Accurate resource planning is a critical challenge in managing Early Childhood Education (ECE) institutions, especially in semi-rural areas facing budget constraints and fluctuating student enrollment. This study aims to apply the Monte Carlo Simulation method as a quantitative approach to predict resource needs at PAUD Ceria Mojokerto over one academic year. The research focuses on three main components: teaching staff, stationery supplies, and classroom space. Historical data from the past five years were used to build probability distributions and model student enrollment and attendance rate uncertainties. PAUD Ceria Mojokerto was chosen as a case study due to its representativeness of typical conditions in semi-rural ECE settings. The simulation results indicate that the required number of teaching staff ranges from 2 to 5, stationery supplies range from 103 to 496 units, and classrooms range from 2 to 4 per academic year. These findings highlight that the approach offers more flexible and realistic estimates than conventional deterministic methods. Therefore, ECE administrators are encouraged to integrate quantitative methods such as Monte Carlo Simulation into their operational planning to enhance efficiency, resilience to student population dynamics, and data-driven decision-making. This research contributes to developing data-driven educational planning practices, particularly in resource-limited settings.

The research aims to explain and describe the role of training programs (diklat) in enhancing teachers' competencies. The research methodology employed is a qualitative literature review. Data collection involves documentation, and data processing includes reduction, data presentation, and conclusion. The results indicate that pedagogical competence training encompasses teachers' skills in lesson planning, classroom management, and evaluating student learning outcomes, with the goal of enabling teachers to gain a deep understanding of effective teaching strategies. Professional competence training involves teachers' understanding of curriculum development, educational innovation, and profound knowledge of the subjects they teach. Personal competence training for teachers, encompassing emotional intelligence and strong interpersonal skills, can create a conducive learning environment. Meanwhile, social competence training establishes a positive classroom climate and supports the development of students' character.

The aim of the research was to find out how to improve language development by storytelling using audio-visual media and the use of audio-visual media to improve language development through storytelling in Class A Nurul Ilmi, Samboja District. This type of research is class action which is carried out in two cycles, each cycle is carried out with the stages of planning, action, observation and reflection. The results of the study: aspects of receiving language before being given action 54%. Then in the first cycle there was an increase of about 77%, in the second cycle there was an increase of 85%. In the final stage: children can understand simple commands by 92%, can repeat more complex sentences by 100%, can mention some adjectives by 92%, can answer more complex questions by 92%, can tell causal events by 77 %, can name objects around 92%, can say letter symbols by 77%, knows initial syllables by 85%, can read own name by 85%, can connect pictures of objects with words by 100%, knows symbols can write letters by 92%, understanding between sounds and shapes by 85%, being able to write own name by 92%, being able to draw freely by 100%.