Garuda - Garba Rujukan Digital

Pengaruh Media Digital Interaktif Eduma terhadap Pemahaman Konsep Alam Semesta Anak Usia 5-6 Tahun Rahma Sukmara Putri; Qonita Qonita; Taopik Rahman
Ar-Raihanah: Jurnal Pendidikan Islam Anak Usia Dini Vol. 6 No. 1 (2026): Ar-Raihanah: Jurnal Pendidikan Islam Anak Usia Dini
Publisher : Sekolah Tinggi Agama Islam Al-Kifayah Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53398/arraihanah.v6i1.732

This study examines the effect of the interactive digital media Eduma on children’s understanding of universe concepts aged 5–6 years at TK Nurul Hikmah Sejahtera. The study uses a quantitative approach with a quasi-experimental one-group pretest–posttest design involving experimental and control groups. Data were collected through test sheets and observation instruments and analyzed using descriptive statistics, normality test, homogeneity test, paired sample t-test, independent sample t-test, and N-Gain analysis. The results show that the use of Eduma significantly improves children’s understanding of universe concepts, with higher posttest scores in the experimental group compared to the control group. The N-Gain score of the experimental group is also categorized as high, indicating effective learning improvement. The findings imply that interactive digital media such as Eduma can be effectively integrated into early childhood learning to enhance cognitive development, especially in understanding abstract scientific concepts like the universe. Teachers are encouraged to adopt interactive and visual-based digital learning media to increase student engagement and learning outcomes

Ketika Bahasa Ibu Menjadi Asing: Penggunaan Bahasa Sunda pada Anak Usia Dini di Era Digital Mita Maulida; Elan Elan; Qonita Qonita
Ar-Raihanah: Jurnal Pendidikan Islam Anak Usia Dini Vol. 6 No. 1 (2026): Ar-Raihanah: Jurnal Pendidikan Islam Anak Usia Dini
Publisher : Sekolah Tinggi Agama Islam Al-Kifayah Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53398/arraihanah.v6i1.741

This study aims to explore the declining use of Sundanese language among early childhood children in West Java within the context of the digital era. The research employed a qualitative phenomenological approach, collecting data through semi-structured interviews with ten participants, including early childhood educators and parents of children aged 3–6. The findings reveal several factors contributing to the reduced use of Sundanese, such as the dominance of Indonesian at home, the influence of socially diverse environments, and the intense exposure to digital media in Indonesian and foreign languages. Sundanese is perceived as a second or even foreign language by many children due to the lack of natural interaction in their daily lives. Efforts to preserve Sundanese remain limited to ceremonial programs such as "Kamis Nyunda" and have yet to achieve sustainability or integration into daily routines. This study recommends a synergistic approach involving families, schools, and the government to revitalize the use of regional languages from an early age in order to preserve children's cultural identity

Implementasi Pembelajaran Berbasis Steam Melalui Kegiatan Ecoprint Pada Anak Usia 5–6 Tahun Di TK FII Mardhotillah Alfika Nabila; Dindin Abdul Muiz Lidinillah; Qonita Qonita
Ar-Raihanah: Jurnal Pendidikan Islam Anak Usia Dini Vol. 6 No. 2 (2026): Ar-Raihanah: Jurnal Pendidikan Islam Anak Usia Dini
Publisher : Sekolah Tinggi Agama Islam Al-Kifayah Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53398/arraihanah.v6i2.1181

Science, Technology, Engineering, Art, and Mathematics (STEAM)-based learning requires learning activities that provide direct learning experiences for young children. One activity with the potential to support the implementation of STEAM-based learning is ecoprint. This study aimed to describe the implementation of STEAM-based learning through ecoprint activities for children aged 5–6 years at TK Fii Mardhotillah. This study employed a qualitative method with a descriptive approach. The participants consisted of one classroom teacher and ten children aged 5–6 years from Group B1. Data were collected through observation, interviews, and documentation, and analyzed using the Miles, Huberman, and Saldaña model, including data condensation, data display, and conclusion drawing. The findings revealed that the implementation of STEAM-based learning through ecoprint activities demonstrated the Science aspect through observing the characteristics of natural materials, Technology through the use of simple tools and materials, Engineering through arranging, testing, and refining the artwork, Art through creating artwork based on children's ideas, and Mathematics through introducing the concepts of shape, size, and sequence, which were integrated through scaffolding activities within the learning process. Ecoprint activities also provided opportunities for children to actively engage in exploration, decision-making, and simple problem-solving throughout the learning process. Therefore, within the context of this study, ecoprint has the potential to serve as an alternative approach for implementing STEAM-based learning in early childhood education.

Implementasi Pembelajaran Berbasis Steam Melalui Kegiatan Membuat Perahu Nelayan Pada Anak Usia 5-6 Di TK Fii Mardhotillah Shofia Zahra Rizqia; Dindin Abdul Muiz Lidinillah; Qonita Qonita
Ar-Raihanah: Jurnal Pendidikan Islam Anak Usia Dini Vol. 6 No. 2 (2026): Ar-Raihanah: Jurnal Pendidikan Islam Anak Usia Dini
Publisher : Sekolah Tinggi Agama Islam Al-Kifayah Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53398/arraihanah.v6i2.1184

STEAM (Science, Technology, Engineering, Arts, and Mathematics) learning for early childhood can provide meaningful learning experiences through exploration, experimentation, and problem-solving activities. However, research examining the implementation of STEAM through integrated project-based activities and the emergence of various children's abilities during the learning process is still limited. This study aims to describe the implementation of STEAM learning through the activity of making a fishing boat and examine the various abilities that emerge during the learning process. This study used a qualitative method. The research participants consisted of 11 children aged 5–6 years from Group B1 of Fii Mardhotillah Kindergarten, while the interview informants were class teachers. Data were collected through observation, interviews, and documentation studies. Data analysis used the Miles & Huberman model which includes data reduction, data presentation, and drawing conclusions. The results showed that all elements of STEAM were implemented in an integrated manner in the learning activities. During the learning process, children demonstrated basic science process skills. In addition, the boat-making activity also fostered problem-solving skills through the process of testing and improving designs, developing creativity in product design, and active involvement of children during the learning process. This study concludes that STEAM learning through fishing boat-building activities provides meaningful, contextual, and integrated learning experiences that support the development of various early childhood abilities. The findings are expected to serve as a reference for early childhood education teachers in designing more innovative and meaningful project-based STEAM learning

Implementasi Pembelajaran berbasis STEAM melalui Kegiatan Pembuatan Gasing di TK PGRI Purbaratu Gusthine Almeera Irawan; Dindin Abdul Muiz Lidinillah; Qonita Qonita
Ar-Raihanah: Jurnal Pendidikan Islam Anak Usia Dini Vol. 6 No. 2 (2026): Ar-Raihanah: Jurnal Pendidikan Islam Anak Usia Dini
Publisher : Sekolah Tinggi Agama Islam Al-Kifayah Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53398/arraihanah.v6i2.1185

STEAM (Science, Technology, Engineering, Arts, and Mathematics)-based learning is an approach that can be used to develop various 21st-century skills in early childhood through active and meaningful learning experiences. This study aimed to describe the implementation of STEAM-based learning through a spinning-top making activity for children aged 5–6 years at TK PGRI Purbaratu. This study employed a qualitative approach involving one classroom teacher and 15 children in Group B. Data were collected through observation, interviews, and documentation and analyzed using the Miles and Huberman model, including data reduction, data display, and conclusion drawing. The findings showed that the spinning-top making activity provided opportunities for children to experience the implementation of each STEAM element through different learning activities. Science was reflected in observing, predicting, and experimenting; technology in the use of simple tools; engineering in selecting materials, constructing, testing, and improving the spinning top; arts in decorating the product; and mathematics in counting and recognizing geometric shapes. Therefore, the spinning-top making activity illustrates how a traditional play activity can meaningfully support the implementation of STEAM-based learning in early childhood education

Validitas dan Reliabilitas Instrumen Penerimaan Pendekatan Pembelajaran Mendalam Pada Guru TK Leni Puspita Dewi; Dadan Nugraha; Qonita Qonita
Ar-Raihanah: Jurnal Pendidikan Islam Anak Usia Dini Vol. 6 No. 2 (2026): Ar-Raihanah: Jurnal Pendidikan Islam Anak Usia Dini
Publisher : Sekolah Tinggi Agama Islam Al-Kifayah Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53398/arraihanah.v6i2.1187

This study was motivated by the limited availability of valid and reliable instruments for measuring kindergarten teachers’ acceptance of pedagogical deep learning, despite the important role of teacher acceptance in supporting the implementation of pedagogical innovations. The availability of a high-quality measurement instrument is essential for obtaining accurate information regarding teachers’ acceptance of pedagogical deep learning. Therefore, this study aimed to examine the validity and reliability of an instrument designed to measure kindergarten teachers’ acceptance of pedagogical deep learning through a pilot study. A quantitative approach with a pilot study design was employed. The participants consisted of 30 kindergarten teachers selected through convenience sampling based on accessibility and willingness to participate in the study. Data were collected using a five-point Likert-scale questionnaire comprising 22 items developed based on four constructs of the Technology Acceptance Model (TAM), namely perceived usefulness, perceived ease of use, attitude toward implementation, and behavioral intention to implement. Data were analyzed using item-total correlation for validity testing and Cronbach’s Alpha coefficient for reliability testing. The results indicated that all 22 items met the validity criteria, with item-total correlation coefficients exceeding the critical r-value (0.3610). Reliability analysis revealed Cronbach’s Alpha coefficients ranging from 0.600 to 0.791 across the four constructs, while the overall instrument achieved a reliability coefficient of 0.927. These findings indicate that the instrument demonstrates adequate measurement quality and is suitable for use in the main study. This study contributes to the preliminary development and validation of an instrument for measuring teachers’ acceptance of pedagogical deep learning in early childhood education settings

Implementasi STEAM Pada Kegiatan Proyek Pembuatan Lampu Lalu lintas Untuk Anak Usia 5-6 Tahun Delia Nurlina; Dindin Abdul Muiz Lidinilah; Qonita Qonita
Ar-Raihanah: Jurnal Pendidikan Islam Anak Usia Dini Vol. 6 No. 2 (2026): Ar-Raihanah: Jurnal Pendidikan Islam Anak Usia Dini
Publisher : Sekolah Tinggi Agama Islam Al-Kifayah Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53398/arraihanah.v6i2.1207

The STEAM (Science, Technology, Engineering, Art, and Mathematics) approach is an educational innovation that offers early childhood learners experiences through activities integrating various disciplines. However, the implementation of STEAM elements within project-based activities relevant to children's daily lives requires further in-depth study. This research aims to describe the implementation of STEAM in a traffic light construction project for children aged 5–6 years. A descriptive qualitative approach was employed at TK PGRI Rancabogo. The subjects were children in "Group B" (aged 5–6) participating in the STEAM-based traffic light project. Data were collected through observation, interviews, and documentation, then analyzed using data reduction, data presentation, and conclusion-drawing techniques. The results indicate that the traffic light project successfully integrated the five STEAM elements. The Science element was evident when children observed whether the lights illuminated after assembly. The Technology element was demonstrated through the use of simple tools and materials. The Art element was visible in activities involving decoration and color selection, while the Mathematics element appeared as children recognized geometric shapes, counted the lights, and sequenced colors. Thus, this project serves as a viable alternative for implementing STEAM in early childhood education

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