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All Journal Jurnal Pendidikan Olah Raga Jurnal Pendidikan UNIGA Journal Physical Education, Health and Recreation Jurnal Manajemen dan Pendidikan Agama Islam Aksi Nyata : Jurnal Pengabdian Sosial dan Kemanusiaan Akhlak: Jurnal Pendidikan Agama Islam Dan Filsafat Panggung Kebaikan : Jurnal Pengabdian Sosial Masyarakat Mandiri: Jurnal Pengabdian Dan Pembangunan Lokal JURNAL EDUKASI DAN PEMBELAJARAN ANAK USIA DINI Jimulti Golden Age : Jurnal Pendidikan Anak Usia Dini
Samsu Nurfalah
Sekolah Tinggi Ilmu Tarbiyah (STIT) Al-Azami Cianjur
Religion Agriculture, Biological Sciences & Forestry Humanities Chemistry Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Law, Crime, Criminology & Criminal Justice Mathematics Physics Public Health Social Sciences Other

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Efektivitas Penggunaan Hafiz Doll terhadap Hafalan Doa Pendek pada Anak Usia 1-3 Tahun Rista Erika; Muhammad Rizal Zaenulloh; Mia Siti Nurazizah; Eva Manfaatin; Samsu Nurfalah
Golden Age: Jurnal Pendidikan Anak Usia Dini Vol. 9 No. 2 (2025): Golden Age : Jurnal Pendidikan Anak Usia Dini
Publisher : Program Studi Pendidikan Guru Pendidikan Anak Usia Dini, Fakultas Tarbiyah dan Keguruan, Universitas Islam Bandung.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29313/golden_age.v9i2.9024

Abstract

This study aims to describe the use of the Hafiz Doll as a supporting medium for introducing the memorization of short prayers to children aged 1–3 years within the family environment. The research employed a descriptive qualitative approach, involving one child aged 2.5 years with parents serving as the primary facilitators. The findings indicate that the use of the Hafiz Doll elicited initial child responses, including more focused attention, positive emotional engagement, and simple verbal repetition of prayer sounds. These results suggest that doll-based media incorporating audio and visual stimulation can function as a supportive tool for habituating prayer practices at the early stages of child development. The contribution of this study lies in providing an empirical portrayal of the use of interactive religious media in the context of spiritual learning for children aged 1–3 years in the home setting, with particular emphasis on the role of parental guidance and the contextual limitations of the study.
Hubungan Permainan Sensorimotor dengan Perkembangan Synaptogenesis pada Anak Usia 5–6 Tahun Samsu Nurfalah; Salma Rachmah; Sinta Trisnawati; Laili Rahmah
Jurnal Ilmu Pendidikan Vol. 2 No. 3 (2026): Juni 2026
Publisher : PT. Nawa Edukasi Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67864/jip.v2i3.172

Abstract

Early childhood learning still often emphasizes initial academic activities, so play experiences involving body movement and the senses do not always receive adequate space. Children aged 5–6 years need rich, repeated, and meaningful sensorimotor stimulation to support tactile responses, movement coordination, concentration, working memory, and adaptation to new stimuli. This study aimed to determine the relationship between sensorimotor play and synaptogenesis development in children aged 5–6 years at PAUD Darul Iman. This research used a quantitative approach with an associative design. All 20 children in the population were selected as the sample through total sampling. Primary data were collected using a structured observation-based questionnaire completed by parents with teacher confirmation. The instrument used a four-point ordinal Likert-type scale. The results showed that the mean score of sensorimotor play was 20.95, while the mean score of synaptogenesis development was 20.55. All instrument items were valid, with very high reliability for sensorimotor play at 0.952 and synaptogenesis development at 0.951. The normality test showed that the data were not normally distributed, so the hypothesis was tested using Spearman Rank correlation. The test result showed a coefficient of 0.972 with a significance value of <0.001. These findings indicate a positive, very strong, and significant relationship between sensorimotor play and synaptogenesis development as reflected through observable indicators of child development.
The Effectiveness Of Interactive Storytelling Method In Enhancing Language Skills Of Early Childhood Children With Language Delays Samsu Nurfalah; Halwa Ratu Amani; Sri Widaningsih; Ira Faoza
Jurnal E-MAS (Edukasi dan Pembelajaran Anak Usia Dini) Vol. 2 No. 3 (2026)
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/e-mas.v2i3.835

Abstract

Background: Language delay affects 12–14% of early childhood children, significantly hindering their academic readiness and social interactions within the learning environment. Objective: This study aims to evaluate the effectiveness of the interactive storytelling method in improving receptive and expressive language skills among young children experiencing language delays. Method: Utilizing a quantitative one-group pretest-posttest design, this research involved 20 children aged 5–6 years at RA Azami selected through purposive sampling. Data were collected via structured observations and oral performance tests based on established developmental indicators, and analyzed using paired t-tests and Wilcoxon signed-rank tests alongside Cohen’s dz effect size analysis. Results: The findings revealed a significant increase in language proficiency, with the group's mean score rising from 10.15 in the pre-test to 13.95 in the post-test, representing a 37.44% performance escalation supported by a very large effect size of 4.95. Novelty: This research provides an original physical-contextual classroom intervention tailored explicitly for a homogeneous language-delayed cohort, offering a direct dialogic alternative that bypasses the infrastructure demands and screen-time risks associated with digital storytelling. Conclusion: The interactive storytelling method is an exceptionally effective, non-clinical pedagogical strategy for mitigating early language barriers, offering vital practical and operational frameworks for inclusive early childhood educators.
Pengaruh PjBL-STEAM (Science, Technology, Engineering, Art, and Math) Terhadap Ketahanan Fokus (Attention Span) Anak Usia Dini dalam Kegiatan Eksperimen Sains Sederhana Samsu Nurfalah; Lelis Nuramalia; Ida Laelasari; Siti Aisyah
Jurnal Ilmu Pendidikan Vol. 2 No. 4 (2026): Agustus 2026
Publisher : PT. Nawa Edukasi Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.180495/

Abstract

This study was motivated by the limited attention span of young children in science learning activities that require attention, active engagement, and the ability to follow learning stages until completion. Teacher-centered learning and limited hands-on experiences often make children easily distracted during classroom activities. This study aimed to examine the effect of the PjBL-STEAM model on early childhood attention span in simple science experiments. This research used a quantitative approach with a pre-experimental one-group pretest-posttest design. The subjects were 15 group B children aged 5 to 6 years at PAUD Ar Rasyid. Data were collected using an observation sheet consisting of eight indicators of attention span and were analyzed through descriptive statistics, the Shapiro-Wilk normality test, and the Wilcoxon Signed Rank Test. The findings showed that the mean pretest score was 23.53, while the mean posttest score was 23.00. The difference score was not normally distributed, with a significance value of 0.034. The Wilcoxon test obtained a Z value of -2.126 and an Asymp. Sig. value of 0.033. These results indicate that the PjBL-STEAM model had a significant effect on changes in early childhood attention span, although the direction of change did not show improvement. This study highlights the need to implement PjBL-STEAM gradually, simply, and structurally so that science experiments can support children in maintaining attention during learning activities.
Co-Authors Achmad Sofyan Hanif Ahdan Ahdan Deny Solihin Eva Manfaatin Fatirul Wa’asil Halwa Ratu Amani Hanif, Achmad Sofyan Ida Laelasari Indra Purwana Ira Faoza Laili Rahmah Lelis Nuramalia M Irfan Fahmi Hukmi Mia Siti Nurazizah Muhamad Nasrul Haq Muhammad Raihan Nawawi Muhammad Rijaal Qurrota A’yuni Muhammad Rizal Zaenulloh Mutiara Samrotul Aropah Nisa Aprilia Nurul Hawani Rahayu Putri Rifa Salsabila Rista Erika Salma Rachmah Salma Rachmah Santi Sri Melani Sidiq Nurdiansyah Sumitra Sinta Trisnawati Siti Aisyah Siti Nurhalimah Siti Nursilah Siti Salma Septianata Sri Widaningsih Syaiful Anwar Talina Talina Yasep Setiakarnawijaya Yaya Sukarya