Article Per Year (5 Year)
p-Index From 2021 - 2026
0.562
P-Index
This Author published in this journals
All Journal QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Walada: Journal of Primary Education El Midad: Jurnal Jurusan PGMI
Elfa Yuliana Nasution
Universitas Muhammadiyah Malang
Religion Arts Humanities Education Social Sciences Other

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
Kegiatan Kolase Berkelompok untuk Meningkatkan Sosial dan Motorik Halus Anak KB Aisyiyah Kisaran Asahan Elfa Yuliana Nasution; Daroe Iswatiningsih; Khusnatul Mawaddah
Walada: Journal of Primary Education Vol. 5 No. 2 (2026): Walada : Journal of Primary Education
Publisher : cendekia citra gemilang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61798/wjpe.v5i2.678

Abstract

Pendidikan anak usia dini memerlukan kegiatan belajar yang konkret dan bermakna untuk menstimulasi perkembangan secara menyeluruh. Kegiatan kolase berkelompok berpotensi mengembangkan keterampilan motorik halus dan sosial secara bersamaan, namun penelitian yang menggabungkan kedua aspek tersebut pada anak usia 3-4 tahun masih terbatas. Penelitian ini bertujuan mendeskripsikan peningkatan keterampilan sosial dan motorik halus melalui kegiatan kolase berkelompok pada anak usia 3-4 tahun di Kelompok Bermain Aisyiyah Kisaran, Kabupaten Asahan. Pendekatan deskriptif kualitatif dengan desain refleksi praktik pembelajaran (reflective practice) digunakan dalam penelitian ini. Subjek penelitian adalah 18 anak kelas Sakura pada minggu ke-8 Semester I tanggal 20 Agustus 2025, tema "Lingkunganku" subtema "Rumahku Istanaku". Data dikumpulkan melalui observasi, dokumentasi, dan catatan refleksi, kemudian dianalisis menggunakan model interaktif Miles, Huberman, dan Saldana. Hasil menunjukkan bahwa 12 dari 18 anak mampu mengenal komponen rumah, bekerja dalam kelompok kecil, serta menempel potongan kertas sesuai pola. Anak mulai menunjukkan keterampilan sosial dasar seperti berbagi alat, bergiliran, dan berkomunikasi dengan teman. Kegiatan kolase berkelompok memberikan pengalaman belajar konkret yang mendukung perkembangan sosial dan motorik halus anak usia dini. Temuan ini mengimplikasikan bahwa pendekatan bermain kooperatif berbasis media konkret efektif untuk pembelajaran anak usia dini dan dapat menjadi alternatif inovatif bagi pendidik.
INTERACTIVE DIGITAL BOARD IN EARLY CHILDHOOD: ENHANCING NUMERACY, GRAPHOMOTOR SKILLS, COLLABORATION, AND CHARACTER Khusnatul Mawaddah; Harisma Fatihatul Hayyu; Elfa Yuliana Nasution; Ria Arista Asih; Erna Yayuk; Beti Istanti Suwandayani; Arina Restian
El Midad Vol. 18 No. 2 (2026): El-Midad: Jurnal Jurusan PGMI
Publisher : Universitas Islam Negeri Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/elmidad.v18i2.14809

Abstract

This study examines how the pedagogical implementation of an Interactive Digital Board (IDB) enhances the integrated development of numeracy, graphomotor skills, collaboration, and character in early childhood education. Graphomotor skills in this study refer to fine motor abilities related to early writing activities, including tracing, drawing, and symbol formation. Employing a qualitative descriptive case study design, the research was conducted in a natural classroom setting at PAUD At-Taqwa, Bojonegoro, involving 15 children aged 4–6 years and two teachers. Data were collected through non-participant observation and documentation of IDB-integrated thematic learning activities. The findings reveal four key outcomes: (1) IDB-mediated activities effectively bridge concrete and abstract numerical understanding; (2) stylus-based interaction supports the development of graphomotor control through repetitive and error-tolerant practice; (3) multi-touch features facilitate peer interaction, negotiation, and collaborative problem-solving; and (4) the implementation of the “queue technique” (Teknik Antre) promotes patience, discipline, and honesty. This study contributes to the literature by providing empirical evidence of a holistic pedagogical approach that integrates multiple developmental domains through a single digital learning medium. In practice, the findings highlight the importance of context-sensitive and teacher-designed strategies for optimising the use of digital technology, particularly in resource-limited early childhood classrooms
Implementing School Culture to Foster Character Education in Early Childhood Settings Elfa Yuliana Nasution
QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Vol. 18 No. 2 (2026)
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Program Pascasarjana IAI Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/qalamuna.v18i2.9822

Abstract

This study aimed to analyze the implementation of school culture in fostering character education at Kelompok Bermain ‘Aisyiyah in Kisaran, Asahan Regency, North Sumatra. A qualitative case study approach was employed, with data collected through observations, interviews, and documentation involving the principal, teachers, and children. Data were analyzed using data condensation, data display, and conclusion drawing techniques. The findings revealed that school culture was implemented through routine habituation, spontaneous activities, programmed activities, and teacher role modeling integrated into children’s daily learning experiences. These practices contributed to the development of character values, including religiosity, discipline, independence, responsibility, social care, politeness, communication skills, and patriotism, with religious and disciplinary values emerging as the most dominant. The implementation was supported by school leadership, teacher collaboration, parental involvement, a conducive learning environment, and character-based school procedures, while inconsistent implementation and limited reinforcement at home remained challenges. The study concludes that school culture serves as an effective medium for internalizing character values and promoting positive behavior among young children through continuous habituation, social interaction, and role modeling. This study contributes empirical evidence on the role of school culture in strengthening character education practices in early childhood settings
Co-Authors Arina Restian Daroe Iswatiningsih Erna Yayuk Harisma Fatihatul Hayyu Khusnatul Mawaddah Ria Arista Asih Suwandayani, Beti Istanti