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All Journal Didaktik : Jurnal Ilmiah PGSD STKIP Subang Alzam : Journal Of Islamic Early Childhood Education Referensi Islamika: Jurnal Studi Islam
Anisah
Universitas Islam Negeri Sulthan Thaha Saifuddin Jambi
Religion Humanities Education Languange, Linguistic, Communication & Media Other

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Meningkatkan Kreatifitas Seni Rupa Anak Usia Dini Melalui Kegiatan Menggambar, Menggunting Dan Menempel (3M) di Raudhatul Athfal Nurul Yaqin Desa Simpang Sungai Duren Jambi Ariana Dwita; Siti Mariah Ulfa; Anisah
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: 10.51675/3v3rsb67

Abstract

This study aims to improve children's visual arts creativity through drawing, cutting, and pasting activities. The research was conducted using the Classroom Action Research (CAR) method, consisting of a pre-cycle, Cycle I, and Cycle II. The subjects of the study were 32 children. The results of the pre-cycle showed that the children’s visual arts creativity was still low, with 24 children (75%) categorized as Not Yet Developed (NYD), 5 children (16%) as Beginning to Develop (BD), 3 children (9%) as Developing as Expected (DE), and no children achieving the Very Well Developed (VWD) category. In Cycle I, Meeting I, there was an improvement: 11 children (34%) were in the NYD category, 9 children (28%) in BD, 7 children (22%) in DE, and 5 children (16%) in VWD. Further improvement was observed in Cycle I, Meeting II, with 3 children (9%) in NYD, 5 children (9%) in BD, 15 children (47%) in DE, and 9 children (28%) in VWD. In Cycle II, Meeting I, no children remained in the NYD or BD categories; 19 children (59%) were categorized as DE and 13 children (41%) as VWD. The most significant improvement was achieved in Cycle II, Meeting II, where all children reached the developed categories: 2 children (6%) were in the DE category and 30 children (94%) achieved the VWD category.
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.
STRATEGI GURU DALAM MENGEMBANGKAN SOSIAL EMOSIONAL ANAK DI TAMAN KANAK-KANAK Umil Lasmita; Fiqi Nurmanda Sari; Anisah
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 3 (2026): Volume 12 No. 3, September 2026 Release
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i3.17790

Abstract

Social-emotional development is one of the key aspects that must be nurtured from an early age, as it plays a role in shaping a child’s ability to interact, collaborate, manage emotions, and adapt to their environment. Based on preliminary observations at Harapan Ibu Kindergarten in Ngaol Village, Tabir Barat Subdistrict, Merangin Regency, some children were still found to be unable to control their emotions, lacked self-confidence, and had difficulty interacting with their peers. This study aims to describe teachers’ strategies for fostering children’s social-emotional development, assess the current state of children’s social-emotional development, and identify factors that support and hinder the implementation of these strategies. The study employed a qualitative approach using a descriptive research design. The research subjects consisted of the principal, teachers, and children aged 4–6 years. Data were collected through observation, interviews, and documentation, then analyzed using data reduction, data presentation, and conclusion-drawing techniques, with validity tested through triangulation. The results showed that teachers implemented these strategies through role-playing, modeling positive behaviors, setting a good example, group activities, and warm communication with the children. These strategies were effective in improving the children’s ability to cooperate, share, help peers, regulate their emotions, and interact positively. Supporting factors include cooperation between teachers and parents, a conducive school environment, and the availability of engaging play activities, while inhibiting factors include differences in children’s personalities, a lack of parental attention, and limited learning resources. Thus, the implementation of teachers’ strategies through role-playing and positive reinforcement has been proven to optimally support children’s social-emotional development
Co-Authors Ariana Dwita Asmawati Fiqi Nurmanda Sari Husin Siti Mariah Ulfa Umil Lasmita Vicha Alfinejm.A