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All Journal Jurnal Kajian Anak (J-Sanak) Social Science Academic
Sitti Romlah
Sekolah Tinggi Agama Islam Al Mujtama Pamekasan
Religion Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Neuroscience Social Sciences

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Optimalisasi Perkembangan Anak Usia Dini Melalui Strategi Stimulasi Neurologis: Literature Review desi ismawati; Sitti Romlah; Sohibul Hajad; Ismawati; mohammad Fahrur Rosi
Jurnal Kajian Anak (J-Sanak) Vol. 7 No. 02 (2026): Jurnal Kajian Anak (J-Sanak)
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/j-sanak.v7i02.11350

Abstract

The golden age period is a critical phase in early childhood neurological development that significantly determines cognitive, language, motor, and socio-emotional development in later life. However, many parents and early childhood educators still have limited understanding of appropriate neurological stimulation strategies, particularly in regions with limited access to educational information such as Pamekasan. This study aims to review various neurological stimulation strategies to optimize early childhood development. The method used is a literature review by analyzing 12 national and international scientific articles published between 2020-2026 from Google Scholar, DOAJ, and Scopus databases. The findings reveal that social stimulation is the most effective strategy, followed by Brain Gym, multisensory play, read-aloud activities, and papercraft. These results indicate that strategies based on direct interaction and active learning experiences are more effective in supporting children's neurological development compared to individual-based approaches. In addition, multisensory stimulation and creative activities contribute to enhancing neuroplasticity and optimizing brain function. The novelty of this study lies in the comprehensive synthesis of evidence-based neurological stimulation strategies and their relevance in early childhood education and parenting contexts in local communities. This review is expected to serve as a practical reference for early childhood educators and parents in optimizing child development during the golden age period holistically.
Kontribusi Lingkungan Sekolah Terhadap Pengembangan Social Emotional Learning (SEL) Anak Usia Dini di Sekolah RA I’Anatus Syibyan Blumbungan Pamekasan Susilawati Susilawati; Sitti Romlah
Social Science Academic Vol. 4 No. 1 (2026)
Publisher : Institut Agama Islam Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/ssa.10116

Abstract

The development of Social-Emotional Learning (SEL) in early childhood is a crucial aspect of education, as it plays a vital role in shaping children's abilities to manage emotions, interact socially, and build character. This study aims to analyze the implementation of SEL, the school environment's contribution to SEL development, the outcomes of this development, and the supporting and inhibiting factors at RA I’Anatus Syibyan Blumbungan, Pamekasan. A qualitative approach was employed, utilizing data collection techniques such as observation, interviews, and documentation. The research subjects included the school principal, homeroom teachers, assistant teachers, and students aged 4–6 years. Data analysis involved data reduction, data presentation, and conclusion drawing. The results indicate that SEL is implemented through the cultivation of positive behavioral habits, play-based learning activities, teachers setting a good example, and a personal approach. The school environment contributes to SEL development through positive social interactions, a supportive school culture, and a physical environment that facilitates collaborative activities. SEL development has resulted in improved abilities among children to manage emotions, cooperate, show empathy, follow rules, and build self-confidence. Supporting factors include a conducive school environment, teachers serving as role models, adequate facilities and infrastructure, and parental support; conversely, inhibiting factors include excessive gadget use, diverse parenting styles, and limitations in educators' competence.
Efektivitas Metode Ummi Untuk Meningkatkan Kemampuan Membaca Al-Quran Anak Usia Dini di TKS Al-Azhar Pagendingan Galis Pamekasan Siti Aisyah; Sitti Romlah
Social Science Academic Vol. 4 No. 1 (2026)
Publisher : Institut Agama Islam Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/ssa.10140

Abstract

This study aims to analyze the effectiveness of the Ummi Method in improving the Quranic reading skills of early childhood students at TKS Al Azhar Pagendingan, Galis, Pamekasan. The study employs a qualitative approach, utilizing data collection techniques such as observation, in-depth interviews, and documentation. The research subjects consisted of the school principal, six classroom teachers, six parents, and 24 students from the TK A and TK B groups. Data analysis was conducted through data reduction, data presentation, and conclusion drawing, utilizing source and technique triangulation to ensure data validity. The results indicate that the Ummi Method effectively improves children's Quranic reading skills in a gradual manner, encompassing the ability to recognize Arabic letters (hijaiyah), articulate letter sounds correctly (makhraj), and read according to vowel markers (harakat), while also enhancing reading fluency, self-confidence, and learning motivation. This effectiveness is supported by teacher competence, structured instruction, a religious school environment, the use of appropriate learning media, and collaboration between the school and parents. The study confirms that the Ummi Method not only enhances technical Quranic reading skills but also fosters a love for the Quran in children through systematic, enjoyable instruction that aligns with the developmental characteristics of early childhood.
Penerapan Sikap Kedisiplinan Anak Sejak Dini Dalam Meningkatkan Perkembangan Sosial Anak di TK Plus Usman Al-Farsy Pademawu Pamekasan Normasitoh Normasitoh; Sitti Romlah
Social Science Academic Vol. 4 No. 1 (2026)
Publisher : Institut Agama Islam Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/ssa.10155

Abstract

This study aims to analyze the implementation of discipline among children from an early age, the role of teachers in instilling discipline, and the impact on children's social development at TK Plus Usman Al-Farsy, Pademawu, Pamekasan. The study employs a descriptive qualitative approach, utilizing data collection techniques such as observation, interviews, and documentation. Research informants included the school principal, teachers, and students' parents. Data analysis was conducted through the stages of data reduction, data presentation, and conclusion drawing, while data validity was ensured through source and technique triangulation. The results indicate that discipline is instilled through habitual practices integrated into all school activities—such as arriving on time, lining up, praying, performing congregational Dluha prayers, queuing, maintaining cleanliness, and tidying up learning materials. Teachers act as role models, guides, motivators, and supervisors, supported by intensive communication with parents. Consistent application of discipline has a positive impact on children's social development, evidenced by increased responsibility, independence, cooperation skills, adherence to rules, empathy, and improved social interaction. These findings confirm that cultivating discipline from an early age serves as an effective strategy for holistically supporting children's social development.
Co-Authors Desi Ismawati Ismawati mohammad Fahrur Rosi Normasitoh Normasitoh Siti Aisyah Sohibul Hajad Susilawati Susilawati