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Penerapan Pembelajaran Berbasis Proyek di TPQ Ar-Rahman Arlin Nurpani; Masnipal; Arif Hakim
Bandung Conference Series: Early Childhood Teacher Education 81-88
Publisher : UNISBA Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29313/bcsecte.v6i2.24103

Abstract. Project-Based Learning (PjBL) is a learning strategy that requires students to play an active role in completing projects, thereby providing a meaningful learning experience. Although it is widely implemented in formal educational institutions, research on its application in non-formal Islamic educational institutions, particularly Al-Qur’an Education Centers (TPQs), remains limited. This study aims to describe the implementation of project-based learning at the Ar-Rahman TPQ, covering planning, implementation, evaluation, as well as supporting and inhibiting factors. This study employs a qualitative approach using a descriptive method. The research subjects consisted of three teachers at TPQ Ar-Rahman. Data were collected through observation, interviews, and documentation, then analyzed through the stages of data reduction, data presentation, and drawing conclusions. The research findings indicate that instructional planning was carried out through the development of lesson plans, the setting of learning objectives, the selection of project themes, and the preparation of learning media and materials. The implementation of instruction followed the stages of Project-Based Learning, actively involving students in project activities. Evaluation was conducted through observation, documentation, and assessment of student progress, which showed that the majority fell into the “Beginning to Develop” (MB) category, while some reached the “Developing as Expected” (BSH) category. Supporting factors included student enthusiasm and the readiness of learning media and tools, while obstacles included time constraints and differences in student characteristics. The implementation of project-based learning at TPQ Ar-Rahman has succeeded in creating a participatory and meaningful learning experience. Abstrak. Project-Based Learning (PjBL) merupakan strategi pembelajaran yang menuntut peserta didik berperan aktif dalam penyelesaian proyek sehingga menghadirkan pengalaman belajar yang bermakna. Meskipun banyak diterapkan pada lembaga pendidikan formal, kajian mengenai penerapannya di lembaga pendidikan Islam nonformal, khususnya Taman Pendidikan Al-Qur’an (TPQ), masih terbatas. Penelitian ini bertujuan untuk mendeskripsikan penerapan pembelajaran berbasis proyek di TPQ Ar-Rahman yang meliputi perencanaan, pelaksanaan, evaluasi, serta faktor pendukung dan penghambat. Penelitian ini menggunakan pendekatan kualitatif dengan metode deskriptif. Subjek penelitian terdiri atas tiga orang guru TPQ Ar-Rahman. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi, kemudian dianalisis melalui tahap reduksi data, penyajian data, serta penarikan kesimpulan. Hasil penelitian menunjukkan bahwa perencanaan pembelajaran dilakukan melalui penyusunan RPPH, penetapan tujuan pembelajaran, pemilihan tema proyek, serta persiapan media dan alat pembelajaran. Pelaksanaan pembelajaran berlangsung sesuai tahapan Project-Based Learning dengan melibatkan peserta didik secara aktif dalam kegiatan proyek. Evaluasi dilakukan melalui observasi, dokumentasi, dan penilaian perkembangan peserta didik yang menunjukkan sebagian besar berada pada kategori Mulai Berkembang (MB) dan beberapa mencapai kategori Berkembang Sesuai Harapan (BSH). Faktor pendukung meliputi antusiasme peserta didik serta kesiapan media dan alat pembelajaran, sedangkan hambatan meliputi keterbatasan waktu dan perbedaan karakteristik peserta didik. Penerapan pembelajaran berbasis proyek di TPQ Ar-Rahman mampu menciptakan pembelajaran yang partisipatif dan bermakna.

Implementasi Kegiatan Sensory Integration dalam Peningkatan Fokus Belajar Anak 5-6 Tahun di TK Islam Mutiara Hati Shafira Amalia Muflihah; Masnipal; Enoh
Bandung Conference Series: Early Childhood Teacher Education 123-132
Publisher : UNISBA Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29313/bcsecte.v6i2.24805

Abstract. This study was motivated by the still-low level of concentration among some 5–6-year-old children at Mutiara Hati Islamic Kindergarten in Bandung, as evidenced by their tendency to be easily distracted, pay little attention to the teacher, and have difficulty completing tasks. The study aims to analyze the implementation of sensory integration activities in improving children’s concentration, including activity preparation, implementation steps, and assessment. The study employed a qualitative approach using a case study design. Data were collected through interviews, observations, and documentation, then analyzed using the Miles and Huberman model, which includes data reduction, data presentation, and drawing conclusions. The results of the study indicate that: (1) teachers prepared sensory integration activities systematically by setting objectives, selecting activities, preparing materials, and arranging the learning environment; (2) implementation steps were carried out before core learning through activities that stimulated the vestibular, proprioceptive, and tactile systems, accompanied by instructions, demonstrations, motivation, and guidance for the children; (3) Assessment was conducted through observation of the children’s responses and engagement during the activities; however, no specific assessment instruments based on early childhood assessment theory were used. It was concluded that the implementation of sensory integration activities supports learning readiness and helps improve children’s focus during learning, although the assessment aspect still needs to be developed to be more systematic. Abstrak. Penelitian ini dilatarbelakangi oleh masih rendahnya fokus belajar sebagian anak usia 5–6 tahun di TK Islam Mutiara Hati Bandung yang ditunjukkan melalui perilaku mudah terdistraksi, kurang memperhatikan guru, dan kesulitan menyelesaikan tugas. Penelitian ini bertujuan menganalisis implementasi kegiatan sensory integration dalam peningkatan fokus belajar anak yang meliputi persiapan kegiatan, langkah-langkah pelaksanaan, dan penilaian. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus. Data dikumpulkan melalui wawancara, observasi, dan dokumentasi, kemudian dianalisis menggunakan model Miles dan Huberman yang meliputi reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa: (1) guru menyiapkan kegiatan sensory integration secara sistematis melalui penetapan tujuan, pemilihan aktivitas, penyiapan media, serta pengaturan lingkungan belajar. (2) Langkah-langkah pelaksanaan dilakukan sebelum pembelajaran inti melalui kegiatan yang menstimulasi sistem vestibular, proprioseptif, dan taktil disertai pemberian instruksi, demonstrasi, motivasi, dan pendampingan kepada anak. (3) Penilaian dilakukan melalui observasi terhadap respons dan keterlibatan anak selama kegiatan, namun belum menggunakan instrumen penilaian khusus yang mengacu pada teori penilaian anak usia dini. Disimpulkan bahwa implementasi kegiatan sensory integration mendukung kesiapan belajar dan membantu meningkatkan fokus belajar anak, meskipun aspek penilaiannya masih perlu dikembangkan agar lebih sistematis.

Pengaruh Problem Based Learning terhadap Pengenalan Kosakata Bahasa Arab pada Anak Usia 5–6 Tahun Dyah Larasati; Masnipal; Enoh
Bandung Conference Series: Early Childhood Teacher Education 141-148
Publisher : UNISBA Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29313/bcsecte.v6i2.24835

Abstract. The Arabic vocabulary recognition ability of early childhood students in Group B at TAUD Baitul Muttaqin Bandung was still not optimal, as many children experienced difficulties in remembering and recalling the vocabulary introduced during learning activities. This study aimed to examine: (1) children's Arabic vocabulary recognition ability before the implementation of the Problem Based Learning (PBL) model; (2) the implementation of the PBL model in Arabic vocabulary learning; and (3) the effect of the PBL model on children's Arabic vocabulary recognition ability. This study employed a quantitative pre-experimental method using a One Group Pretest–Posttest Design. The participants were 11 children from Group B. Data were collected through an observation sheet based on a 1–5 Likert scale and analyzed using descriptive statistics, the Shapiro–Wilk normality test, and the Paired Sample t-test. The findings revealed that children's vocabulary recognition ability improved from the Beginning to Develop (MB) category (mean = 18.82) before the intervention to the Very Well Developed (BSB) category (mean = 39.73) after the implementation of PBL. The Paired Sample t-test yielded a significance value of 0.000 (p < 0.05), indicating that the Problem Based Learning model had a significant positive effect on improving early childhood Arabic vocabulary recognition. Abstrak. Kemampuan pengenalan kosakata Bahasa Arab anak usia dini Kelompok B di TAUD Baitul Muttaqin Bandung masih belum optimal. Sebagian anak mengalami kesulitan dalam mengingat dan menyebutkan kembali kosakata yang telah diperkenalkan dalam kegiatan pembelajaran. Penelitian ini bertujuan untuk mengetahui: (1) kemampuan pengenalan kosakata Bahasa Arab anak sebelum penerapan model pembelajaran Problem Based Learning (PBL); (2) pelaksanaan model pembelajaran Problem Based Learning dalam pengenalan kosakata Bahasa Arab; dan (3) pengaruh model Problem Based Learning terhadap kemampuan pengenalan kosakata Bahasa Arab anak usia dini. Penelitian ini menggunakan metode pre-experimental dengan pendekatan kuantitatif dan desain One Group Pretest–Posttest Design. Subjek penelitian berjumlah 11 anak Kelompok B. Pengumpulan data dilakukan menggunakan lembar observasi berbasis skala Likert 1–5, kemudian dianalisis dengan statistik deskriptif, uji normalitas Shapiro–Wilk, dan uji Paired Sample t-test. Hasil penelitian menunjukkan bahwa kemampuan pengenalan kosakata Bahasa Arab anak meningkat dari kategori Mulai Berkembang (MB) dengan rata-rata skor 18,82 menjadi kategori Berkembang Sangat Baik (BSB) dengan rata-rata skor 39,73 setelah penerapan Problem Based Learning. Hasil uji Paired Sample t-test menunjukkan nilai signifikansi 0,000 (p < 0,05), sehingga model Problem Based Learning berpengaruh signifikan terhadap peningkatan kemampuan pengenalan kosakata Bahasa Arab anak usia dini.

Efektivitas Media Penilaian Kognitif Bergambar dalam Menstimulasi Pemahaman Konsep Bilangan Anak Kelompok B di TKIT Ar-Royyan Indramayu Maylinda Aulia Putri; Masnipal; Enoh
Bandung Conference Series: Early Childhood Teacher Education 175-184
Publisher : UNISBA Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29313/bcsecte.v6i2.25059

Abstract. Early childhood cognitive development, particularly the understanding of number concepts, serves as a fundamental basis for children's readiness to learn mathematics at higher educational levels. Appropriate assessment is not only intended to measure children's developmental achievements but can also function as a learning stimulus when implemented through engaging and developmentally appropriate media. However, assessment practices in many early childhood education institutions continue to rely on developmental checklists, anecdotal records, and portfolios, which are considered less effective in stimulating children's active involvement during the assessment process. This study aimed to examine the effectiveness of Picture-Based Cognitive Assessment Media in stimulating number concept understanding among Group B children at TKIT Ar-Royyan Indramayu. The research employed a quantitative approach using a Pre-Experimental Design with a One-Group Pretest–Posttest Design. The participants consisted of 34 children aged 5–6 years selected through saturated sampling. Data were collected using a validated and reliable picture-based cognitive assessment instrument. Data analysis included descriptive statistics, the Shapiro–Wilk normality test, Paired Sample t-test, and Normalized Gain (N-Gain). The findings revealed that the average pretest score increased from 6.5882 to 8.2647 in the posttest. The Paired Sample t-test produced a significance value of 0.000 (p < 0.05), indicating a statistically significant difference between pretest and posttest scores. Furthermore, the average N-Gain score of 0.3971 was categorized as moderate. These findings indicate that Picture-Based Cognitive Assessment Media is effective in stimulating children's understanding of number concepts and may serve as an innovative assessment alternative in early childhood education. Abstrak. Pemahaman konsep bilangan merupakan salah satu kemampuan kognitif dasar yang perlu dikembangkan sejak usia dini karena menjadi landasan bagi kesiapan anak dalam mempelajari konsep matematika pada jenjang pendidikan berikutnya. Penilaian dalam pendidikan anak usia dini tidak hanya berfungsi untuk mengetahui capaian perkembangan anak, tetapi juga dapat menjadi sarana stimulasi apabila dilaksanakan menggunakan media yang sesuai dengan karakteristik belajar anak. Namun, pelaksanaan penilaian di berbagai lembaga PAUD masih didominasi oleh penggunaan ceklis perkembangan, catatan anekdot, dan portofolio sehingga keterlibatan aktif anak dalam proses asesmen belum optimal. Penelitian ini bertujuan untuk mengetahui efektivitas Media Penilaian Kognitif Bergambar dalam menstimulasi pemahaman konsep bilangan anak kelompok B di TKIT Ar-Royyan Indramayu. Penelitian menggunakan pendekatan kuantitatif dengan metode Pre-Experimental Design melalui desain One-Group Pretest–Posttest Design. Sampel penelitian berjumlah 34 anak yang dipilih menggunakan teknik sampling jenuh. Pengumpulan data dilakukan menggunakan instrumen Media Penilaian Kognitif Bergambar yang telah memenuhi kriteria valid dan reliabel. Analisis data dilakukan melalui statistik deskriptif, uji normalitas Shapiro–Wilk, uji Paired Sample t-test, dan uji Normalized Gain (N-Gain). Hasil penelitian menunjukkan bahwa nilai rata-rata pretest sebesar 6,5882 meningkat menjadi 8,2647 pada posttest. Hasil uji Paired Sample t-test menunjukkan nilai signifikansi 0,000 (p < 0,05) yang berarti terdapat perbedaan yang signifikan antara kemampuan anak sebelum dan sesudah perlakuan. Nilai rata-rata N-Gain sebesar 0,3971 berada pada kategori sedang. Dengan demikian, Media Penilaian Kognitif Bergambar efektif digunakan untuk menstimulasi pemahaman konsep bilangan anak kelompok B di TKIT Ar-Royyan Indramayu.

Implementasi Kegiatan Muraja'ah dalam Meningkatkan Hafalan Al-Qur'an Anak Usia 5-6 Tahun di TK Cendekia II Nadhiva Shabrina Salsabila Zahra; Masnipal; Arif Hakim
Bandung Conference Series: Early Childhood Teacher Education 185-192
Publisher : UNISBA Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29313/bcsecte.v6i2.25385

Abstract. This research was motivated by the importance of habituating muraja'ah activities in improving Qur'anic memorization among early childhood learners. Early childhood is a crucial period for memory development, making it an appropriate stage for introducing and strengthening Qur'anic memorization. Muraja'ah is a method used to maintain and reinforce memorization through continuous repetition. This study aimed to identify the planning, implementation, evaluation, and supporting and inhibiting factors of muraja'ah activities in improving the Qur'anic memorization of children aged 5-6 years at TK Cendekia II. This study employed a qualitative approach with a case-study method. The research subjects consisted of the principal, a classroom teacher, and children aged 5-6 years. Data were collected through interviews and documentation, and analyzed using the Miles and Huberman model, comprising data reduction, data display, and conclusion drawing. Data validity was ensured through source and technique triangulation. The findings show that muraja'ah activities were systematically planned and routinely implemented as part of daily religious learning, through repeated recitation of previously memorized short surahs, both collectively and individually. Evaluation was conducted through daily observation and an end-of-semester individual assessment. The activities were found to improve children's fluency, pronunciation accuracy, memory retention, and the number of surahs memorized. Supporting factors included teacher commitment, parental involvement, and a conducive learning environment, while inhibiting factors included differences in children's memory abilities and limited repetition at home. Abstrak. Penelitian ini dilatarbelakangi oleh pentingnya pembiasaan kegiatan muraja'ah dalam meningkatkan hafalan Al-Qur'an anak usia dini. Pada masa usia dini, kemampuan mengingat anak berkembang sangat pesat sehingga menjadi waktu yang tepat untuk mengenalkan dan membiasakan hafalan Al-Qur'an. Muraja'ah merupakan metode yang digunakan untuk menjaga dan memperkuat hafalan melalui pengulangan secara rutin. Penelitian ini bertujuan mengetahui perencanaan, pelaksanaan, evaluasi, serta faktor pendukung dan penghambat kegiatan muraja'ah dalam meningkatkan hafalan Al-Qur'an anak usia 5-6 tahun di TK Cendekia II. Penelitian ini menggunakan pendekatan kualitatif dengan metode studi kasus. Subjek penelitian terdiri atas kepala sekolah, guru kelas, dan anak usia 5-6 tahun. Teknik pengumpulan data dilakukan melalui wawancara dan dokumentasi, dianalisis menggunakan model Miles dan Huberman yang meliputi reduksi data, penyajian data, dan penarikan kesimpulan. Keabsahan data dilakukan melalui triangulasi sumber dan triangulasi teknik. Hasil penelitian menunjukkan bahwa kegiatan muraja'ah dilaksanakan secara terencana dan rutin sebagai bagian dari pembelajaran keagamaan, melalui pengulangan surah-surah pendek yang dilakukan bersama maupun individu. Evaluasi dilakukan melalui pengamatan harian dan tes akhir semester. Kegiatan muraja'ah terbukti meningkatkan kelancaran hafalan, ketepatan pelafalan, kemampuan mempertahankan hafalan, serta jumlah surah yang dihafalkan. Faktor pendukung meliputi dukungan guru, keterlibatan orang tua, dan lingkungan belajar yang kondusif, sedangkan faktor penghambat meliputi perbedaan kemampuan mengingat anak dan kurangnya pengulangan di rumah.

Implementasi Kegiatan Senam Irama dalam Peningkatan Motorik Kasar Anak Usia 5-6 Tahun di TK Cendekia II Rita Nurdianti; Masnipal; Arif Hakim
Bandung Conference Series: Early Childhood Teacher Education 201-208
Publisher : UNISBA Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29313/bcsecte.v6i2.25423

Abstract. Gross motor development is an important aspect that must be stimulated in early childhood because it affects body-movement coordination, balance, agility, and children's self-confidence. Rhythmic gymnastics is one activity that can be used to stimulate children's gross motor skills. This study aims to describe the planning, implementation, assessment, and supporting and inhibiting factors of rhythmic gymnastics activities in improving the gross motor skills of children aged 5-6 years at TK Cendekia II, Bandung Regency. A qualitative approach with a descriptive method was used. Data were collected through interviews with the principal and teacher and direct observation of the rhythmic gymnastics activities from April to June 2025. The results show that planning was carried out collaboratively by the principal and teacher, covering learning objectives, the type of gymnastics, accompanying music, and a safe and comfortable learning environment. Implementation was carried out routinely every Wednesday through three stages: warm-up, core movement, and cool-down. The assessment results indicate improvements in movement coordination, balance, agility, and children's confidence in physical activities. Supporting factors include teacher competence, children's enthusiasm, and full support from the school, while inhibiting factors include differences in children's motor abilities and weather conditions. Rhythmic gymnastics activities proved effective in improving the gross motor skills of children aged 5-6 years at TK Cendekia II. Abstrak. Perkembangan motorik kasar merupakan salah satu aspek penting yang perlu distimulasi pada anak usia dini karena berpengaruh terhadap koordinasi gerak tubuh, keseimbangan, kelincahan, serta kepercayaan diri anak. Salah satu kegiatan yang dapat digunakan untuk menstimulasi motorik kasar anak adalah senam irama. Penelitian ini bertujuan untuk mengetahui perencanaan, pelaksanaan, hasil penilaian, serta faktor pendukung dan penghambat kegiatan senam irama dalam meningkatkan motorik kasar anak usia 5-6 tahun di TK Cendekia II, Kabupaten Bandung. Penelitian ini menggunakan pendekatan kualitatif dengan metode deskriptif. Data diperoleh melalui wawancara dengan kepala sekolah dan guru, serta observasi langsung terhadap pelaksanaan kegiatan senam irama pada bulan April sampai Juni 2025. Hasil penelitian menunjukkan bahwa perencanaan kegiatan disusun secara kolaboratif oleh kepala sekolah dan guru, meliputi penetapan tujuan pembelajaran, pemilihan jenis senam, musik pengiring, serta penyiapan lingkungan belajar yang aman dan nyaman. Pelaksanaan dilakukan secara rutin setiap hari Rabu melalui tiga tahapan, yaitu pemanasan, gerakan inti, dan pendinginan. Hasil penilaian menunjukkan adanya peningkatan koordinasi gerak, keseimbangan, kelincahan, serta kepercayaan diri anak dalam beraktivitas fisik. Faktor pendukung meliputi kompetensi guru, antusiasme anak, dan dukungan penuh dari sekolah, sedangkan faktor penghambat meliputi perbedaan kemampuan motorik antaranak dan kondisi cuaca. Dengan demikian, kegiatan senam irama terbukti efektif dalam meningkatkan motorik kasar anak usia 5-6 tahun di TK Cendekia II.

Meningkatkan Kemampuan Mengenal Konsep Bilangan melalui Permainan Bowling Berbahan Alam Lana Shabirah; Masnipal; Nan Rahminawati
Bandung Conference Series: Early Childhood Teacher Education 241-248
Publisher : UNISBA Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29313/bcsecte.v6i2.25891

Abstract. This study was motivated by the low ability of children aged 4–5 years to recognize number concepts at Pos PAUD Mutiara Insan. A preliminary observation of 14 children in Group A showed that most children had not been able to name the number sequence 1–10, recognize number symbols, use number symbols to count, or match number symbols with the corresponding quantity of objects, so the children's average ability reached only 32.1%. This study aimed to improve children's ability to recognize number concepts through a nature-material bowling game. The method used was Classroom Action Research (CAR) following the Kemmis and McTaggart model, carried out in three cycles, each consisting of planning, action, observation, and reflection. Data were collected through observation, documentation, and performance assessment of 14 children of Group A, and were analyzed descriptively and qualitatively. The results showed that the nature-material bowling game improved children's number concept recognition in every cycle: the average ability increased from 32.1% in the pre-cycle to 44.7% in Cycle I, 72.8% in Cycle II, and 89.3% in Cycle III. This improvement indicates that children became increasingly able to recognize number symbols, use them for counting, and match them with the appropriate quantity of objects through concrete and enjoyable play activities. It can be concluded that the nature-material bowling game is effective in improving number concept recognition among children aged 4–5 years and can serve as an alternative learning media that suits the characteristics of early childhood. Abstrak. Penelitian ini dilatarbelakangi oleh rendahnya kemampuan mengenal konsep bilangan pada anak usia 4–5 tahun di Pos PAUD Mutiara Insan. Hasil observasi pra siklus terhadap 14 anak Kelompok A menunjukkan bahwa sebagian besar anak belum mampu menyebutkan urutan bilangan 1–10, mengenal lambang bilangan, menggunakan lambang bilangan untuk berhitung, dan mencocokkan lambang bilangan dengan jumlah benda, sehingga rata-rata kemampuan anak hanya mencapai 32,1%. Penelitian ini bertujuan untuk meningkatkan kemampuan mengenal konsep bilangan melalui permainan bowling berbahan alam. Metode yang digunakan adalah Penelitian Tindakan Kelas (PTK) model Kemmis dan McTaggart yang dilaksanakan dalam tiga siklus, dengan tahapan perencanaan, pelaksanaan tindakan, pengamatan, dan refleksi pada setiap siklusnya. Data dikumpulkan melalui observasi, dokumentasi, dan unjuk kerja terhadap 14 anak Kelompok A, kemudian dianalisis secara deskriptif kualitatif. Hasil penelitian menunjukkan bahwa permainan bowling berbahan alam mampu meningkatkan kemampuan mengenal konsep bilangan pada setiap siklus. Rata-rata kemampuan anak meningkat dari 32,1% pada pra siklus menjadi 44,7% pada Siklus I, 72,8% pada Siklus II, dan 89,3% pada Siklus III. Peningkatan tersebut menunjukkan bahwa anak semakin mampu mengenal lambang bilangan, menggunakan lambang bilangan untuk berhitung, dan mencocokkan lambang bilangan dengan jumlah benda melalui kegiatan bermain yang konkret dan menyenangkan. Berdasarkan hasil penelitian dapat disimpulkan bahwa permainan bowling berbahan alam efektif meningkatkan kemampuan mengenal konsep bilangan anak usia 4–5 tahun di Pos PAUD Mutiara Insan serta dapat menjadi alternatif media pembelajaran yang menarik dan sesuai dengan karakteristik anak usia dini.

Implementasi Program Penguatan Profil Pelajar Pancasila untuk Karakter Disiplin Anak Usia 5-6 Tahun di RA Miftahul Khoir Fadila Kharisma; Masnipal; Arif Hakim
Bandung Conference Series: Early Childhood Teacher Education 257-264
Publisher : UNISBA Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29313/bcsecte.v6i2.26018

Abstract. Early childhood education plays an important role in shaping character as a foundation for facing technological development and the challenges of globalization. One effort undertaken is the implementation of the Pancasila Student Profile Strengthening Program (P5) to instill disciplinary character from an early age. This study aims to describe the planning, implementation, and evaluation of the program in shaping disciplinary character of early childhood at RA Miftahul Khoir. This study used a descriptive qualitative method with a habituation approach. Data were collected through interviews, observation, and documentation with the principal and a classroom teacher. The results show that the implementation of the P5 program for disciplinary character was carried out systematically through three stages, namely program planning, activity implementation, and outcome evaluation. Discipline was formed through consistent positive habituation both at school and at home, supported by teacher role modeling in time discipline, responsibility, physical hygiene, and social-emotional behavior. The findings show that most children have demonstrated the development of disciplinary character in accordance with the program objectives. The success of the P5 program was also supported by good cooperation between teachers and parents in habituating disciplinary behavior on an ongoing basis. Accordingly, the implementation of the Pancasila Student Profile Strengthening Program at RA Miftahul Khoir has been carried out systematically and effectively in supporting the formation of disciplinary character in early childhood. Abstrak. Pendidikan anak usia dini memiliki peran penting dalam membentuk karakter sebagai bekal menghadapi perkembangan teknologi dan tantangan era globalisasi. Salah satu upaya yang dilakukan adalah melalui implementasi Program Penguatan Profil Pelajar Pancasila (P5) untuk menanamkan karakter disiplin sejak dini. Penelitian ini bertujuan untuk mendeskripsikan perencanaan, pelaksanaan, dan evaluasi implementasi Program Penguatan Profil Pelajar Pancasila dalam membentuk karakter disiplin anak usia dini di RA Miftahul Khoir. Penelitian ini menggunakan metode deskriptif kualitatif dengan pendekatan pembiasaan. Data dikumpulkan melalui wawancara, observasi, dan dokumentasi terhadap kepala sekolah dan guru kelompok B. Hasil penelitian menunjukkan bahwa implementasi Program Penguatan Profil Pelajar Pancasila untuk karakter disiplin anak dilaksanakan secara sistematis melalui tiga tahapan, yaitu perencanaan program, pelaksanaan kegiatan, dan evaluasi hasil. Pembentukan karakter disiplin dilakukan melalui pembiasaan positif secara konsisten di sekolah maupun di rumah dengan keteladanan guru dalam disiplin waktu, tanggung jawab, kebersihan fisik, serta perilaku sosial dan emosional. Hasil penelitian menunjukkan bahwa sebagian besar anak telah menunjukkan perkembangan karakter disiplin sesuai tujuan program. Keberhasilan implementasi program ini juga didukung oleh kerja sama yang baik antara guru dan orang tua dalam membiasakan perilaku disiplin secara berkelanjutan. Dengan demikian, implementasi Program Penguatan Profil Pelajar Pancasila di RA Miftahul Khoir telah terlaksana secara sistematis dan efektif dalam mendukung pembentukan karakter disiplin anak usia dini.

Efektivitas Gerakan Tujuh Kebiasaan Anak Indonesia Hebat dalam Meningkatkan Perilaku Hidup Sehat Anak Usia Dini Meli Mulyati; Masnipal; Enoh
Bandung Conference Series: Early Childhood Teacher Education 265-272
Publisher : UNISBA Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29313/bcsecte.v6i2.26039

Abstract. This study aims to examine the effectiveness of the Seven Habits of Great Indonesian Children (G7 KAIH) program in improving healthy living behavior among young children and to describe its implementation in kindergarten settings. The study focuses on four habits directly related to healthy living behavior: waking up early, exercising, eating healthy and nutritious food, and going to bed early. A mixed-methods approach with a sequential explanatory design was employed. Quantitative data were collected through questionnaires completed by parents, while qualitative data were obtained through interviews with school principals and observations to explain the quantitative findings. The quantitative data involved 39 parents, while the qualitative data were obtained from three school principals. The research instrument consisted of 20 yes/no items. The findings indicate that the program was effective in improving children’s healthy living behavior and that the statistical test produced a significant result. Qualitative findings indicate that consistency, repetition, adult modeling, and continuity between school and home are important factors in successful habit formation. These findings suggest that G7 KAIH can serve as a relevant habituation approach for supporting healthy lifestyle formation in early childhood. Abstrak. Penelitian ini bertujuan untuk mengetahui efektivitas Program Tujuh Kebiasaan Anak Indonesia Hebat (G7 KAIH) dalam meningkatkan perilaku hidup sehat anak usia dini serta mendeskripsikan pelaksanaan program di satuan Taman Kanak-kanak. Penelitian difokuskan pada empat kebiasaan yang secara langsung berkaitan dengan perilaku hidup sehat, yaitu bangun pagi, berolahraga, makan sehat dan bergizi, serta tidur cepat. Penelitian menggunakan pendekatan mixed methods dengan desain sequential explanatory. Tahap kuantitatif dilakukan melalui kuesioner kepada orang tua, sedangkan tahap kualitatif dilakukan melalui wawancara dengan kepala sekolah dan observasi untuk memperjelas hasil kuantitatif. Data kuantitatif berasal dari 39 orang tua, sedangkan data kualitatif diperoleh dari tiga kepala sekolah. Instrumen penelitian terdiri atas 20 butir pernyataan dengan bentuk jawaban ya/tidak. Hasil penelitian menunjukkan bahwa program efektif dalam meningkatkan perilaku hidup sehat anak usia dini dan hasil pengujian menunjukkan signifikansi. Temuan kualitatif menunjukkan bahwa keberhasilan pembiasaan dipengaruhi oleh konsistensi, pengulangan, keteladanan guru dan orang tua, serta kesinambungan pembiasaan antara sekolah dan rumah. Hasil tersebut memperlihatkan bahwa G7 KAIH dapat menjadi pendekatan pembiasaan yang relevan untuk membantu anak membangun pola hidup sehat sejak dini.

Implementasi Metode Montessori dalam Mengembangkan Bahasa Ekspresif Anak Usia Dini di Vidya Montessori Studio Kota Cimahi Dariah Meilana; Masnipal; Enoh
Bandung Conference Series: Early Childhood Teacher Education 281-290
Publisher : UNISBA Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29313/bcsecte.v6i2.26172

Abstract. This study is motivated by the importance of expressive language development as a foundation for early childhood communication skills and the ability to articulate ideas, feelings, and needs. Vidya Montessori Studio employs a child-centered Montessori method; thus, it is essential to examine its application in fostering expressive language development.This study aims to describe the planning, implementation, and outcomes, as well as the supporting and inhibiting factors, associated with the use of the Montessori method for expressive language development among young children at Vidya Montessori Studio. A qualitative approach with a descriptive method was employed. The research subjects were teachers at Vidya Montessori Studio. Data were collected through interviews and subsequently analyzed using data reduction, data presentation, and conclusion drawing. Data validity was verified through triangulation of sources, techniques, and time. The results indicate that lesson planning begins with observing child development to serve as the basis for creating Individual Lesson Plans (ILPs). Implementation adheres to Montessori principles, featuring teachers as facilitators, the use of Montessori materials, two-way communication, and "freedom within limits." The findings demonstrate an improvement in the children's expressive language abilities. Supporting factors include teacher competence, a conducive learning environment, the availability of Montessori materials, and parental cooperation; conversely, inhibiting factors include variations in children's characteristics, mood, and the process of adapting to Montessori-style learning. The application of the Montessori method effectively supports optimal expressive language development through child-centered learning. Abstrak. Penelitian ini di latar belakangi oleh pentingnya pengembangan bahasa ekspresif sebagai dasar kemampuan anak usia dini dalam berkomunikasi, mengungkapkan ide, perasaan, dan kebutuhan. Vidya Montessori Studio menerapkan metode Montessori yang berpusat pada anak sehingga perlu dikaji penerapannya dalam mengembangkan bahasa ekspresif. Penelitian ini bertujuan mendeskripsikan perencanaan, pelaksanaan, hasil, serta faktor pendukung dan penghambat penerapan metode Montessori dalam mengembangkan bahasa ekspresif anak usia dini di Vidya Montessori Studio. Penelitian menggunakan pendekatan kualitatif dengan metode deskriptif. Subjek penelitian adalah guru di Vidya Montessori Studio. Data dikumpulkan melalui wawancara, kemudian dianalisis menggunakan reduksi data, penyajian data, dan penarikan kesimpulan. Keabsahan data diuji melalui triangulasi sumber, teknik, dan waktu. Hasil penelitian menunjukkan bahwa perencanaan pembelajaran diawali dengan observasi perkembangan anak sebagai dasar penyusunan Individual Lesson Plan (ILP). Pelaksanaan pembelajaran menerapkan prinsip Montessori dengan guru sebagai fasilitator, penggunaan material Montessori, komunikasi dua arah, dan freedom within limits. Hasilnya menunjukkan peningkatan kemampuan bahasa ekspresif anak. Faktor pendukung meliputi kompetensi guru, lingkungan belajar yang kondusif, ketersediaan material Montessori, dan kerja sama orang tua, sedangkan faktor penghambat meliputi perbedaan karakteristik anak, suasana hati, serta proses adaptasi terhadap pembelajaran Montessori. Penerapan metode Montessori mampu mendukung perkembangan bahasa ekspresif anak secara optimal melalui pembelajaran yang berpusat pada anak.

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