Learning in the independent curriculum, children are invited to learn as freely as possible calmly and happily without being burdened and certain pressures by paying attention to their desires and what the child has mastered in a field of knowledge, so that each has a portfolio that matches the passion of each child at school. The independent curriculum also emphasizes learning on the exploration of children's interests and talents at the kindergarten level This research method uses qualitative methods. The purpose of this research is to analyze and compare the implementation of the independent curriculum at the public and private kindergarten levels with different accreditation levels. The method of this research used observation and interviews to collect data from the principals. Sampling in this study used purposive sampling technique with interviews and questionnaires to school principals. Data analysis used descriptive analysis. Miller Huberman Interactive Analysis was conducted to gain a deeper understanding of how the independent curriculum is implemented. The research findings show social change in kindergarten through intracurricular activities, the Pancasila student profile strengthening project, and extracurricular activities. Implementation of Merdeka Curriculum in intracurricular activities involves lesson planning and analyzing student needs. The Pancasila Student Profile Strengthening Project requires special attention to learning activities, and evaluation. The extracurricular component of the Merdeka Curriculum involves lesson planning, syllabus, learning activities, and evaluation. Implementation of Merdeka Curriculum in kindergarten, it is recommended to expand the sample, use in-depth analysis methods, and involve the perspectives of teachers and parents. Comparative analysis between public and private schools needs to be deepened with a focus on identifying challenges and solutions. Further understanding of social aspects and parental involvement is also important. Exploration of longitudinal studies can provide comprehensive insights.

Purpose – Digital skills among educators are becoming increasingly important and essential for creating interactive and relevant learning experiences. However, many teachers are still unprepared to fully integrate technology into their teaching and need to improve their understanding of AI technology to support the learning process. This study aims to determine the effectiveness of improving the digital skills of early childhood education (ECE) teachers through AI-Powered Learning Modules (AI-PEL) training. Design/methods/approach – This research employs a quantitative approach with a quasi-experimental method to evaluate the effectiveness of AI-Powered Learning Modules (AI-PEL) training for Early Childhood Education (ECE) teachers in the Tumpang Sub-district. Purposive sampling was used to select 80 ECE teachers who participated in the training. Data were collected through pre-tests and post-tests. Data analysis involved descriptive statistics using SPSS 17.0, including the Kolmogorov-Smirnov test for normality, Cronbach's Alpha for reliability, and Independent t-tests to compare group means. Findings – This study found a significant improvement in the digital skills of ECE teachers in the Tumpang Sub-district after the AI-PEL training. Initially, the teachers struggled with technology integration, but after the training, their skills and understanding of digital tools improved. Evidence shows that 68 out of 80 participants successfully created teaching modules and picture stories using AI technologies such as Chat GPT, Gemini, DeepL, and Bing Image Creator within the specified deadline. Research implications/limitations – This finding highlights the importance of improving digital skills among teachers, as it enhances their teaching effectiveness and positively impacts students' learning experiences and outcomes. This fosters an engaging, interactive, and effective learning environment in the 21st century. Practical implications – This research emphasizes the importance of supporting strategies such as developing digital learning modules, continuous mentoring, and integrating technology into the ECE curriculum. Partnerships with stakeholders are also crucial to ensuring the sustainability and effectiveness of the AI-Powered Learning Modules (AI-PEL) Training Program. These measures are essential for improving teachers' digital skills and the overall quality of teacher education in the 21st century. Originality/value – This research highlights that early childhood teachers can develop more creative and effective teaching methods with good digital skills. Ultimately, this will improve the quality of early childhood education for the 21st century. Paper type Research paper

The preschool period is an important phase of child development, which includes cognitive aspects, especially in terms of growth and creative thinking, but many teachers still use conventional learning strategies. This study aimed to investigate effective teacher strategies for improving creative thinking in preschool children in a multiliteracy-based learning environment. The research method used a qualitative approach with a multisite case study research involving a kindergarten school. The informants were selected using a purposive sampling technique involving nine informants, including teachers, assistant teachers, and school principals. The research findings show that implementing the strategy steps can create a dynamic and creative learning environment that supports literacy development in various contexts. Factors such as competent teachers, access to resources, and management of barriers shape an effective multi-literacy environment. The positive impact motivates students to continue thinking creatively and exploratively. The multiliteracies approach enhances preschoolers' creativity through purposeful strategies, teacher collaboration, resource support, and the use of diverse media, which empowers literacy in education. Keywords: creative thinking, multiliteracy, teacher, preschoolers References: Auris Villegas, D., Colquepisco Paucar, N. T., Cuba Garcia, S., & Vilca Arana, M. (2021). Revista Innova Educación. Revista Innova Educación, 3(1), 6–19. Behnamnia, N., Kamsin, A., Ismail, M. A. B., & Hayati, A. (2020). The effective components of creativity in digital game-based learning among young children: A case study. Children and Youth Services Review. https://doi.org/10.1016/j.childyouth.2020.105227 Bergen, E. van, Zuijen, T. van, Bishop, D., & Jong, P. F. de. (2017). Why Are Home Literacy Environment and Children’s Reading Skills Associated? What Parental Skills Reveal. 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Multiliteracy-Based Teaching Materials To Improve Student Understanding. https://doi.org/10.4108/eai.20-9-2022.2324513 Díaz-Díaz, M., Sanz, Y. E., & Ezpeleta, A. L. M. (2022). Reading on digital media and the reading process of teachers in training. Pixel-Bit, Revista de Medios y Educacion. https://doi.org/10.12795/PIXELBIT.91903 Do, H., Do, B. N., & Nguyen, M. H. (2023). Heliyon 3How do constructivism learning environments generate better motivation and learning strategies ? The Design Science Approach. Heliyon, 9(12), e22862. https://doi.org/10.1016/j.heliyon.2023.e22862 Evans, C. (2020). Measuring Student Success Skills: a Review of the Literature on Critical Thinking. Center For Assessment. Galaktionova, T., & Kazakova, O. (2022). Multiliterate Person: the View of Students and Teachers. Media Education (Mediaobrazovanie). https://doi.org/10.13187/me.2022.2.221 Gube, M., & Lajoie, S. (2020). Adaptive expertise and creative thinking : A synthetic review and implications for practice. Thinking Skills and Creativity, 35(August 2019), 100630. https://doi.org/10.1016/j.tsc.2020.100630 Hapidin, Pujianti, Y., Syarah, E. S., & Gunarti, W. (2023). Teacher’s Understanding of Project Learning Models through Children’s Comics with STEAM Content in Indonesia. JPUD - Jurnal Pendidikan Usia Dini. https://doi.org/10.21009/jpud.171.06 Huang, J., Zang, Y., Ren, L. H., Li, F. J., & Lu, H. (2019). A review and comparison of common maternal positions during the second-stage of labor. International Journal of Nursing Sciences, 6(4), 460–467. https://doi.org/10.1016/j.ijnss.2019.06.007 Kulju, P., Kupiainen, R., Wiseman, A. M., Jyrkiäinen, A., Koskinen-Sinisalo, K.-L., & Mäkinen, M. (2018). A Review of Multiliteracies Pedagogy in Primary Classrooms. Language and Literacy, 20(2), 80–101. https://doi.org/10.20360/langandlit29333 Kustiawan, U., & Yafie, E. (2021). The Effect of Storytelling Assisted by Pop-Up Media to Improve Language Development Skills and Attitude of Opinion. International Journal of Research and Review, 11(18), 114–128. https://doi.org/10.52403/ijrr.20210897 Malmia, W., Makatita, S. H., Lisaholit, S., Azwan, A., Magfirah, I., Tinggapi, H., & Umanailo, M. C. B. (2019). Problem-based learning as an effort to improve student learning outcomes. International Journal of Scientific and Technology Research. Miles, M. B., & Huberman, A. M. (2018). Qualitative Data Analysis: A Methods Sourcebook. Miller, T., Daugherty, L., Martorell, P., & Gerber, R. (2022). Assessing the Effect of Corequisite English Instruction Using a Randomized Controlled Trial. Journal of Research on Educational Effectiveness. https://doi.org/10.1080/19345747.2021.1932000 Murray, C. J. L., Callender, C. S. K. H., Kulikoff, X. R., Srinivasan, V., Abate, D., Abate, K. H., Abay, S. 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This study aims to develop and identify the effect of SMART-P training on parenting knowledge and children's cognitive development. This research is included as Mix Method research with an ADDIE development model and experimental quantitative research approach. The research method used is explanatory research with a non-equivalent control group design research involving the control and experimental classes. This research is carried out for three weeks, with the stages covering: analysis, design, development, research instrument development, implementation, and evaluation. The population in this study are 714 parents with children aged four years from posyandu/KB in five sub-districts of Malang City, with a research sample of 150 parents with children aged four years and six experts. Data collection techniques in this study used questionnaires and observation checklists. Data analysis in this study used descriptive percentage analysis and SPSS analysis. The results show that 1) SMART-P application is declared valid and acceptable to be implemented as a training medium, 2) a significant effect of parenting knowledge in parents before and after being given parenting training using SMART-P is identified, 3) a significant effect on the development cognitive development of children before and after parents re given care using SMART-P application is identified, 4) a significant difference in the effect of parenting knowledge on parents between the control group and the experimental group is shown, and 5) a significant difference in the effect on children's cognitive development between the control group and the experimental group is slightly identified. Therefore, parenting research using SMART-P needs to be carried out continuously so that parenting knowledge and children's cognitive development can be maximized

Child social-emotional development is improved by parental locus of control. Parents with a healthy locus of control can teach children about social-emotional development. Parents require training to improve their parenting skills. This study will create, administer, and evaluate the seamless mobile-assisted real training for parent (SMART-P) application on parental locus of control and children’s social and emotional development. The mixmethod study used an analysis, design, development, implementation, and evaluation (ADDIE) model and experimental quantification research strategy. An explanatory study with a non-equivalent control group design and control-experiment classes is used. This study includes analysis, design, development, research instrument development, implementation, and assessment. This study sampled 150 parents of 4-year-olds and 6 experts, including 714 from Posyandu (Integrated Service Post) in five Malang City areas. The data was collected via questionnaires and observation checklists. This study analyzes data using descriptive percentages and SPSS. The findings showed that i) SMART-P is valid and acceptable as a training medium; ii) parental locus of parental control is significantly influenced before and after receiving SMART-P parenting training; iii) children’s social and emotional development is significantly impacted before and after parents receive care using the program; and iv) there is a significant difference between the experimental and control groups in the influence on parental continuous. SMART-P parenting research is needed to enhance parental locus of control and children’s social-emotional development