Creativity and Change. Www.Ijicc.Net, 15(8), 410–421. www.ijicc.net
Shi, Y., Yang, H., Zhang, J., Wang, S., & Yang, H. H. (2019). The effects of interactive whiteboard-based classroom instruction on students’ cognitive learning outcomes: A meta-analysis. Proceedings - 2019 International Symposium on Educational Technology, ISET 2019, 276–280. https://doi.org/10.1109/ISET.2019.00065
Sparrow, K., Lind, C., & van Steenbrugge, W. (2020). Gesture, communication, and adult acquired hearing loss. Journal of Communication Disorders, 87(June), 106030. https://doi.org/10.1016/j.jcomdis.2020.106030
Tamayo, N., Lane, A., & Dewart, G. (2020). Qualitative description research: An examination of a method for novice nursing researchers. International Journal of Nursing Student Scholarship, 7(51), 1–13. https://journalhosting.ucalgary.ca/index.php/ijnss/article/view/71786
Tuasikal, A. R. S., Hartoto, S., Prakoso, B. B., Kartiko, D. C., & Hariyanto, A. (2021). The analysis on teaching skills and learning effectiveness of internship students. Cakrawala Pendidikan, 40(3), 650–658. https://doi.org/10.21831/cp.v40i3.40466
Ugalingan, G., Edjan, D., & Valdez, P. (2021). Online internship experiences among pre-service esl teachers in the Philippines : Challenges and opportunities. The Electronic Journal for English as a Second Language, 25(3), 1–13.
Vanisree, M., Mahitha, V., & Prasanna, S. S. L. (2024). Innovative approaches to LSRW skills development using powerpoint presentations : a review. Integrated Journal for Research in Arts and Humanities, 4(1), 186–190. https://doi.org/https://doi.org/10.55544/ijrah.4.1.27
Wirawan, I. M. T. A., & Gading, I. K. (2022). Interactive powerpoint learning media on science content for fifth grade elementary school. Journal for Lesson and Learning Studies, 5(2), 190–198. https://doi.org/10.23887/jlls.v5i2.48852
Yuwono, W. (2020). Konseptualisasi peran strategis dalam pendidikan literasi keuangan anak melalui pendekatan systematic review. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 5(2), 1419–1429. https://doi.org/10.31004/obsesi.v5i2.663
Aprilia, P. K., Romadhon, M. G. E., Fikri, D., & Mustofa, M. (2023). Strategies and challenges in interdisciplinary English Language Teaching at the preschool level: a qualitative analysis. VELES (Voices of English Language Education Society), 7(3), 652–664. https://doi.org/10.29408/veles.v7i3.24566
Assis, M., & Donovan, M. (2020). Origami as a teaching tool for indigenous mathematics education. In Springer Proceedings in Mathematics and Statistics (Vol. 313, Issue March). Springer International Publishing. https://doi.org/10.1007/978-3-030-36568-4_12
Astutik, Y., Dharmawanti Kurnia, F., & Mustofa, A. (2021). A popperian approach: Pre-service Teachers’ preparation in teaching english to young learners. Borneo Educational Journal (Borju), 3(1), 18–35. https://doi.org/10.24903/bej.v3i1.707
Auni, L., Zulfikar, T., Akmal, S., Alfiatunnur, & Dina, F. (2022). International teaching internship: development of pre-service teachers’ competences. Qualitative Report, 27(12), 2761–2779. https://doi.org/10.46743/2160-3715/2022.5457
Ayatollahi, M. A., & Ferdosi, F. (2021). The relationship between Iranian EFL teachers’ emotional intelligence and their teaching Style. Vision: Journal for Language and Foreign Language Learning, 10(1), 31–46. https://doi.org/10.21580/vjv10i28466
Bayram Özdemir, S., Özdemir, M., & Amouri, L. (2024). Unveiling the unspoken stories and experiences of pre-service and in-service teachers about ethnic/racial issues: Insights and directions for moving forward. Identity, 24(4), 399–409. https://doi.org/10.1080/15283488.2024.2404506
Beshir, S., Dagnaw Kelkay, A., & Melesse, T. (2023). Perceptions of practicum actors in the primary teacher education practicum program. Cogent Education, 10(1), 1–21. https://doi.org/10.1080/2331186X.2023.2206628
Bourbour, M. (2023). Using digital technology in early education teaching: learning from teachers’ teaching practice with interactive whiteboard. International Journal of Early Years Education, 31(1), 269–286. https://doi.org/10.1080/09669760.2020.1848523
Casal de la Fuente, L., & Gillanders, C. (2022). Songs and singing songs in early childhood education: A review of Spanish curriculum policy. Curriculum Journal, 33(3), 478–494. https://doi.org/10.1002/curj.134
Chasanah, I., & Sumardi, S. (2022). A retrospective narrative study of pre-service teachers’ language barrier experiences in international teaching practicum. VELES (Voices of English Language Education Society), 25(2), 410–420. https://doi.org/10.24071/llt.v25i2.4489
Deni, R., & Fahriany, F. (2020). Teachers’ perspective on strategy for teaching english vocabulary to young learners. Vision: Journal for Language and Foreign Language Learning, 9(1), 48–61. https://doi.org/10.21580/vjv9i14862
Deocampo, M. F. (2020). Issues and challenges of english language teacher-trainees’ teaching practicum performance: looking back and going forward. LEARN Journal: Language Education and Acquisition Research Network, 13(2), 486–503.
Ellis, N. J., Alonzo, D., & Nguyen, H. T. M. (2020). Elements of a quality pre-service teacher mentor: a literature review. Teaching and Teacher Education, 92, 103072. https://doi.org/10.1016/j.tate.2020.103072
Freitas, S. D. A., & Andrade Neto, A. S. De. (2023). Gestures in the teaching and learning process: a systematic literature review. Educação Em Revista, 39, 1–13. https://doi.org/10.1590/0102-469839705t
Hasymi, M., & Nurkamto, J. (2023). Cross-cultural experiences in teacher education: indonesian pre-service english teachers’ perspectives on international teaching practicum. VELES (Voices of English Language Education Society), 7(3), 614–626. https://doi.org/10.29408/veles.v7i3.24115
Hayati, A. R., Afriani, Z. L., & Akbarjono, A. (2021). Teacher’s teaching strategies in EFL class. Jadila: Journal of Development and Innovation in Language and Literature Education, 1(3), 330–341. https://doi.org/10.52690/jadila.v1i3.126
Hossan, D., Dato’ Mansor, Z., & Jaharuddin, N. S. (2023). Research population and sampling in quantitative study. International Journal of Business and Technopreneurship (IJBT), 13(3), 209–222. https://doi.org/10.58915/ijbt.v13i3.263
Janu, G. N. P., & Kuswandono, P. (2023). EFL pre-service teachers’ leadership project practices in Indonesia’s teacher professional development program. VELES (Voices of English Language Education Society), 7(3), 599–613. https://doi.org/10.29408/veles.v7i3.24108
Kadir, F. A., Aziz, A. A., & Kadir, F. A. (2021). Teaching practicum during covid-19 pandemic : A review of the challenges and opportunities of pre-service teachers teaching practicum during covid-19 pandemic : A review of the challenges and opportunities of pre-service teachers. International Journal of Academic Reseacrh in Business and Social Sciences, 1(4), 1175–1183. https://doi.org/10.6007/IJARBSS/v11-i4/9646
Khalisa, F. P., Mirizon, S., & Eryansyah, E. (2022). Challenges and strategies in early teaching experience: voice of novice EFL Indonesian lecturers. VELES: Voices of English Language Education Society, 6(2), 417–428. https://doi.org/10.29408/veles.v6i2.6135
Kholik, A., Bisri, H., Lathifah, Z. K., & Kartakusuma, B. (2022). Implementasi Kurikulum Merdeka Belajar Kampus Merdeka (MBKM) berdasarkan persepsi dosen dan mahasiswa. Jurnal Basicedu, 6(1), 738–748. https://doi.org/https://doi.org/10.31004/basicedu.v6i1.2045
Kiok, P. K., Din, W. A., Said, N., & Swanto, S. (2021). The experiences of pre-service teachers teaching practicum during the covid-19 pandemic: a systematic literature review. International Journal of Education, Psychology and Counseling, 6(43), 280–295. https://doi.org/10.35631/ijepc.643022
Komang Arie Suwastini, N. (2021). Differentiated instruction for EFL classroom. TELL-US Journal, 7(1), 14–41. https://doi.org/10.22202/tus.2021.v7i1.4719
Kopchak, L., Zhumbei, M., Terletska, L., Konchovych, K., & Kanonik, N. (2022). The use of english as Lingua Franca to overcome language barriers and raise the level of education in modern conditions. Eduweb, 16(3), 121–133. https://doi.org/10.46502/issn.1856-7576/2022.16.03.9
Lautenbach, F., & Heyder, A. (2019). Changing attitudes to inclusion in preservice teacher education: a systematic review. Educational Research, 61(2), 231–253. https://doi.org/10.1080/00131881.2019.1596035
Loizou, M. (2022). Digital tools and the flipped classroom approach in primary education. Frontiers in Education, 7(February), 1–8. https://doi.org/10.3389/feduc.2022.793450
Marisa, M. (2021). Inovasi kurikulum “Merdeka Belajar” di Era Society 5.0. Santhet: (Jurnal Sejarah, Pendidiikan Dan Humaniora), 5(1), 72. https://doi.org/10.36526/js.v3i2.e-ISSN
Miranda, J. A. M., & Wahyudin, A. Y. (2023). Pre-service teachers’ strategies in improving students’ speaking skilss. Journal of English Language Teaching and Learning (JELTL), 4(1), 40–47. http://jim.teknokrat.ac.id/index.php/english-language-teaching/index
Obergriesser, S., & Stoeger, H. (2020). Students’ emotions of enjoyment and boredom and their use of cognitive learning strategies – How do they affect one another? Learning and Instruction, 66(October 2019), 101285. https://doi.org/10.1016/j.learninstruc.2019.101285
Pariska, N. G. (2022). The employment of antecedent strategy for managing behavior challenges in EFL classroom. Indonesian Journal Of Educational Research and Review, 5(1), 25–33. https://doi.org/10.23887/ijerr.v5i1.43867
Poonputta, A., & Intasena, A. (2022). Problems of Internship of professional experience in teaching mathematics. International Education Studies, 15(2), 182. https://doi.org/10.5539/ies.v15n2p182
Putri, V. A. (2020). Experiences and challenges perceived by Indonesian EFL teachers as Non-Native English Speaker Teachers (NNESTs) in Thailand. Vision: Journal for Language and Foreign Language Learning, 9(1), 62–80. https://doi.org/10.21580/vjv9i25187
Richards, J. C., & Pun, J. (2022). Teacher strategies in implementing English medium instruction. ELT Journal, 76(2), 227–237. https://doi.org/10.1093/elt/ccab081
Saied, J., & Rusu, A. S. (2022). Theoretical overview of the practicum programs for special education pre-service teachers. European Proceedings of Educational Sciences, 609–616. https://doi.org/10.15405/epes.22032.61
Salehudin Marji, M., Aisyah Che Derasid, N., Hatib Musta, A., & Aliff Jobin, A. (2023). Origami as an educational tool and its effect on the development of school students. Jurnal Scientia, 12(2), 2011–2018. http://infor.seaninstitute.org/index.php
Saragih, D., Lidya Rosarina Hutajulu, T., & Parlindungan Girsang, S. (2023). A literature review: strategies to teach English as A Foreign Language. Journal on Education, 06(01), 4756–4768.
ŞAT, M., İLHAN, F., & YUKSELTURK, E. (2022). Web tools as e-icebreakers in online education. Journal of Educational Technology and Online Learning, 5(3), 721–737. https://doi.org/10.31681/jetol.1084512
Shah, M. A., Munir Ahmad, S., Bibi, W., Akhtar, S., Kaleem Raza, K., Rauf, M., Ali, A., Reba, A., Khan, J., Rehman Khattak, U., Education Department, H., Pakhtunkhwa, K., & Professor, A. (2021). An overview of prospective teachers teaching practicum challenges in district Peshawar, Pakistan. International Journal of Innovation, Creativity and Change. Www.Ijicc.Net, 15(8), 410–421. www.ijicc.net
Shi, Y., Yang, H., Zhang, J., Wang, S., & Yang, H. H. (2019). The effects of interactive whiteboard-based classroom instruction on students’ cognitive learning outcomes: A meta-analysis. Proceedings - 2019 International Symposium on Educational Technology, ISET 2019, 276–280. https://doi.org/10.1109/ISET.2019.00065
Sparrow, K., Lind, C., & van Steenbrugge, W. (2020). Gesture, communication, and adult acquired hearing loss. Journal of Communication Disorders, 87(June), 106030. https://doi.org/10.1016/j.jcomdis.2020.106030
Tamayo, N., Lane, A., & Dewart, G. (2020). Qualitative description research: An examination of a method for novice nursing researchers. International Journal of Nursing Student Scholarship, 7(51), 1–13. https://journalhosting.ucalgary.ca/index.php/ijnss/article/view/71786
Tuasikal, A. R. S., Hartoto, S., Prakoso, B. B., Kartiko, D. C., & Hariyanto, A. (2021). The analysis on teaching skills and learning effectiveness of internship students. Cakrawala Pendidikan, 40(3), 650–658. https://doi.org/10.21831/cp.v40i3.40466
Ugalingan, G., Edjan, D., & Valdez, P. (2021). Online internship experiences among pre-service esl teachers in the Philippines : Challenges and opportunities. The Electronic Journal for English as a Second Language, 25(3), 1–13.
Vanisree, M., Mahitha, V., & Prasanna, S. S. L. (2024). Innovative approaches to LSRW skills development using powerpoint presentations : a review. Integrated Journal for Research in Arts and Humanities, 4(1), 186–190. https://doi.org/https://doi.org/10.55544/ijrah.4.1.27
Wirawan, I. M. T. A., & Gading, I. K. (2022). Interactive powerpoint learning media on science content for fifth grade elementary school. Journal for Lesson and Learning Studies, 5(2), 190–198. https://doi.org/10.23887/jlls.v5i2.48852
Yuwono, W. (2020). Konseptualisasi peran strategis dalam pendidikan literasi keuangan anak melalui pendekatan systematic review. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 5(2), 1419–1429. https://doi.org/10.31004/obsesi.v5i2.663