Dependabilitas sebagai Soft Skill Guru PAUD dalam Meningkatkan Profesionalisme Pendidikan Anak Usia Dini

Iftahyanis Syukriyah; Risbon Sianturi; Tasya; Keisya Noviana Irwandi

doi:10.24114/jbrue.v12i1.72910

Authors

Iftahyanis Syukriyah Indonesia University of Education
Risbon Sianturi Indonesia University of Education
Tasya Indonesia University of Education
Keisya Noviana Irwandi Indonesia University of Education

DOI:

https://doi.org/10.24114/jbrue.v12i1.72910

Abstract

Abstrak: Penelitian ini bertujuan menganalisis peran dependabilitas sebagai soft skill guru PAUD dalam meningkatkan profesionalisme pendidikan anak usia dini. Metode yang digunakan adalah Systematic Literature Review (SLR) dengan mengacu pada protokol PRISMA melalui penelusuran berbagai sumber literatur relevan dalam rentang 2016–2026. Hasil kajian menunjukkan bahwa meskipun istilah dependabilitas jarang disebutkan secara eksplisit, konsepnya tercermin dalam aspek konsistensi, tanggung jawab, komitmen, dan resiliensi guru. Dependabilitas terbukti berkontribusi terhadap kestabilan praktik pembelajaran, kualitas interaksi dengan anak dan orang tua, serta efektivitas implementasi kompetensi guru. Temuan ini menegaskan bahwa dependabilitas merupakan elemen penting yang menghubungkan kompetensi dengan praktik profesional. Oleh karena itu, penguatan soft skill ini perlu diintegrasikan dalam program pengembangan profesional guru PAUD secara lebih sistematis.

Abstract: This study aims to analyze the role of dependability as a soft skill of early childhood education (PAUD) teachers in enhancing professionalism in early childhood education. The method used was a Systematic Literature Review (SLR) based on the PRISMA protocol, involving a search of various relevant literature sources from 2016 to 2026. The results of the study indicate that although the term “dependability” is rarely mentioned explicitly, its concept is reflected in the aspects of consistency, responsibility, commitment, and resilience of teachers. Dependability has been shown to contribute to the stability of teaching practices, the quality of interactions with children and parents, and the effectiveness of implementing teachers’ competencies. These findings confirm that dependability is a crucial element linking competencies to professional practice. Therefore, the strengthening of this soft skill needs to be integrated more systematically into professional development programs for early childhood education (PAUD) teachers

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