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All Journal Al Ishlah Jurnal Pendidikan Pendas : Jurnah Ilmiah Pendidikan Dasar Jurnal Smart PAUD Pernik : Jurnal Pendidikan Anak Usia Dini Abdimas UNWAHAS : Jurnal Pengabdian Masyarakat UNWAHAS Jurnal Ilmiah Profesi Pendidikan Didaktik : Jurnal Ilmiah PGSD STKIP Subang TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan Al Hikmah: Journal of Education Jurnal Inovasi Pembelajaran di Sekolah Transformasi : Jurnal Penelitian dan Pengembangan Pendidikan Non Formal Informal JS (Jurnal Sekolah) Indonesian Journal of Early Childhood : Jurnal Dunia Anak Usia Dini Proceeding of International Conference on Science, Education, and Technology Jurnal Pengabdian Masyarakat dan Riset Pendidikan Ngudi Waluyo Empowerment : Jurnal Pengabdian Kepada Masyarakat INTELEKTUAL: JURNAL ILMIAH MULTIDISIPLIN MAHASISWA DAN AKADEMISI Jurnal Pengabdian Indonesia Jurnal Ilmu Komputer El Midad: Jurnal Jurusan PGMI
Rochmawati, Nur Intan
Univeritas Ngudi Walluyo
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemical Engineering, Chemistry & Bioengineering Computer Science & IT Control & Systems Engineering Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Medicine & Pharmacology Nursing Social Sciences Other

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EVALUATING TV SEKOLAH AS AN EVIDENCE-BASED TOOL FOR PAUD HI PROGRAM EVALUATION AND DIGITAL CHILD PORTFOLIOS IN KINDERGARTEN SETTINGS Rochmawati, Nur Intan; Pudjaningsih, Wiwik; Pratama, Ade; Fyanthusany, Desyanne Dhuanyta
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i01.43011

Abstract

Holistic-Integrative Early Childhood Development (PAUD HI) requires routine, evidence-based evaluation to document learning processes and communicate child development to families, yet many kindergarten settings still rely on fragmented documentation. This study examines whether TV Sekolah can function as an evidence-based tool for PAUD HI evaluation and as a digital child portfolio in a kindergarten cluster in Semarang. We employed a mixed-method exploratory design combining questionnaires and documentation/observation of platform use; participants included parents (n=24) and teachers (n=10). Results indicate that parental conceptual understanding remained limited (41.7% understood TV Sekolah, whereas 58.3% did not), but perceived informational value was high: 75.0% reported being satisfied (including 12.5% very satisfied) and 25.0% reported not being satisfied. Most parents also agreed that TV Sekolah increased their involvement in monitoring children’s activities and progress (83.3% agree). Teachers largely judged TV Sekolah effective as evaluation evidence (80% effective), though some reported integration constraints. In conclusion, TV Sekolah shows practical promise for strengthening PAUD HI evaluation and transparency, but schools should provide teacher training, integrate documentation into daily evaluation workflows, and deliver structured parent orientation to close comprehension gaps.
OPTIMALISASI PENGEMBANGAN KOGNITIF ANAK TK A MENGGUNAKAN ALAT PERMAINAN EDUKATIF MATCH COLOUR FINE MOTOR BALL DI TK BUMITAMA Eka Astuti, Retno; Intan Rochmawati, Nur; Himmah Taulany, Himmah; Swantyka Ilham Prahesti, Swantyka
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 2026 Public
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i01.43082

Abstract

ABSTRACT Cognitive learning in early childhood requires concrete media appropriate to the pre-operational developmental stage. However, learning practices at Bumitama Kindergarten are still dominated by verbal methods and worksheets, resulting in children being less active, easily bored, and experiencing difficulty recognizing and matching colors. This study aims to describe cognitive learning practices before the use of the media, analyze the effectiveness of the Match Color Fine Motor Ball Educational Game Tool (APE), and identify improvements in children's cognitive abilities and hand-eye coordination. This study used a best practice approach with 15 grade A children of Bumitama Kindergarten as subjects. Data collection techniques were conducted through observations before and after the media implementation using the developmental indicators of BB, MB, BSH, and BSB. The results showed a decrease in the Not Developing (BB) category from 7 children to 2 children and an increase in the Very Well Developing (BSB) category from 1 child to 6 children. These findings indicate that the use of the Match Color Fine Motor Ball Educational Game Tool (APE) is effective in improving children's color recognition, color matching, and fine motor coordination. Play-based media and concrete object manipulation have been proven to create more active, enjoyable, and meaningful learning for early childhood.
IMPLEMENTASI KEGIATAN SENAM IRAMA DALAM MENGEMBANGKAN KEMAMPUAUN MOTORIK KASAR ANAK USIA 5-6 TAHUN DI TK ISLAM MASJID AL FALAQ Amara Julia Ratnaningsih; Wiwik Pudjaningsih; Syifa Fauziah; Nur Intan Rochmawati
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 01 (2026): Volume 12 No. 01 Maret 2026 Public
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i01.11924

Abstract

This study aims to develop rhythmic gymnastics activities in the gross motor skills of children aged 5-6 years at the Al Falaq Mosque Islamic Kindergarten. The research method used is qualitative with a descriptive approach. Data were collected through observation, interviews, and documentation. During two learning sessions. In the first session, children were introduced to the rhythmic gymnastics activities of Anak Indonesia Hebat. The second session focused on introducing rhythmic gymnastics movements aimed at evaluating children's overall understanding. The results of this study indicate that rhythmic gymnastics creates a cheerful, interactive and fun atmosphere that encourages children to be more active and enthusiastic. Through rhythmic gymnastics videos, children are more motivated and enthusiastic in following each session. This contributes to increasing their self-confidence and social skills, as they learn to interact and cooperate with their peers. The role of teachers in improving gross motor skills of early childhood through rhythmic gymnastics activities at the Al Falaq Mosque Islamic Kindergarten as a facilitator who creates a fun learning environment, directs movements, and motivates children to actively participate in rhythmic gymnastics activities. Teachers are also responsible for designing activities that are appropriate to the child's development, ensuring that every movement made can improve muscle strength, balance, and coordination.
IMPLEMENTASI PENGEMBANGAN ANAK USIA DINI HOLISTIK INTEGRATIF SEBAGAI STRATEGI DALAM MEMPERKUAT LAYANAN PERLINDUNGAN DAN PEMENUHAN HAK ANAK DI TK ISRIYATI SUGITO Siti Nasekah; Nur Intan Rochmawati; Himmah Taulany; Nufitriani Kartika Dewi
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 01 (2026): Volume 12 No. 01 Maret 2026 Public
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i01.11991

Abstract

Holistic Integrative Early Childhood Education (PAUD HI) is a comprehensive and integrated service approach designed to fulfill the essential needs of early childhood. The implementation of PAUD HI does not only focus on educational aspects but also includes health, nutrition, caregiving, protection, and child welfare. This study aims to determine how the implementation of PAUD HI serves as a strategy in strengthening child protection services and fulfilling children’s rights at TK Isriyati Sugito. This research employed a qualitative approach using a descriptive method. Data collection techniques were carried out through observation, interviews, and documentation. The research subjects included the principal, teachers, and related parties involved in the implementation of the PAUD HI program. The data were analyzed through the stages of data reduction, data presentation, and conclusion drawing. The results of the study indicate that the implementation of PAUD HI at TK Isriyati Sugito has been carried out through various integrated programs, such as child-friendly learning activities, health and nutrition monitoring, collaboration Layanan with parents, and the implementation of child protection policies within the school environment. These strategies are able to strengthen protection services and ensure the fulfillment of children’s rights in aspects of growth and development, participation, and a sense of security within the school environment. Therefore, the implementation of PAUD HI becomes an effective strategy in supporting optimal child protection and the fulfillment of children’s rights. Schools are expected to continuously improve coordination with various stakeholders to ensure that the services provided are increasingly high-quality and sustainable.
LEADING DEEP LEARNING IN PRIMARY EDUCATION: HOW SCHOOL PRINCIPALS LEVERAGE TEACHER LEARNING COMMUNITIES TO ENHANCE EDUCATIONAL QUALITY Beti Nurasih; Nur Intan Rochmawati
El Midad Vol. 18 No. 1 (2026): El-Midad: Jurnal Jurusan PGMI
Publisher : Universitas Islam Negeri Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/elmidad.v18i1.14724

Abstract

This study explores how school principals lead the implementation of deep learning in primary education by leveraging teacher learning communities to enhance educational quality. Responding to increasing demands for meaningful, higher-order learning in the twenty-first century, the study adopts a qualitative case study design to examine leadership practices in a primary education context. Data were collected through semi-structured interviews, non-participant observations, and document analysis involving school principals, teacher learning community coordinators, and primary school teachers. The findings reveal that leadership in deep learning is enacted through a coherent, integrated set of strategies. These include articulating and institutionalizing a shared pedagogical vision, positioning teacher learning communities as core mechanisms for collaborative professional learning, reorienting instructional supervision toward reflective dialogue, and managing structural and cultural conditions that sustain instructional change. Teacher learning communities function as mediating structures that translate leadership vision into classroom-level deep learning practices. When supported by reflective supervision and aligned organizational conditions, these communities foster teachers’ pedagogical innovation and collective responsibility for student learning. The study contributes to the literature on instructional leadership and professional learning communities by conceptualizing leadership for deep learning as a systemic and relational process. In practice, the findings offer insights for school leaders and policymakers seeking to embed deep learning into everyday professional routines in primary education
ADAPTIVE INSTRUCTIONAL LEADERSHIP IN RESOURCE-CONSTRAINED KINDERGARTENS: A QUALITATIVE STUDY OF PRINCIPALS’ STRATEGIES Puji Darwanti; Nur Intan Rochmawati
El Midad Vol. 18 No. 1 (2026): El-Midad: Jurnal Jurusan PGMI
Publisher : Universitas Islam Negeri Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/elmidad.v18i1.14725

Abstract

Instructional leadership plays a critical role in improving learning quality in early childhood education; however, its enactment in resource-constrained kindergarten settings remains underexplored. This study examines how kindergarten principals implement adaptive instructional leadership in contexts characterized by limited resources, heavy reliance on honorary teachers, and demanding curricular demands. Employing a qualitative descriptive–interpretive design, data were collected through semi-structured interviews, non-participant observations, and document analysis involving kindergarten principals, teachers, and early childhood education supervisors in resource-constrained kindergartens. Data were analyzed using an interactive thematic analysis approach guided by the Adaptive Instructional Leadership framework. The findings reveal five interrelated leadership strategies: (1) pragmatically framing instructional vision under resource constraints, (2) enacting context-responsive academic supervision, (3) facilitating school-based professional learning as a substitute for formal development, (4) mediating curriculum implementation through contextual adaptation, and (5) sustaining instructional quality through relational and collaborative leadership practices. These strategies demonstrate that instructional leadership in kindergartens operates as a dynamic and adaptive process rather than a standardized set of practices. This study contributes to instructional leadership theory by foregrounding adaptation and contextual responsiveness as central mechanisms of leadership in early childhood education. The findings offer theoretical insights and practical implications for leadership development and policy initiatives to strengthen instructional leadership capacity in resource-constrained kindergarten settings
PENGEMBANGAN MEDIA ROTAR GEBER UNTUK MENINGKATKAN PENGETAHUAN BENTUK, WARNA, DAN TEKSTUR ANAK USIA DINI Lasmi, Lasmi; Dewi, Nufitriani Kartika; Fauzia, Syifa; Rochmawati, Nur Intan
TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan Vol. 6 No. 1 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/teaching.v6i1.9749

Abstract

Young children’s ability to recognize shapes, colors, and textures is an important part of cognitive and sensory development that needs to be stimulated through concrete learning experiences. Based on teaching practice at Pos PAUD Cempaka Pemalang, some children still experienced difficulties distinguishing geometric shapes, recognizing colors, and understanding texture differences because learning activities were still conventional and lacked concrete media. This study aimed to develop a learning medium called ROTAR GEBER (Colorful and Textured Geometry Spinning Wheel) and examine its implementation in improving children’s knowledge of shapes, colors, and textures. The method used was a practice-based media development approach involving planning, media creation, implementation, and evaluation stages. The media was made from recycled cardboard modified with colorful geometric shapes and various textures such as flannel fabric and sponge. The results showed that children became more enthusiastic, active, and capable of recognizing shapes, differentiating colors, and understanding textures through play activities using the media. ROTAR GEBER provides concrete, visual, and multisensory learning experiences suitable for early childhood characteristics. Therefore, this media can be an effective alternative innovation for improving young children’s cognitive abilities. ABSTRAK Kemampuan anak usia dini dalam mengenali bentuk, warna, dan tekstur merupakan bagian penting dari perkembangan kognitif dan sensorik yang perlu distimulasi melalui pengalaman belajar yang konkret. Berdasarkan pengalaman praktik pembelajaran di Pos PAUD Cempaka Pemalang, masih ditemukan anak yang mengalami kesulitan dalam membedakan bentuk geometri, mengenali warna, serta memahami perbedaan tekstur karena pembelajaran masih bersifat konvensional dan kurang melibatkan media konkret. Penelitian ini bertujuan untuk mengembangkan media pembelajaran ROTAR GEBER (Roda Putar Geometri Berwarna dan Bertekstur) serta mengetahui penerapannya dalam meningkatkan pengetahuan anak tentang bentuk, warna, dan tekstur. Metode yang digunakan adalah pengembangan media berbasis praktik pembelajaran dengan tahapan perencanaan, pembuatan media, penerapan, dan evaluasi. Media dibuat dari bahan sederhana berupa kardus bekas yang dimodifikasi dengan bentuk geometri berwarna dan berbagai tekstur seperti kain flanel dan spons. Hasil penerapan menunjukkan bahwa anak lebih antusias, aktif, dan mampu mengenali bentuk, membedakan warna, serta memahami tekstur melalui kegiatan bermain menggunakan media. Media ROTAR GEBER memberikan pengalaman belajar konkret, visual, dan multisensorik yang sesuai dengan karakteristik perkembangan anak usia dini. Dengan demikian, media ini dapat menjadi alternatif inovasi pembelajaran yang efektif dalam meningkatkan kemampuan kognitif anak usia dini.
Co-Authors ABDUL ROHMAN Abdul Rohman Ade Pratama Adhi Budi Susilo Amara Julia Ratnaningsih Anik Rismaida Anwirotul Hidayah Arista Candra Irawati Aulia Cahyaning Tyas Bagas Prakosa Beti Nurasih Dian Bayu Sulistyo Dyah Mutiara Khayatun Nufus Eka Astuti, Retno Fyanthusany, Desyanne Dhuanyta Haryati Haryati Himmah Taulany Himmah Taulany, Himmah Khifni Kafa Rufaida Lasmi, Lasmi Lestari, Azizah Sella Lisa Virdinarti Putra Mochamad Rizqi Adhi Pratama Najwa Safira Nila Kusumaningtyas, Nila Nufitriani Kartika Dewi Nurul Iman, Nurul Puji Darwanti Romandhoni, Fajar Taufik Samsudi . Sisca Septiani Sisca Septiani Siskandar Siskandar, Siskandar Siswi Yulfani Siti Nasekah Sri Lestari Susilo, Adhi Budi Swantyka Ilham Prahesti, Swantyka Syifa Fauzia, Syifa Syifa Fauziah Wahyu Tri Setyobudi Wasilaturrohmah, Siti Wiwik Pudjaningsih Yoannes Romando Sipayung