Articles
<![CDATA[WAJAH TK BERBASIS ISLAM: KESIAPAN GURU DALAM MENERAPKAN PEMBELAJARAN STEM ]]>
<![CDATA[Yubaedi Siron]]>;
<![CDATA[Ayu Iis Nuryanah]]>;
<![CDATA[Huri Huraerah]]>;
<![CDATA[Nisa Fadhliyah Rahmani]]>
<![CDATA[ Al Hikmah: Indonesian Journal of Early Childhood Islamic Education (IJECIE) Vol 4 No 2 (2020): Ijecie ]]>
Publisher : <![CDATA[Universitas Al-Hikmah Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35896/ijecie.v4i2.146
<![CDATA[This research was conducted to describe the readiness of Islamic-based kindergarten teachers regarding STEM education. This research uses a qualitative approach. This research used a purposive sampling method to select the participants. The research participant consisted of 11 teachers who came from Islamic-based kindergartens. Participants were involved in semi-structured interviews. The qualitative data were analyzed by inductive content analysis. This case study results reveal knowledge, readiness, learning strategies, media, and challenges faced by teachers. There are differences in learning strategies, methods, and media used in implementing STEM in each Islamic school. The lack of knowledge and the low creativity of teachers is also an obstacle for schools in implementing STEM learning..]]>
<![CDATA[PAUD Inklusif: Efikasi Diri dan Tingkat Literasi Guru Memengaruhi Kemampuan Merancang Individualized Education Program (IEP)? ]]>
<![CDATA[Siron, Yubaedi]]>
<![CDATA[ Al-Athfal: Jurnal Pendidikan Anak Vol. 6 No. 1 (2020) ]]>
Publisher : <![CDATA[Islamic Early Childhood Education Study Program, Faculty of Tarbiyah and Education, UIN Sunan Kalijaga Yogyakarta ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (472.749 KB)
|
DOI: 10.14421/al-athfal.2020.61-01
<![CDATA[The ability to create an Individualized Education Program (IEP) for inclusive Early Childhood Education (ECE) teachers is a matter that needs to be further studied. At present, there are still many teachers who still need to be prepared with sufficient knowledge to create a proper IEP. The ability to create an ideal IEP can be useful for teachers in the implementation of an ideal inclusive ECE. An ideal inclusive ECE can serve as an indicator of the quality of education of a nation. The objective of this research is to analyze the effect of teacher's self-efficacy and teacher's literacy on Education for Children with Special Needs on the ability to design an IEP. The study uses a path analysis involving 50 ECE teachers from 50 different schools in East Jakarta. This study applied a simple random sampling technique to involve teachers. The results of this study revealed: 1) There was no direct effect on teacher self-efficacy towards the ability to design an IEP; 2) There was a direct effect on teacher literacy towards the ability to make an IEP; 3) There was no direct effect on teacher's self-efficacy towards the teacher's literacy on Education for Children with Special Needs.]]>
<![CDATA[Strategi Lembaga Pendidikan Anak Usia Dini dalam Melibatkan Guru Laki-Laki ]]>
<![CDATA[Hayati, Miratul]]>;
<![CDATA[Yubaedi Siron]]>;
<![CDATA[Hermawati, Erma]]>
<![CDATA[ Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Vol. 6 No. 1 (2021) ]]>
Publisher : <![CDATA[Program Studi Pendidikan Islam Anak Usia Dini, Fakultas Ilmu Tarbiyah dan Keguruan, UIN Sunan Kalijaga, Yogyakarta ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.14421/jga.2021.61-02
<![CDATA[The involvement of male teachers in Early Childhood Education (ECE) institutions is still a matter of debate. Data for the last 10 years shows a decrease in the number of male teachers in ECE institutions. Even though their involvement is as a substitute figure for their father at school. This study aims to determine the strategy carried out at ECE institutions in KB-TK Al-Fath Cirendeu in involving male teachers. This research uses a qualitative approach with a case study method. The research subjects included: the principal, 2 female teachers and 7 male teachers. Data collection was carried out employing observation, in-depth interviews and documentation. Data analysis using Miles Huberman through the stages of data reduction, data presentation, verification, and concluding. The results of the study found that the ECE institutional strategy to involve male teachers in the institution was carried out through the planning of male teacher involvement objectives, recruitment plans, provision of special facilities, preparation of organizational structures, division of job descriptions between male and female teachers and institutional supervision of male teacher performance.]]>
<![CDATA[Diet Untuk Anak Attention Deficit Hyperactivity Disorder (ADHD): Tantangan Orang Tua ]]>
<![CDATA[Siron, Yubaedi]]>;
<![CDATA[Muslihah, Lulu]]>;
<![CDATA[Sari, Nidiya]]>;
<![CDATA[Dina, Ananda Egi Saifa]]>
<![CDATA[ Jurnal Pendidikan Anak Usia Dini Undiksha Vol. 8 No. 3 (2020): Desember ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.23887/paud.v8i3.25701
<![CDATA[Anak dengan gangguan Attention DeficitHyperactivity Disorder (ADHD) memiliki masalah pada pemusatan perhatian dan cenderung hiperaktif dalam berkegiatan, salah satu pemicu sikap hiperaktif anak ialah makanan. Makanan yang tidak terkontrol dapat menyebabkan hiperaktivitas meningkat dan emosi tidak stabil. Penelitian ini bertujuan untuk mengetahui tantangan dan kesulitan orangtua dalam menuntun anak ADHD untuk berdiet serta solusi yang ditemukan. Penelitian menggunakan pendekatan kualitatif. Data dikumpulkan melalui wawancara terstruktur, partisipant penelitian diambil menggunakan purposive sampling dengan melibatkan 4 orang tua yang memiliki anak dengan gangguan ADHD. Hasil penelitian menunjukan bahwa hal tersulit dalam menuntun anak untuk berdiet adalah kurangnya pemahaman dari lingkungan sekitar dan konsistensi dalam menjalankan program diet. Orang tua menerapkan program diet dengan memilih makanan yang tepat bagi anak ADHD. Beberapa kegagalan terjadi karena adanya sikap tidak tegas, lepas kontrol, serta mendapatkan informasi yang salah. Namun, kegagalan dapat diatasi dengan adanya komunikasi dan kekompakan dengan lingkungan, keluarga, dan pihak sekolah.]]>
<![CDATA[Enhancing Elementary Students' Numeracy Skills Through The Concrete Pictorial Abstract (CPA) Approach ]]>
<![CDATA[Suryaningsih, Tri]]>;
<![CDATA[Nisa, Khoerun]]>;
<![CDATA[Widiyanto, Rohmat]]>;
<![CDATA[Latip, Asep Ediana]]>;
<![CDATA[Siron, Yubaedi]]>
<![CDATA[ Journal of Integrated Elementary Education Vol. 5 No. 1 (2025): October-March ]]>
Publisher : <![CDATA[Universitas Islam Negeri Walisongo Semarang in collaboration with PD PGMI Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.21580/jieed.v5i1.25383
<![CDATA[This study investigates the impact of the Concrete-Pictorial-Abstract (CPA) method on fifth-grade students' SDN Cipayung 02 numeracy skills. In response to low numeracy performance on national examinations such as PISA, TIMSS, and Indonesia National Assessment Programme, as well as classroom observations emphasizing standard teaching approaches' limitations, this study investigates CPA as an alternate instructional strategy. The study used a posttest-only control group structure and a quasi-experimental methodology. Two randomly chosen classes make up the sample; one is the experimental group, and the other is the control. Data were obtained by testing, and the Independent Sample T-Test in SPSS Version 29 was used for analysis. Higher post-test scores in the experimental group (mean score of 70.32) than in the control group (mean score of 45.86) demonstrate that the CPA strategy significantly enhances students' numeracy skills when compared to traditional teaching approaches. The CPA technique, which goes through concrete, pictorial, and abstract stages, promotes a stronger mental understanding and practical application of mathematical principles. This study emphasizes the CPA approach's effectiveness in promoting numeracy literacy and suggests its widespread implementation in mathematics instruction. This study shows that CPA can be applied in mathematics learning by gradually using concrete objects, images, and symbols to improve students' understanding. Teachers need to be trained in using CPA through professional training and developing more interactive teaching modules. Numeracy assessments should also be adapted to problem-based formats and visual representations to suit this approach better. Education policies can adopt CPA in the national curriculum to improve numeracy literacy and international assessment results.]]>
<![CDATA[Pengembangan Blended Learning Untuk Calon Guru PAUD Pada Mata Kuliah Pendidikan Anak Berkebutuhan Khusus ]]>
<![CDATA[Siron, Yubaedi]]>
<![CDATA[ Tunas Siliwangi Vol 8 No 2 (2022): VOLUME 8 NO 2, OKTOBER 2022 ]]>
Publisher : <![CDATA[IKIP Siliwangi ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.22460/ts.v8i2p71-89.2302
<![CDATA[Prodi PIAUD UIN Jakarta masih perlu meningkatkan program perkuliahan yang lebih berkualitas sesuai dengan perkembangan zaman. Penelitian ini bertujuan untuk mengembangkan blended learning pada mata kuliah Pendidikan Anak Berkebutuhan Khusus (PABK) di Prodi PIAUD UIN Jakarta. Penelitian ini menggunakan metode penelitian dan pengembangan menggunakan model Dick and Carey dengan 10 tahapan. Sampel dalam penelitian ini adalah mahasiswa PIAUD yang sedang mengambil mata kuliah PABK sebanyak 55 mahasiswa. Data dikumpulkan menggunakan observasi dan tes. Data kuantitatif diuji menggunakan t test untuk mengukur nilai pre dan post-test. Hasil penelitian menunjukkan pengembangan blended learning yang dilakukan pada mata kuliah PABK di prodi PIAUD dapat dikembangkan dengan baik dengan nilai ahli media sebesar 3,38 dengan kategori baik, ahli materi sebesar 3,5 dengan kategori baik, dan ahli desain pembelajaran sebesar 3,44 dengan kategori baik. Efektivitas penerapan blended learning pada mata kuliah PABK di Prodi PIAUD sebesar 34,5 dari rata-rata nilai pretest sebesar 43,47 menjadi rata-nilai posttest sebesar 77,97.]]>
<![CDATA[The Influence of the Problem Posing Approach on the Creative Thinking Ability of Class V Students on Geometry Material at Elementary School ]]>
<![CDATA[Suryaningsih, Tri]]>;
<![CDATA[Sabila, Aulia Ida]]>;
<![CDATA[Widiyanto, Rohmat]]>;
<![CDATA[Herianingtyas, Nur Luthfi Rizqa]]>;
<![CDATA[Siron, Yubaedi]]>
<![CDATA[ Journal of Elementary Educational Research Vol 5 No 1 (2025): 2025 Volume 5 No 1 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Guru Madrasah Ibtidaiyah Fakultas Tarbiyah dan Ilmu Keguruan IAIN Manado ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.30984/jeer.v5i1.1373
<![CDATA[The 21st century require students to have the ability to think creatively, i.e. come up with original ideas and innovative solutions in various situations. However, the creative thinking skills of Indonesian students are still low, shown through the lack of variety of ideas and the tendency to think linearly in solving problems. This study aims to determine the influence of the problem posing method on the mathematical creative thinking ability of fifth grade elementary school students regarding fifth grade geometry. The research method used in this study is a quasi-experimental method with a Randomized Control Group Post Test Only. This research was conducted at SDN Tanah Baru 02. Sampling was carried out using the Simple Random Sampling technique which amounted to 30 people. The research instrument used in this study is a test instrument that measures students' mathematical creative thinking skills on spatial building materials. The test consisted of 9 questions in the form of descriptions. Each question represents an indicator of creative thinking according to Munandar, which is taught using the problem posing method. The average result of the creative thinking ability obtained using the problem posing method of the experimental class was 72.70, and the mathematical creative thinking ability of the control class students was 51.73. The results of the calculation of the T-test using the Independent Sample T-test method in the post-test results of the second class obtained a significance value of 0.000 < 0.05, so that H0 was rejected and H1 was accepted, which means that the Problem Posing approach affects students' mathematical creative thinking skills. This research shows that the problem posing method can be used as an alternative learning strategy to foster students creative thinking skills, thereby supporting the achievement of 21st century competencies in the elementary school curriculum.]]>
<![CDATA[National Arabic Test based on Higher Order Thinking Skills ]]>
<![CDATA[Raswan, Raswan]]>;
<![CDATA[Wahab, Muhbib Abdul]]>;
<![CDATA[Busri, Hasan]]>;
<![CDATA[Siron, Yubaedi]]>
<![CDATA[ Jurnal Al Bayan : Jurnal Jurusan Pendidikan Bahasa Arab Vol 14 No 2 (2022): Jurnal Al Bayan: Jurnal Jurusan Pendidikan Bahasa Arab ]]>
Publisher : <![CDATA[Universitas Islam Negeri Raden Intan Lampung ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.24042/albayan.v14i2.13713
<![CDATA[In the 21st century, skills required higher order thinking skills (HOTS). Therefore the test questions developed are directed towards HOTS based. The purpose of this study was to find a HOTS-based Arabic question model in the national level Arabic questions that could be used as a reference for teachers in developing good and appropriate HOTS-based questions and inspirational. The research approach used in this study is a qualitative and quantitative type of research (R&D) research approach. Researchers reveal models of HOTS-based Arabic questions that are in accordance with scientific and modern developments with discussions with Arabic assessment experts, visiting several schools that teach Arabic as a preferred foreign language, discussions with Arabic teachers, interviewing question development officials, and checking national Arabic questions, then discussions with Arabic experts and teachers. The Arabic HOTS question is still understood differently by Arabic teachers and there are still many Arabic questions that have not been categorized as HOTS. Therefore, Arabic teachers need to be given training in developing Arabic HOTS questions but who focus on Arabic questions. So far, the question training is still combined with other materials with speakers who are not experts in developing Arabic questions.]]>
<![CDATA[PENGEMBANGAN BLENDED LEARNING UNTUK CALON GURU PAUD PADA MATA KULIAH PENDIDIKAN ANAK BERKEBUTUHAN KHUSUS ]]>
<![CDATA[Siron, Yubaedi]]>
<![CDATA[ Jurnal AUDI: Jurnal Ilmiah Kajian Ilmu Anak dan Media Informasi PAUD Vol 8 No 2 (2024): Januari: Jurnal AUDI ]]>
Publisher : <![CDATA[UNIVERSITAS SLAMET RIYADI ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.33061/jai.v6i1.5609
<![CDATA[The Early Childhood Education (PIAUD) department in UIN Jakarta still needs toimprove higher quality lecture programs following the present technology. Thisstudy aims to develop blended learning in the Special Needs Education (SNE) courseat the PIAUD department in UIN Jakarta. This study uses a research and developmentmethod using the Dick and Carey model with 10 stages. The sample in thisstudy was 55 PIAUD students taking SNE courses. Data were collected using observationand tests. Quantitative data were tested using the t-test to measure the pre andpost-test values. The results showed the development of blended learning carried outin the SNE course in the PIAUD study program can be developed adequately with amedia expert score of 3.38 with a good category, a material expert of 3.5 with a goodcategory, and a learning design expert of 3.44 with a good category. The effectivenessof the implementation of blended learning in the SNE course in the PIAUDdepartment was 34.5, from an average pretest score of 43.47 to an average post-testscore of 77.97]]>
<![CDATA[PARENTING SUKSES: MENGHADAPI BULLY TEMAN BAGI ANAK GAGAP ]]>
<![CDATA[Siron, Yubaedi]]>;
<![CDATA[Khotimah, Khusnul]]>;
<![CDATA[Sholeha, Siti Sarah Aidah]]>
<![CDATA[ Jurnal AUDI: Jurnal Ilmiah Kajian Ilmu Anak dan Media Informasi PAUD Vol 5 No 2 (2020): December 2020, 8 ARTICLES, PAGES 64 - 142 ]]>
Publisher : <![CDATA[UNIVERSITAS SLAMET RIYADI ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.33061/jai.v5i2.3937
<![CDATA[The purpose of this study is to describe how parents of children with suttering deal with bully that is done by the peers.. This research uses descriptive case study design with qualitative approach. This research uses descriptive case study design with qualitative approach. The subjects of this study are three parents who have children with stuttering. The technique of collecting data in this study using interviews. The results of research on how parents of children with stuttering deal with bully that is done by the peers are: (1) frequently communicate with the child; (2) motivate the child to increase self-confidence by developing self-concepts; (3) motivate the child to be brave and tough in dealing with bullying; (4) develop child's talent. Bullying that usually happened on stuttering children are verbal bullying such as making fun of them, saying bad words, and laughing at them. ABSTRAK Tujuan penelitian ini adalah untuk mengetahui bagaimana cara orang orang tua anak penyandang gagap dalam menghadapi masalah berupa tindakan bullying yang dilakukan oleh teman-temannya. Penelitian ini menggunakan desain descriptive case study dengan pendekatan kualitatif. Adapun subjek dalam penelitian ini yaitu tiga orang tua yang memiliki anak penyandang gagap. Teknik pengumpulan data dalam penelitian ini dengan menggunakan wawancara/interview. Hasil penelitian mengenai Menghadapi Bully Teman Bagi Anak Gagap menunjukkan bahwa terdapat beberapa cara orang tua dalam menghadapi masalah bullying dari teman yaitu: (1) sering berkomunikasi dengan anak, (2) meningkatkan rasa percaya diri dengan membangun konsep diri, (4) pemberani dan tangguh dalam menghadapi bullying, (3) mengembangkan bakat yang dimiliki anak. Tindakan bullying yang sering terjadi yaitu bullying verbal seperti mengejek, mengucapkan kata-kata yang kurang baik, dan menertawai anak gagap.]]>
