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All Journal Alzam : Journal Of Islamic Early Childhood Education Women, Education, and Social Welfare Referensi Islamika: Jurnal Studi Islam
Husin
Universitas Islam Negeri Sulthan Thaha Saifuddin Jambi
Religion Humanities Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Meningkatkan Kemampuan Membaca Permulaan Melalui Media Audio Visual Pada Anak Kelompok Bermain B Di Raudhatul Athfal Nurul Yaqin Desa Simpang Sungai Duren. Nisa Asmiarti; Husin; Nurmalia K
Alzam: Journal of Islamic Early Childhood Education Vol 6 No 1 (2026): Alzam: Journal Of Islamic Early Childhood Education
Publisher : Institut Agama Islam Nahdlatul Ulama Tuban

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51675/fby2yv71

Abstract

Penelitian ini didasarkan pada rendahnya tingkat kemampuan membaca awal pada anak-anak, yang ditandai dengan ketidakmampuan banyak anak untuk mengenali huruf, menghubungkan huruf dengan bunyi, dan membaca suku kata sederhana. Subjek penelitian adalah anak-anak di Kelompok Bermain B Raudhatul Athfal Nurul Yaqin. Teknik pengumpulan data meliputi observasi, dokumentasi, dan lembar penilaian kemampuan membaca awal anak. Hasil penelitian menunjukkan bahwa penggunaan media audio-visual dapat meningkatkan kemampuan membaca awal anak, yang dibuktikan dengan meningkatnya jumlah anak yang mencapai kategori Berkembang Sesuai Harapan dan Berkembang Sangat Baik pada setiap siklus. Oleh karena itu, dapat disimpulkan bahwa penggunaan media audio-visual efektif dalam meningkatkan kemampuan membaca awal pada anak-anak di Kelompok Bermain B Raudhatul Athfal Nurul Yaqin, Desa Simpang Sungai Duren.
THE ROLE OF PARENTS IN REDUCING GADGET DEPENDENCE AMONG PRESCHOOL-AGED CHILDREN THROUGH THE INSTILLATION OF ISLAMIC EDUCATIONAL VALUES AT KARTIKA PRESCHOOL Vicha Alfinejm.A; Asmawati; Anisah; Husin
Referensi Islamika: Jurnal Studi Islam Vol. 4 No. 1 (2026): FEBRUARY
Publisher : Academic Bright Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66053/ri.v4i1.986

Abstract

This study aims to analyze the role of parents in reducing gadget dependence among early childhood students through the instillation of Islamic educational values at Kartika Kindergarten, Rawa Jaya Village, South Tabir Subdistrict, Merangin Regency. Specifically, this study examines how parenting practices based on Islamic values are applied in a local context to limit gadget use among early childhood students. This study employs a qualitative approach using field research. Data were collected through observation, interviews, and documentation from informants consisting of the principal, teachers, parents, and children at Kartika Kindergarten. Data analysis was conducted through the stages of data reduction, data presentation, and drawing conclusions, while data validity was tested using source triangulation and methodological triangulation. The results of the study indicate that parents fulfill the roles of educators, mentors, supervisors, and role models in regulating their children’s gadget use. The most notable finding indicates that restrictions on gadget use are more effective when combined with fostering religious practices, setting a good example, intensive communication between parents and children, and redirecting children’s time toward religious activities, play, and learning that involve collaboration between families and the school. These practices constitute the primary characteristics of the implementation of Islamic educational values at Kartika Kindergarten. The research findings suggest that instilling Islamic educational values through active parental involvement can be a relevant strategy in supporting the regulation of gadget use among young children. However, this study did not quantitatively test the effectiveness of these strategies. Additionally, the research was conducted at only one educational institution, so the results cannot yet be generalized to a broader context. This study contributes by demonstrating how the integration of parental roles and Islamic educational values is applied contextually in early childhood education in a rural setting. The study shows that collaboration between families and schools is a key factor in fostering more purposeful gadget-use habits while simultaneously strengthening the development of children’s religious character.
Structured Teacher–Child Questioning for Oral Language Participation in Rural Indonesian Early Childhood Education: Baseline Findings and an Action-Research Protocol Nuzul Fania; Jamilah; Fiqi Nurmanda Sari; Husin
Women, Education, and Social Welfare Vol. 3 No. 3 (2026): July - September 2026 | Women, Education, and Social Welfare
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/wesw.3064-2469.658

Abstract

Oral language is central to young children’s participation, learning, and later educational opportunity. This study reports the baseline stage of a planned classroom action research project examining structured teacher–child questioning in a rural Indonesian early childhood education and care (ECEC) center. Aggregate baseline records for 15 children aged 5–6 years were analyzed descriptively. Seven children (46.7%) were classified as Not Yet Developing, six (40.0%) as Emerging, two (13.3%) as Developing as Expected, and none as Very Well Developed in the center’s existing language-development framework. Eight children were reported to experience participation barriers, including delayed responses to educator questions (n = 5), unclear speech articulation (n = 2), and limited spontaneous verbal initiation (n = 1). The manuscript translates these findings into a two-cycle questioning protocol that prioritizes open prompts, wait time, contingent expansion, peer uptake, and brief observation records. The contribution is an equity-oriented framework for widening oral-language participation in rural ECEC, rather than a claim of intervention efficacy. Because no Cycle I or Cycle II outcome data were available in the source records, causal improvement is not inferred. Future implementation should report child-level, de-identified trajectories, intervention fidelity, and safeguarding procedures.
Co-Authors Anisah Asmawati Fiqi Nurmanda Sari Jamilah Nisa Asmiarti Nurmalia K Nuzul Fania Vicha Alfinejm.A