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All Journal Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini AL-ATHFAAL : JURNAL ILMIAH PENDIDIKAN ANAK USIA DINI Pratama Widya: Jurnal Pendidikan Anak Usia Dini
Huliyah, Muhiyatul
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Education

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Evaluating the Alignment of the MBKM S-1 PIAUD Curriculum with Raudatul Atfal Institution Needs Huliyah, Muhiyatul; Umayah, Umayah; Fauzia, Wulan
Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini Vol. 8 No. 4 (2024)
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/obsesi.v8i4.5884

Abstract

The MBKM (Merdeka Belajar Kampus Merdeka) curriculum aims to improve higher education institutions' ability to produce graduates ready to face challenges in modern technology, science, and society. This study aims to evaluate the MBKM undergraduate Islamic Early Childhood Education (PIAUD) curriculum, focusing on its alignment with the needs of Raudatul Atfal (RA) institutions. Questionnaires were distributed to selected RA institutions using a comprehensive evaluation process. Most of the feedback indicated that the curriculum met professional standards very well, although there were some differences of opinion. A thorough analysis of the responses showed that most stakeholders appreciated the benefits of the curriculum but noted some inconsistencies in its relevance and pointed out areas for improvement. The curriculum aligns with industry expectations and can serve as a model for other programs. The study confirms its effectiveness and provides insights for education policymakers adapting to changing industry standards.
PEMANFAATAN PERMAINAN TRADISIONAL DALAM MENGEMBANGKAN KEMAMPUAN NUMERIK ANAK USIA 5-6 TAHUN DI RA DAARUL MUQIMIEN Huliyah, Muhiyatul; Yuli Rahmawati; Asep Supena
PRATAMA WIDYA : Jurnal Pendidikan Anak Usia Dini Vol 10 No 1 (2025): Pratama Widya April 2025
Publisher : UHN I GUSTI BAGUS SUGRIWA DENPASAR

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25078/pw.v10i1.4479

Abstract

Early childhood numerical skills are a significant factor in academic readiness. A traditional game-based approach is an effective strategy for engagingly enhancing numerical skills. This study explores using traditional games to support the numerical development of 5-6-year-old children at RA Daarul Muqimien. A qualitative and case study approach was employed to collect data through interviews, observations, and documentation. The participants of this study consisted of three teachers, three parents and three children. Data analysis was conducted using thematic analysis techniques to identify emerging patterns. The results showed that traditional games such as Snakes and Ladders, Congklak, and Engklek were used to improve number recognition, addition, subtraction, and forward and backward counting. In addition, these games contribute positively to children’s cognitive, social and motor development. Teachers play a role in adapting the games, while parents support them through guidance at home. The game promotes social interaction and cooperation among children. While there are challenges, such as limited focus and mentoring time, this approach facilitates an engaging learning experience. This research contributes to developing traditional game-based numerical learning methods with adaptations that address children’s needs.
Teacher readiness and institutional support in raudatul atfal: descriptive analysis of independent curriculum implementation Huliyah, Muhiyatul; Muhtadi, Didi; Imroatun, Imroatun; Bastian, Abda Billah Faza Muhammadkan
Al-Athfaal: Jurnal Ilmiah Pendidikan Anak Usia Dini Vol. 7 No. 2 (2024): Al-Athfaal: Jurnal Ilmiah Pendidikan Anak Usia Dini
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/al-athfaal.v7i2.24677

Abstract

Background: The Independent Curriculum is a transformative initiative in the Indonesian education system, emphasizing flexibility, contextual teaching, and holistic child development. However, its implementation is a challenge for PAUD teachers, especially in Raudatul Lembaga Atfal (RA). To effectively address these challenges, a comprehensive understanding of teacher readiness and institutional support is needed.Objective: This study aims to analyze the readiness of RA teachers and institutional factors that support the implementation of the Independent Curriculum in Tangerang Regency, Indonesia. This study identifies key gaps in teacher competency and systemic drivers that are important for improving curriculum implementation.Methods: This study used a descriptive research design and involved 103 RA teachers from various locations. Data were collected through structured surveys and semi-structured interviews, focusing on various dimensions of teacher readiness, such as pedagogical competence, curriculum knowledge, technology proficiency, and adaptive capacity.Results: The findings highlight strong pedagogical skills but also reveal significant curriculum knowledge and technology gaps, especially in rural areas. The study's novelty lies in its integration of teacher readiness and institutional support, offering fresh insights into improving curriculum implementation.Conclusion: This study fills a research gap by examining individual and institutional factors influencing PAUD teacher readiness. Theoretically, it integrates readiness with institutional support, enhancing educational frameworks. Practically, it provides strategies for policymakers and leaders to improve PAUD through robust support systems
Co-Authors Asep Supena. Bastian, Abda Billah Faza Muhammadkan Imroatun Imroatun Muhtadi, Didi Umayah Umayah, Umayah Wulan Fauzia Yuli Rahmawati