Garuda - Garba Rujukan Digital

Challenges and Solutions for Islamic Education Lecturers in Learning in the Digital Era Slamet Riyadi; Ditha Alvira; Herman Taufik; Muchlis Muchlis; Muhammad Faizul Husnayain
EDUJAVARE: International Journal of Educational Research Vol. 4 No. 01 (2026): EDUJAVARE: International Journal of Educational Research
Publisher : CV. Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/edujavare.1160

In today's digital era, students have extensive access to various learning resources via the internet, so the role of educators is no longer the sole source of knowledge, but rather as facilitators, guides, and directors in the learning process. This study aims to analyze the challenges and solutions faced by Islamic Religious Education (PAI) lecturers in learning in the digital era. The development of information technology has changed the learning paradigm, requiring lecturers to adapt to the use of technology without neglecting Islamic values. This study used a descriptive qualitative approach with PAI lecturers selected through purposive sampling. Data collection techniques were conducted through in-depth interviews, observation, and documentation. Data analysis used an interactive model that included data reduction, data presentation, and conclusion drawing, as well as data validity testing through triangulation and member checking. The results showed that the main challenges faced by PAI lecturers include limited digital competency, changes in student characteristics that tend to prefer interactive learning, and the challenge of maintaining values and ethics amidst the flow of digital information. Possible solutions include improving digital competency through training, implementing innovative learning models such as blended learning and flipped classrooms, and utilizing creative and contextual digital media. Furthermore, institutional support in providing infrastructure and supporting policies is also an important factor in successful learning.

Improving Children's Literacy Through Wayang Media at Assalam Martapura Kindergarten Noor Habibah; Uswatun Nisa; Herman Taufik; Noor Baiti
EDUJAVARE: International Journal of Educational Research Vol. 3 No. 2 (2025): EDUJAVARE: International Journal of Educational Research
Publisher : CV. Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/edujavare.v3i2.1163

Early childhood literacy development is a crucial foundation for children’s future academic achievement and communication skills, yet literacy learning in many early childhood institutions remains conventional and less engaging for young learners. This study aimed to improve children’s literacy skills through the use of wayang media at TK Assalam Martapura. The research employed a collaborative Classroom Action Research (CAR) design conducted in two cycles involving 15 children in Group A. Data were collected through observation, documentation, and assessment of teacher activities, student participation, and literacy outcomes covering listening, speaking, letter recognition, and early writing skills. The findings revealed significant improvement in children’s literacy development after the implementation of wayang-based learning activities. In the pre-intervention stage, 66.7% of children were categorized as “Not Yet Developed,” while by the end of Cycle II, 66.7% reached the “Very Well Developed” category and 33.3% achieved “Developing as Expected,” resulting in 100% classical completeness. The study concludes that wayang media effectively enhances children’s literacy skills by creating interactive, culturally relevant, and enjoyable learning experiences. This research contributes to the development of innovative early childhood literacy instruction by integrating local cultural heritage into meaningful educational practices that support children’s language, creativity, and active participation.

Improving Children's Independence Through the Project Based Learning Model Group A Normila Normila; Muhammad Yusuf; Noor Baiti; Herman Taufik
EDUJAVARE: International Journal of Educational Research Vol. 3 No. 2 (2025): EDUJAVARE: International Journal of Educational Research
Publisher : CV. Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/edujavare.v3i2.1164

Early childhood is a critical period in which foundational aspects of personality and character are established. This research aims to enhance the independence of early childhood learners through the application of the Project Based Learning (PjBL) model in Group A at Raudhatul Athfal Harapan Ibu, Desa Labat Muara, Kecamatan Aluh-Aluh, Kabupaten Banjar. Independence is a crucial aspect of early childhood development, reflecting a child's ability to perform tasks without relying on others. The PjBL model was chosen because it provides meaningful, contextual, and active learning experiences through project activities that directly involve children. The research employed a Classroom Action Research (CAR) method conducted in two cycles. Each cycle consisted of planning, action, observation, and reflection. The subjects were 15 children in Group A, while data were collected through observation, documentation, and field notes. Project activities in Cycle I involved making pencil holders from used cardboard and straws, while Cycle II involved creating pencil holders decorated with flannel fabric. The results indicated a significant increase in children's independence after implementing the PjBL model, as evidenced by the shift in children’s independence categories and improvement in key indicators such as initiative, responsibility, and decision-making. Therefore, it can be concluded that the PjBL model is effective in enhancing independence in early childhood education settings.

Improving Children's Cognitive Skills Through Project-Based Science Hydroponic Planting Nurul Hazma; Noor Baiti; Herman Taufik; Uswatun Nisa
EDUJAVARE: International Journal of Educational Research Vol. 3 No. 2 (2025): EDUJAVARE: International Journal of Educational Research
Publisher : CV. Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/edujavare.v3i2.1165

This research is motivated by the importance of developing early childhood cognitive abilities through engaging and meaningful learning experiences. The aim of this study is to enhance children's cognitive skills through science-based hydroponic planting projects at Handayani Kindergarten, Awang Bangkal Barat Village. The method used is Research and Development (R&D), consisting of the stages of design, validation, revision, and limited implementation. The research subjects are children aged 5–6 years. Data collection techniques include observation, interviews, and questionnaires, while data analysis employs both quantitative and qualitative descriptive analysis. The results show that the developed hydroponic learning media received a feasibility score of 100% from material and media experts, categorized as highly feasible, and a practicality score of 85% from teachers, categorized as very good. Furthermore, the use of this media is able to improve children's cognitive abilities, particularly in observation, logical thinking, and drawing simple conclusions. Therefore, science learning based on hydroponic planting projects is effective in enhancing the cognitive abilities of early childhood learners

Improving Fine Motor Skills Through Handicraft Activities in Kindergarten Group B Salbiah Agustini; Muhammad Yusuf; Uswatun Nisa; Herman Taufik
EDUJAVARE: International Journal of Educational Research Vol. 3 No. 2 (2025): EDUJAVARE: International Journal of Educational Research
Publisher : CV. Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/edujavare.v3i2.1166

This classroom action research aimed to improve fine motor skills in children aged 5–6 years old in Group B TK ABA Rahmaniah Banjarbaru through a series of structured handicraft activities. The research was motivated by the observation that most children exhibited underdeveloped fine motor skills, which are essential for daily functioning and school readiness. The intervention consisted of two cycles, each with three sessions, where children created pencil holders from recycled plastic bottles, engaging in cutting, gluing, coloring, and decorating. Data were collected through observation checklists, documentation, and descriptive analysis. The results revealed a significant improvement: children in the "Very Well Developed" category increased from 0% at baseline to 85.7% after the second cycle. The findings confirm that creative handicraft activities provide an effective, enjoyable, and sustainable approach to developing fine motor skills in early childhood. Recommendations are offered for teachers, schools, parents, and future researchers.

Implementation of the At-Tibyan (Tahajji) Method in Improving Al-Quran Recitation in Kindergarten Syelvia Wulandari; Noor Baiti; Herman Taufik
EDUJAVARE: International Journal of Educational Research Vol. 3 No. 2 (2025): EDUJAVARE: International Journal of Educational Research
Publisher : CV. Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/edujavare.v3i2.1245

Early Humans are born without knowledge but are endowed with innate potential (fitrah) that enables development through the process of education. The Qur'an is the primary guideline in the life of Muslims; therefore, the ability to read the Qur'an needs to be introduced from an early age. A common problem found is children's inability to pronounce hijaiyah letters correctly. This study aims to describe the implementation of the tahajji method using the At-Tibyan book in improving Qur'anic reading (qira’ah) skills of early childhood students at TK TAUD SaQu Ar-Raudah, Marabahan District. This research employed a qualitative approach with a field research design. Data were collected through observation, interviews, and documentation, then analyzed descriptively. The results indicate that the implementation of the At-Tibyan method improves children's ability to read the Qur'an, particularly in recognizing hijaiyah letters and improving pronunciation accuracy. In addition, this method increases students' learning interest and assists teachers in delivering learning materials effectively. Therefore, the At-Tibyan method is considered effective for teaching Qur'anic reading to early childhood learners.

Development of Flipbook Art Media in Improving Early Childhood Reading Skills at RA Tika Anfalyani; Noor Baiti; Herman Taufik; Uswatun Nisa
EDUJAVARE: International Journal of Educational Research Vol. 3 No. 2 (2025): EDUJAVARE: International Journal of Educational Research
Publisher : CV. Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/edujavare.v3i2.1246

Early childhood education (ECE) forms a vital foundation for children’s cognitive, linguistic, emotional, and social development. This study aims to develop and evaluate Flipbook Art as a digital learning media to enhance early reading skills among children aged 5–6 years at RA Al-Mushallun, Kecamatan Alalak. Employing a Research and Development (R&D) approach with the Four-D (Define, Design, Develop, Disseminate) model, the research produced an interactive flipbook tailored for early learners. Validation was conducted by material and media experts as well as classroom teachers, followed by small and large-scale trials involving 100 children. Results indicate that Flipbook Art is highly feasible (validated at >80% by all validators) and effective in improving children’s ability to recognize letters, decode sounds, comprehend words, and develop reading fluency. The integration of visual design, interactive features, and curriculum alignment proved vital in fostering literacy engagement. The study recommends Flipbook Art as an innovative, accessible solution for addressing early reading challenges and supporting teachers in early childhood education settings.

The “My Plants” Project: Enhancing Creativity and Collaboration Skills in Early Childhood Education Kurnia Sari Suprihatin; Herman Taufik; Muhammad Zulkarnaen
AlBanna: Jurnal Pendidikan Islam Anak Usia Dini Vol. 5 No. 2 (2025): Albanna: Jurnal Pendidikan Islam Anak Usia Dini
Publisher : Program Studi Pendidikan Islam Anak Usia Dini, Institut Agama Islam Negeri Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24260/albanna.v5i2.4950

Pendidikan anak usia dini menjadi fondasi penting dalam membentuk karakter dan potensi anak, mencakup perkembangan fisik, kognitif, bahasa, sosial-emosional, serta kreativitas. Penelitian ini mengimplementasikan pembelajaran berbasis proyek bertema “Tanamanku” di KB Sejahtera Mandiangin Barat sebagai strategi inovatif untuk meningkatkan kreativitas dan keterampilan kolaborasi anak usia 5-6 tahun. Menggunakan metode kualitatif deskriptif, data dikumpulkan melalui observasi, wawancara, dan dokumentasi. Hasil penelitian menunjukkan bahwa keterlibatan anak dalam kegiatan merancang, menanam, dan merawat tanaman mampu memicu munculnya ide-ide kreatif yang terefleksi dalam berbagai bentuk ekspresi, seperti menggambar, bercerita, dan praktik langsung di lapangan. Selain itu, anak-anak belajar bekerja sama melalui pembagian tugas, diskusi sederhana, dan pengambilan keputusan kelompok. Kolaborasi tersebut tidak hanya meningkatkan keterampilan sosial, tetapi juga menumbuhkan rasa tanggung jawab dan kepedulian terhadap hasil bersama. Hambatan yang ditemui, seperti keterbatasan sarana pendukung dan variasi tingkat partisipasi anak, dapat diminimalkan melalui perencanaan yang matang, penggunaan media alternatif, serta pendampingan intensif dari guru. Temuan ini menguatkan konsep pembelajaran berbasis pengalaman dan interaksi sosial sebagai pendekatan efektif di pendidikan anak usia dini. Proyek “Tanamanku” tidak hanya meningkatkan kreativitas dan kolaborasi, tetapi juga menumbuhkan kepedulian anak terhadap lingkungan. Model ini layak direkomendasikan sebagai praktik baik yang dapat direplikasi di lembaga pendidikan anak usia dini lain yang ada di Indonesia. Early Childhood Education is an important foundation in shaping children’s character and potential, encompassing physical, cognitive, language, socio-emotional, and creative development. This study implemented project-based learning with the theme "My Plants" at KB Sejahtera Mandiangin Barat as an innovative strategy to enhance the creativity and collaboration skills of children aged 5-6 years. Using descriptive qualitative methods, data were collected through observation, interviews, and documentation. The results showed that children's involvement in designing, planting, and caring for plants can trigger the emergence of creative ideas that are reflected in various forms of expression, such as drawing, storytelling, and hands-on practice in the field. In addition, children learn to work together through task allocation, simple discussions, and group decision-making. This collaboration not only improves social skills but also fosters a sense of responsibility and concern for shared outcomes. Barriers encountered, such as limited supporting facilities and varying levels of child participation, can be minimized through careful planning, the use of alternative media, and intensive mentoring from teachers. These findings strengthen the concept of experiential learning and social interaction as an effective approach in ECE. The “My Plants” project not only enhances creativity and collaboration but also fosters children's concern for the environment. This model is worth recommending as a good practice that can be replicated in other early childhood education institutions in Indonesia.

Upaya Meningkatkan Pengenalan Simbol Huruf Melalui Metode Permainan Kartu Huruf Pada Anak Kelompok A di TK Kasih Ibu Kecamatan Rantah Badauh Royhanah; Herman Taufik; Firdha Hayati; Anwar Zain; Yuliyana
Social Science Academic Vol. 1 No. 2 (2023)
Publisher : Institut Agama Islam Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/ssa.10839

Early childhood is a critical period of development that requires appropriate stimulation in various developmental aspects, including language and literacy. One of the basic language abilities that needs to be developed in early childhood is the ability to recognize letter symbols. This study aims to improve the ability of children to recognize letter symbols through a letter card game method in Group A at TK Kasih Ibu, Rantau Badauh District, Barito Kuala Regency. This research employed Classroom Action Research consisting of two cycles, with three meetings in each cycle. The subjects were 12 Group A children, consisting of five boys and seven girls. Data were collected through observation and documentation, while the research instrument was an observation checklist covering three indicators: pointing to letter symbols, pronouncing letter sounds, and writing letter symbols. Data were analyzed descriptively using percentage analysis. The findings showed an improvement in children's ability to recognize letter symbols. Before the action, seven children (58.3%) were categorized as Not Yet Developed (BB), two children (16.7%) as Beginning to Develop (MB), three children (25%) as Developing as Expected (BSH), and none as Developing Very Well (BSB). At the end of Cycle I, four children (33.3%) remained in the BB category, five children (41.7%) were in the MB category, and three children (25%) were in the BSH category. At the end of Cycle II, no children remained in the BB category, three children (25%) were in the MB category, six children (50%) were in the BSH category, and three children (25%) were in the BSB category. Thus, nine of twelve children (75%) achieved the BSH and BSB categories. The results indicate that the letter card game can be used as an engaging learning method to stimulate children's recognition of letter symbols.

Meningkatkan Sikap Disiplin Siswa terhadap Instruksi Pembelajaran Guru melalui Media Siswa Kelompok A TK Tunas Harapan Kecamatan Anjir Muara Ratnawati; Muhammad Abdan Syakura; Noor Baiti; Herman Taufik; Yuliyana
Social Science Academic Vol. 1 No. 2 (2023)
Publisher : Institut Agama Islam Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/ssa.10840

Early childhood is a crucial period for developing various aspects of children's growth, including creativity, cognitive abilities, language, socio-emotional development, and fine motor skills. Learning activities in early childhood education therefore need to provide stimulating, enjoyable, and developmentally appropriate experiences. This study aimed to improve the creativity of early childhood students through coloring activities at TK Tunas Harapan, Anjir Muara, Barito Kuala. The study employed Classroom Action Research (CAR) conducted in two cycles, with each cycle consisting of planning, action, observation, and reflection stages. The subjects were 10 students in Group A, consisting of five boys and five girls. Data were collected through observation, interviews, and documentation. The data were analyzed using descriptive quantitative and qualitative techniques. The findings showed a progressive improvement in children's creativity. In the first meeting of Cycle I, no child reached the Very Well Developed (BSB) category, while two children were categorized as Developing (MB) and eight children as Not Yet Developed (BB). In the second meeting, one child reached the Expected Development (BSH) category, seven were in the Developing category, and two remained in the Not Yet Developed category. Improvement became more evident in Cycle II. In the first meeting, one child reached BSB, four reached BSH, and five were categorized as MB. In the second meeting, eight children reached BSB and two reached BSH, with no children remaining in the MB or BB categories. Thus, the coloring activities were associated with improved children's creativity, interest, ability to select colors, independence, and completion of learning tasks. The findings indicate that enjoyable and appropriately designed coloring activities can be used as an alternative learning strategy in early childhood education.

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