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All Journal JOURNAL OF SCIENCE AND SOCIAL RESEARCH Likhitaprajna: Jurnal Ilmiah Fakultas Keguruan Ilmu Pendidikan Universitas Wisnuwardhana Malang Pelangi: Jurnal Pemikiran dan Penelitian Pendidikan Islam Anak Usia Dini Berkala Ilmiah Pendidikan Jurnal Ilmiah Pendidikan Dasar (JIPDAS) Nanggroe: Journal Of Scholarly Service Ar-Rusyd: Jurnal Pendidikan Agama Islam Nanggroe: Journal of Scholarly Service Jurnal Parenting dan Anak International Journal of Post-Axial: Futuristic Teaching and Learning Pelangi: Jurnal Pemikiran dan Penelitian Pendidikan Islam Anak Usia Dini
Dwistia, Halen
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STRATEGI INTERVENSI UNTUK MENINGKATKAN PERKEMBANGAN SOSIOEMOSIONAL PADA ANAK USIA DINI Leni, Marleni; Dwistia, Halen; Gustina, Tasa; Sari, Lydia Meliana Meliana
Pelangi: Jurnal Pemikiran dan Penelitian Islam Anak Usia Dini Vol 7 No 1 (2025): Maret
Publisher : Program Studi Pendidikan Islam Anak Usia Dini - IAI Muhammadiyah Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52266/pelangi.v7i1.3991

Abstract

Untuk memastikan bahwa anak-anak sukses dan siap di sekolah, yang diawali dari pendidikan usia dini, perlu memberi perhatian khusus pada perkembangan sosial emosional. Penelitian ini bertujuan untuk mengkaji strategi intervensi yang efektif dalam meningkatkan perkembangan sosioemosional anak usia dini. Pentingnya perkembangan sosioemosional yang baik sebagai dasar bagi kehidupan anak di masa depan. Metode yang digunakan adalah studi pustaka (studi literatur). Hasil analisis menunjukkan bahwa intervensi yang meliputi permainan, pengembangan keterampilan sosial, serta dukungan emosional dari orang tua dan pendidik memiliki dampak yang signifikan terhadap peningkatan kemampuan sosioemosional anak. Selain itu, program-program yang terstruktur dan berbasis komunitas juga menunjukkan hasil yang positif dalam mendukung perkembangan ini. Kesimpulan dari penelitian ini menekankan bahwa penerapan strategi intervensi yang tepat dapat secara signifikan meningkatkan perkembangan sosioemosional anak usia dini. Oleh karena itu, sangat penting bagi pendidik dan orang tua untuk menerapkan metode intervensi yang telah terbukti efektif dalam mendukung pertumbuhan anak secara menyeluruh. Kata Kunci: Anak usia dini, Perkembangan, Sosioemosinal, Intervensi Strategi
PENGARUH PENGGUNAAN MEDIA AJAR (DIGITAL BOARD) DALAM MENINGKATKAN SEMANGAT BELAJAR ANAK USIA DINI DI TK ABDI BANGSA 2 BUMI NABUNG Dwistia, Halen; Rahmawati, Suciyana; Gustina, Tasa
JOURNAL OF SCIENCE AND SOCIAL RESEARCH Vol 9, No 1 (2026): February 2026
Publisher : Smart Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54314/jssr.v9i1.5852

Abstract

Abstract: This article aims to examine the influence of the use of instructional media on early childhood learning enthusiasm, both as parents and teachers. It also addresses parenting styles in early childhood. To achieve this, we conducted research at ABDI BANGSA 2 Talang Baru Kindergarten in Bumi Nabung Village, West Abung District. We also conducted a literature review by reviewing scientific works such as books and journals. In our research, we found that early childhood children are more enthusiastic and interested in learning when a teacher uses instructional media rather than simply explaining (teacher-centered). In the independent curriculum, with its Deep Learning approach, learning has shifted to being child-centered (student-centered). Therefore, if a teacher does not follow the existing curriculum, students in the classroom will become very bored during class hours. Keywords: Media, learning, children Abstrak: Artikel ini dibuat bertujuan untuk meneliti pengaruh penggunaan media ajar yang dapat mempengaruhi semangat anak usia dini dalam belajar. Baik yang berperan sebagai orang tua maupun guru. Tentang pola asuh pada anak usia dini. Untuk mencapai itu semua kami melakukan penelitian di sebuah lembaga TK yaitu TK ABDI BANGSA 2 Talang Baru Desa Bumi Nabung Kecamatan Abung Barat. Kami juga melakukan kajian pustaka dengan menelaah karya ilmiah seperti buku dan jurnal. Dalam penelitian yang di lakukan kami menemukan bahwasannya anak-anak usia dini lebih semangat dan lebih tertarik belajar apabila seorang gurunya mengajar menggunakan media ajar dari pada hanya sekedar mengajar hanya dengan menjelaskan (teacher center). Pada kurikulum merdeka dengan pendekatan Deep Learning ini pembelajaran sudah berubah menjadi berpusat pada anak (student center). Jadi apabila seorang guru tidak mengikuti kurikulum yang ada maka para murid yang ada didalam kelas selama jam pembelajaran akan sangat merasa bosan. Kata kunci: Media, pembelajaran, anak
Teacher Exemplarity and Religious Habituation as Hidden Curriculum in Early Childhood Moral Education Dwistia, Halen; Mutiara, Yolanda
Berkala Ilmiah Pendidikan Vol. 6 No. 1 (2026): Berkala Ilmiah Pendidikan
Publisher : Scidac Plus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51214/bip.v6i1.1796

Abstract

This study aims to analyze the formation of moral character in early childhood through teacher exemplarity and religious habituation as dimensions of the hidden curriculum at Yustisia Kindergarten in Kotabumi, North Lampung. The study employed a qualitative approach with a case study design to obtain an in-depth understanding of the implicit mechanisms of value internalization occurring in the school’s daily practices. The research subjects consisted of three teachers, one principal as the key informant, and twenty students who served as indirect observation subjects. Data were collected through eight weeks of participatory observation, in-depth interviews, and document analysis. The data were then analyzed interactively through the processes of data reduction, data display, and conclusion drawing. The findings indicate that teacher exemplarity represents the most dominant dimension in the formation of moral character (87.5%), followed by religious habituation (83.3%), the internalization process (78.3%), and the hidden curriculum (67.5%). These findings suggest that explicit and structured practices tend to produce more rapidly observable behavioral consistency, whereas implicit value formation requires longer time and continuous reinforcement. The process of moral character formation occurs gradually, beginning with imitation of the teacher as a role model, continuing through habituation via religious routines, and eventually developing into the internalization of values as a more stable moral disposition. This study emphasizes that moral education in early childhood is not solely determined by the formal curriculum but is also shaped by the quality of daily interactions and institutional culture as a medium of the hidden curriculum that reinforces values in a latent and contextual manner.
Co-Authors Afifatun, Siti Ali, M. Makhrus Gilani, Syed Iftikhar Ali Gustina, Tasa Hidayah, Citra Ayu Hidayah, Wahyudi Iqtianti, Haniefah Koma, Isti leni, Marleni Martoyo Martoyo, Martoyo mita, supar Muhamad Uyun Muhammad Isnaini Mutiara, Yolanda Mutoi, Mutoi Ningsih, Danur Ningsih, Sulis Dian Nur Azizah Nuraini, Ari Rahmawati, Suciyana Sari, Dwi Kurnia Sari, Lydia Meliana Meliana Shintia, Alfira Mersania Sindika, Silva Tri Hariyati