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All Journal Jurnal Eduscience (JES) Al Tahdzib: Jurnal Pendidikan Islam Anak Usia Dini International Journal of Educational Narratives
Asrul Faruq
Institut Agama Islam Pemalang
Education Other

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Implementasi Alat Permainan Edukatif (APE) Keterampilan Meronce untuk Menumbuhkan Perkembangan Sensorik dan Motorik Anak Usia Dini Sofie Anggraeni; Mu’ammar Mu’ammar; Asrul Faruq; Nida Adilah
Al Tahdzib: Jurnal Pendidikan Islam Anak Usia Dini Vol. 3 No. 1 (2024): Al Tahdzib: Jurnal Pendidikan Islam Anak Usia Dini
Publisher : STAI Publisistik Thawalib Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54150/altahdzib.v3i1.330

Abstract

Meronce is the process of arranging or assembling objects by inserting perforated objects into a string or thread to create beautiful works. This meronce skill not only develops the sensory and motor aspects of children, but also enhances focus on the senses, such as concentration, training social-emotional skills, cognitive skills, as well as introducing colors and shapes to children aged 5-6 years. By taking beads and arranging them according to desired patterns or shapes, children can practice hand movements, eye coordination, and motor skills. The use of meronce skills in learning is very effective in developing various aspects of early childhood development, both in kindergarten and early childhood education. Therefore, this article discusses the use of Educational Play Equipment (APE) Meronce Skills to enhance sensory and motor development in early childhood. This study uses a qualitative approach with field research, which aims to determine the background, social groups, individuals, and community institutions. The results show that meronce skill learning in classroom B1 of TK Muslimat Nurul Ulum 2 Pegiringan is conducted with enthusiasm, creativity, and high spirits. Children are able to follow their teacher's instructions well.
INNOVATION IN EARLY CHILDHOOD LEARNING MEDIA: CREATING SPIN GAMES TO IDENTIFY GENDER IDENTITY Dwi Haryanti; Yurinda Withasari; Asrul Faruq
JURNAL EDUSCIENCE Vol 13, No 1 (2026): Jurnal Eduscience (JES), (Authors from Australia, Taiwan, and Indonesia)
Publisher : Universitas Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jes.v13i1.7746

Abstract

Purpose-Gender identity formation is tightly linked to early childhood social and emotional development. Nonetheless, traditional approaches that lack interest continue to dominate learning activities for kids aged 4 to 5. The purpose of this project is to create and assess the viability of using Spin Game media as a cutting-edge teaching tool to introduce gender identification to youngsters between the ages of four and five.Methodology-The ADDIE model, comprising analysis, design, development, implementation, and evaluation, was used in this study's Research and Development (R&D) methodology. At PAUD KB Mutiara Bangsa, information was gathered by surveys, observations, and documentation. Teacher response questionnaires, observation sheets measuring children's gender identity recognition, and media and material feasibility questionnaires made up the research tools.Findings-According to the findings, the Spin Game media received a very feasible score of 96.7% from media professionals and 100% from material specialists. 84.4% of children's gender identity recognition was supported, according to observation results from small-scale experiments. Additionally, with a feasibility percentage of 97.3%, teacher replies showed a very high degree of acceptance. These results show that the Spin Game media is efficient and successful for teaching young children.Contribution-By offering a fun, play-based learning tool that promotes gender identity awareness among kids ages 4-5, this study advances early childhood education. The Spin Game enhances the development of learning media for early childhood gender education and provides a practical, creative alternative to conventional teaching techniques.
Little Merchants, Big Questions: Narrative Accounts of Early Childhood Scientific Attitudes in a Traditional "Market Day" Activity Asrul Faruq; Raharjo Raharjo; Sofa Muthohar; Rusi Novi Safitri; Izdihar Syifa Cahyani; Wan Khairul Aiman Wan Mokhtar
International Journal of Educational Narratives Vol. 4 No. 3 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v4i3.3665

Abstract

Background. Developing scientific attitudes in early childhood is important for fostering curiosity, critical thinking, problem-solving, and exploratory learning. However, learning practices in many early childhood education settings still tend to be teacher-centered, limiting children’s opportunities to engage in meaningful experiential learning. Previous studies have discussed scientific learning through experiments and play-based activities, yet research on the use of “Market Day” activities to develop scientific attitudes remains limited. Therefore, further research is needed to explore how Market Day activities can support scientific attitude development in early childhood education. Purpose. This study aims to examine how traditional market-themed “Market Day” activities facilitate the development of scientific attitudes among early childhood students, particularly through children’s participation in contextual learning processes. Method. This study employed a qualitative approach using a descriptive case study method. Participants were selected purposively and consisted of children in Groups A and B aged 5–6 years, classroom teachers, and the principal at Istiqomah Loning Petarukan Pemalang Kindergarten. Data were collected through observations, interviews, and documentation. Data validity was ensured through source and technique triangulation, while data analysis used the interactive model of Miles, Huberman, and Saldana. Results. The findings revealed that Market Day activities implemented through a Project-Based Learning (PjBL) approach and role-playing methods supported the development of children’s scientific attitudes. Children demonstrated curiosity, observation, questioning behavior, simple logical thinking, and communication skills through activities such as exploring goods, identifying prices, negotiating, counting money, and solving problems during transactions. The activity also promoted honesty, responsibility, numeracy skills, and early financial literacy. Conclusion. This study contributes theoretically by showing that Market Day activities can support the development of scientific attitudes through contextual and experiential learning. Practically, the findings suggest that traditional market-themed Market Day activities can be used by teachers as an effective strategy for fostering scientific attitudes and social skills in young children.
Co-Authors Dwi Haryanti Izdihar Syifa Cahyani Mu’ammar Mu’ammar Nida Adilah Raharjo Raharjo Rusi Novi Safitri Sofa Muthohar Sofie Anggraeni Wan Khairul Aiman Wan Mokhtar Yurinda Withasari