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All Journal Ar-Raihanah: Jurnal Pendidikan Islam Anak Usia Dini
Inten Risna
Pendidikan Guru Pendidikan Anak Usia Dini, Universitas Bina Bangsa, Serang, Indonesia
Education

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Implementasi ModelImplementasi Modeling Guru dalam Mengembangkan Karakter Tanggung Jawab Anak Usia 5–6 Tahuning Guru dalam Mengembangkan Karakter Tanggung Jawab Anak Usia 5–6 Tahun Mita Mita; Inten Risna; Yoga Mahendra
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.v6i1.889

Abstract

This study aims to examine the implementation of teacher modeling in developing the character of responsibility among 5–6-year-old children at RA Khairatul Jannah, Cilegon City. Using a descriptive qualitative approach, data were collected through observation, interviews, and documentation. The findings show that teachers consistently serve as role models through behavioral modeling, value habituation, consistent attitudes, and affirmative communication. Children imitate responsible behaviors demonstrated by teachers, such as completing tasks, maintaining cleanliness, and following classroom rules. The study also found that teacher consistency and emotional closeness significantly contribute to children’s internalization of responsible behavior. However, challenges remain, such as inconsistent home environments and teacher workload that sometimes affects modeling quality. This study concludes that teacher modeling is an effective strategy for strengthening children’s responsibility and should be supported by school programs and collaboration with parents. Recommendations include strengthening teacher training on character-based pedagogy and developing structured habituation programs in PAUD institutions
Hambatan Interaksi Sosial Anak Usia 4–6 Tahun: Analisis Bentuk, Penyebab, dan Peran Guru di PAUD Al Ma’sumiyah Kabupaten Serang Susi Susanti; Maulida Nur; Inten Risna
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.v6i1.918

Abstract

This study aims to analyze the forms of social interaction barriers experienced by early childhood learners and the contributing factors that influence these difficulties in PAUD Al Ma’sumiyah, Serang Regency. Social interaction is a crucial domain of early childhood development and requires systematic stimulation both at home and in school. This qualitative descriptive study involved three children identified as having social interaction barriers, one classroom teacher, and one headmaster as supporting informants. Data were collected through observation, interviews, and documentation, and analyzed through data reduction, data presentation, and conclusion drawing. The findings reveal that children experience several forms of social interaction barriers, including excessive shyness, limited verbal communication, dependency on parents, withdrawal from peers, and challenges in cooperative play. Contributing factors include parenting patterns that are overly protective, limited interactional opportunities at home, high exposure to digital devices, and learning strategies that do not optimally facilitate peer interaction. The study recommends strengthening teacher-led social stimulation, increasing interactive learning activities, and improving communication between school and parents to enhance children’s social development
Analisis Keterlibatan Orang Tua Dalam Proses Pembelajaran Terhadap Kesiapan Anak Memasuki Jenjang Sekolah Dasar (SD) Di PAUD Nurul Aulad Pancalaksana Aan Anipah; Inten Risna
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.v6i1.1018

Abstract

This study aims to analyze parental involvement in the learning process and its influence on children’s readiness to enter primary school at PAUD Nurul Aulad Pancalaksana. Children’s readiness is understood as a holistic condition encompassing cognitive, language, social-emotional, independence, and learning attitude aspects. This research employed a qualitative approach with a descriptive design. The research participants consisted of parents and early childhood teachers selected through purposive sampling. Data were collected through semi-structured interviews, observations, and documentation, and analyzed using data reduction, data display, and conclusion drawing, with data credibility ensured through source and technique triangulation. The findings indicate that parental involvement manifested in home learning assistance, character building, positive communication, and active participation in school activities significantly contributes to children’s readiness for primary education. Children who receive consistent parental support demonstrate better cognitive readiness, more mature social-emotional development, greater independence, and positive attitudes toward learning. This study emphasizes that strengthening partnerships between parents and schools is a key strategy in supporting a smooth, child-friendly, and development-oriented transition from early childhood education to primary school.
Co-Authors Aan Anipah Maulida Nur Mita Mita Susi Susanti Yoga Mahendra