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All Journal SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan Jurnal Sosiologi Pendidikan dan Pendidikan IPS (SOSPENDIS)
Rd. Putri Harisma Devi
Sekolah Tinggi Agama Islam (STAI) Subang
Religion Humanities Economics, Econometrics & Finance Education Environmental Science Social Sciences

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MENGIDENTIFIKASIKAN RELEVANSI STUDI ISLAM TERHADAP PENDIDIKAN ISLAM ANAK USIA DINI (PIAUD) Bayu Bambang Nurfauji; Murni Anjani; Rd. Putri Harisma Devi; Shanty Elisabeth Sabrina; Yuyun Yunengsih
SOSPENDIS : Sosiologi Pendidikan dan Pendidikan IPS Vol. 4 No. 1 (2026): Jurnal Sosiologi Pendidikan dan Pendidikan IPS (SOSPENDIS)
Publisher : CV. ADIBA AISHA AMIRA

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Abstract

Increasingly complex learning demands lead to reduced activities related to Islamic values in early childhood. Meanwhile, the education of Islamic religious values in early childhood is a very important foundation as a laying of the religious foundation so that they become devout individuals of worship. This study aims to analyze the value of Islam in early childhood. The research method used in this research is literature review by collecting data from scientific papers and previous research. The results showed that the value of the Islamic religion can be instilled through habituation and exemplary activities. Therefore, as a teacher and a parent, we must strive to have a good personality that can be used as an example as a role model for children. Teachers and parents should always improve their knowledge, understanding and skills related to the development of Islamic religious values in early childhood
Peningkatan Kosakata Bahasa Inggris Anak Usia Dini Melalui Aktivitas Sains Pengenalan Warna dan Angka Euis Siti Aisyah; Rd. Putri Harisma Devi; Ida Dalilah; Desi Ratnasari; Syifa Fadella
SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan Vol. 3 No. 3 (2026): July-September | SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/sakalima.v3i3.679

Abstract

Early English vocabulary development requires instruction that links new words to concrete, enjoyable, and developmentally appropriate experiences. This classroom action research examined whether science activities introducing colors and numbers could improve the English vocabulary of 15 children aged 5–6 years in Group B at PAUD Kober Melati II, Cibogo District, Subang Regency, Indonesia. Following the Kemmis–McTaggart model, the intervention was implemented across three cycles, each comprising planning, action, observation, and reflection. Children participated in a color-bubble eruption experiment and number-coded coloring activities while teachers provided contextual modeling, repeated pronunciation, individual scaffolding, and positive reinforcement. Data were collected through participatory observation, documentation, and performance assessment and were analyzed using qualitative description and the percentage of children attaining the Developing as Expected or Developing Very Well categories. Mastery increased consistently from 26.7% (4 of 15 children) at baseline to 46.7% (7 children) in Cycle I, 66.7% (10 children) in Cycle II, and 86.7% (13 children) in Cycle III, exceeding the predetermined 80% success criterion. The progressive gains indicate that linking English words with observable scientific phenomena, visual motor tasks, systematic repetition, and responsive scaffolding supported vocabulary recognition and oral production. These findings imply that early-childhood educators can integrate low-cost science exploration with language instruction as a practical interdisciplinary strategy, while future controlled studies should examine retention, transfer, and the relative contribution of each intervention component.
Co-Authors Bayu Bambang Nurfauji Desi Ratnasari Euis Siti Aisyah Ida Dalilah Murni Anjani Shanty Elisabeth Sabrina Syifa Fadella Yuyun Yunengsih