Articles
<![CDATA[Implementasi Model Pembelajaran Kooperatif dalam Meningkatkan Perkembangan Sosial Anak Usia Dini ]]>
<![CDATA[Mhd Habibu Rahman]]>;
<![CDATA[Rita Kencana]]>
<![CDATA[ Musamus Journal of Primary Education Vol 2 No 2 (2020): Musamus Journal of Primary Education ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Musamus University ]]>
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DOI: 10.35724/musjpe.v2i2.2177
<![CDATA[Tulisan ini menyajikan tentang penerapan model pembelajaran kooperatif dalam meningkatkan perkembangan sosial anak sejak usia dini. Berbagai macam model pembelajaran diterapkan pada anak usia dini dengan efektif, namun masing-masing model pembelajaran memiliki kelebihan dan kelemahan dalam pelaksanaannya. Model pembelajaran kooperatif adalah suatu pola pembelajaran yang berbentuk kelompok-kelompok kecil yang memungkinkan adanya kerjasama antar siswa dalam memahami materi pembelajaran. Penelitian ini bertujuan untuk mengetahui penerapan model pembelajaran kooperatif pada anak usia dini, dan upaya apasaja yang digunakan guru untuk meningkatkan perkembangan sosial anak usia dini. Sumber data dalam penelitian ini meliputi kepala sekolah, guru kelas, dan anak. Pengumpulan data dilakukan dengan observasi, wawancara, dan dokumentasi. Analisis data dilakukan dengan reduksi data, penyajian data, dan penarikan kesimpulan. Berdasarkan hasil penelitian dapat disimpulkan bahwa model pembelajaran kooperatif yang diterapkan di TK Pamardi Siwi yaitu dengan membiasakan mengelompokkan anak secara acak pada setiap kegiatan pembelajaran, meminta setiap kelompok menyelesaikan tugas yang diberikan, memotivasi masing-masing kelompok sehingga dapat meningkatkan kerja sama dan perkembangan sosial anak.]]>
<![CDATA[TEACHER RELIGIOUS UNDERSTANDING AND ATTITUDE OF RELIGIOUS INCLUSIVITY IN EARLY CHILDREN AT Al-WASHLIYAH KINDERGARTEN KLAMBIR V KEBUN HAMPARAN PERAK ]]>
<![CDATA[Mhd Habibu Rahman]]>
<![CDATA[ Proceeding International Seminar of Islamic Studies INSIS 5 (March 2023) ]]>
Publisher : <![CDATA[Proceeding International Seminar of Islamic Studies ]]>
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<![CDATA[The development of religious attitudes in early childhood is determined by several factors, one of which is external factors such as the religious understanding possessed by the teacher. The purpose of this study was to see the attitude of religious inclusivity of children with the teacher's religious understanding and what obstacles were found in building children's attitude of religious inclusivity in Kindergarten IT Al-Washliyah Klambir V Kebun, Hamparan Perak District, Deli Serdang Regency. The method used in this research is qualitative using Field Research. Data collection techniques were carried out by means of observation, interviews and documentation studies. Data were analyzed through the stages of data condensation, data presentation and conclusion/verification. The results of this study state that the teacher's religious understanding puts forward humanist values, is not oriented towards strengthening the doctrines and beliefs of one's own religious behavior, but rather on strengthening character and acceptance of diversity, without ignoring the religious ways of each child. The religious inclusiveness of children can be seen from the awareness of children's activities that respect the differences and diversity of the religious behavior of their friends. Obstacles found in building an attitude of religious inclusiveness in children include the level of stability in children's development which is still changing, coordination between teachers and parents that has not run optimally]]>
<![CDATA[GURU PAUD DI ERA DIGITAL ]]>
<![CDATA[Sofni Indah Arifa Lubis]]>;
<![CDATA[Mhd. Habibu Rahman]]>;
<![CDATA[Nursaida Yanti]]>
<![CDATA[ NUSANTARA : Jurnal Ilmu Pengetahuan Sosial Vol 10, No 2 (2023): NUSANTARA : Jurnal Ilmu Pengetahuan Sosial ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Tapanuli Selatan ]]>
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DOI: 10.31604/jips.v10i2.2023.%p
<![CDATA[Penelitian ini bertujuan untuk mengeksplorasi sudut pandang guru PAUD terhadap pola belajar dan mengajar anak usia dini di era digital. Guru PAUD dan anak didik tumbuh dan kembang bersama dengan perkembangan teknologi yang pesat saat ini. Narasumber berjumlah 15 orang guru PAUD. Teknik pengambilan sampel adalah Total Sampling.  Temuan dari penelitian ini adalah teknologi membuat anak usia dini mendapat ilmu pengetahuan terlebih dahulu sebelum diajarkan oleh gurunya. Tapi di sisi lain anak usia dini menunjukkan sikap individualistis karena lebih banyak menghabiskan waktu dengan gawai. Hal ini membuat perubahan yang signifikan dalam pola belajar dan mengajar di sekolah. Selain dituntut untuk mengembangkan diri dan memperluas cakrawala ilmu pengetahuan secara berkala, seorang guru PAUD juga harus mempersiapkan anak didik agar menjadi individu yang mempunyai daya saing global dan berkarakter mulia.]]>
<![CDATA[Implementasi Model Pembelajaran Kooperatif dalam Meningkatkan Perkembangan Sosial Anak Usia Dini ]]>
<![CDATA[Mhd Habibu Rahman]]>;
<![CDATA[Rita Kencana]]>
<![CDATA[ Musamus Journal of Primary Education Vol 2 No 2 (2020) ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Musamus University ]]>
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DOI: 10.35724/musjpe.v2i2.2177
<![CDATA[Tulisan ini menyajikan tentang penerapan model pembelajaran kooperatif dalam meningkatkan perkembangan sosial anak sejak usia dini. Berbagai macam model pembelajaran diterapkan pada anak usia dini dengan efektif, namun masing-masing model pembelajaran memiliki kelebihan dan kelemahan dalam pelaksanaannya. Model pembelajaran kooperatif adalah suatu pola pembelajaran yang berbentuk kelompok-kelompok kecil yang memungkinkan adanya kerjasama antar siswa dalam memahami materi pembelajaran. Penelitian ini bertujuan untuk mengetahui penerapan model pembelajaran kooperatif pada anak usia dini, dan upaya apasaja yang digunakan guru untuk meningkatkan perkembangan sosial anak usia dini. Sumber data dalam penelitian ini meliputi kepala sekolah, guru kelas, dan anak. Pengumpulan data dilakukan dengan observasi, wawancara, dan dokumentasi. Analisis data dilakukan dengan reduksi data, penyajian data, dan penarikan kesimpulan. Berdasarkan hasil penelitian dapat disimpulkan bahwa model pembelajaran kooperatif yang diterapkan di TK Pamardi Siwi yaitu dengan membiasakan mengelompokkan anak secara acak pada setiap kegiatan pembelajaran, meminta setiap kelompok menyelesaikan tugas yang diberikan, memotivasi masing-masing kelompok sehingga dapat meningkatkan kerja sama dan perkembangan sosial anak.]]>
<![CDATA[Penanaman Nilai Agama dan Moral pada Anak Usia Dini dalam Pengasuhan Etnis Jawa dan Melayu di TK Alfia Nur Hamparan Perak ]]>
<![CDATA[Mhd Habibu Rahman]]>;
<![CDATA[Sofni Indah Arifa Lubis]]>;
<![CDATA[Dwi Anggraini]]>
<![CDATA[ Early Childhood: Jurnal Pendidikan Vol. 7 No. 1 (2023): Early Childhood: Jurnal Pendidikan ]]>
Publisher : <![CDATA[Pendidikan Guru PAUD, FKIP, Univ Muhammadiyah Tasikmalaya ]]>
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<![CDATA[This research is based on the fact that every child's potential will develop rapidly if they receive care that is appropriate to the child's development. The fact is that every ethnicity has different characteristics and parenting styles. For example, Javanese and Malay ethnicity, each of which has its own way of instilling religious and moral values in children from an early age aims to find out the form of instilling religious and moral values in early childhood by looking at the upbringing of Javanese and Malay ethnicities and seeing their relevance to the concept of education. in early childhood. This research method is qualitative with research procedures namely participant observation and in-depth interviews at TK Alfia Nur Hamparan Perak. The research findings show that the form of instilling religious and moral values in early childhood in the upbringing of Javanese and Malay ethnicity both promotes exemplary, habituation and fun storytelling activities. The good figures shown by parents and teachers make it easier for children to understand religious and moral values in their lives. The form of obedience that is instilled by parents in children causes children to obey every order and prohibition from parents in the process of instilling moral and religious values. Teachers at TK Alfia Nur improvise learning through culture that is inherent in children's culture, then ethnic characteristics in parents affect parenting style and have implications for the form of instilling religious and moral values in early childhood. Therefore, the parenting culture that parents receive should not be purely applied to children, nor should it be completely abandoned.]]>
<![CDATA[PERANAN GURU DALAM MENGEMBANGKAN KREATIVITAS ANAK USIA DINI MELALUI METODE EKSPERIMEN DI PAUD ASUHAN BUNDA KABUPATEN ASAHAN ]]>
<![CDATA[Mhd.Habibu Rahman]]>
<![CDATA[ QURROTI Vol. 1 No. 2 (2019): OKTOBER, QURROTI: Jurnal Pendidikan Islam Anak Usia Dini ]]>
Publisher : <![CDATA[STPI Bina Insan Mulia Yogyakarta ]]>
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<![CDATA[This paper presents the role of an educator in developing early childhood creativity through experimental methods. An educator must be able to provide active stimulation in exploring every child's creative potential. This study aims to determine the role of teachers in developing early childhood creativity and the types of experimental activities that can trigger early childhood creativity. Sources of data in this study include school principals, class teachers, and children. Data collection is done by observation, interviews, and documentation. Data analysis was carried out by data reduction, data presentation, and drawing conclusions. Based on the results of research at Asuhan Bunda PAUD, it can be concluded that an educator has a fundamental role in every early childhood development, including children's creativity, an educator must provide active stimulation and explore all the potential for children's creativity, types of experimental activities carried out at Asuhan Bunda PAUD These include magic food, mix colors, and drink new flavors.]]>
<![CDATA[INOVASI PENGEMBANGAN NILAI-NILAI AGAMA PADA ANAK USIA DINI ]]>
<![CDATA[Nurfaizah]]>;
<![CDATA[Mhd.Habibu Rahman]]>
<![CDATA[ QURROTI Vol. 2 No. 2 (2020): OKTOBER, QURROTI: Jurnal Pendidikan Islam Anak Usia Dini ]]>
Publisher : <![CDATA[STPI Bina Insan Mulia Yogyakarta ]]>
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<![CDATA[The development of religious values in early childhood is very important so that students have and understand good religious values, so that in living life, children better understand the values of the religious teachings they adhere to and when students enter the next level they already have the knowledge , and good experience. The purpose of this research is to find out what innovations are needed in the development of religious values in early childhood. This research was studied using descriptive methods and a library research approach as a place or source of reference. The results of the study show that the forms of early childhood diversity include Unreflective, Egocentric, Anthromorphic, Verbalist and Ritualist, and Imitative. The innovations made in developing AUD's religious values are through experiential learning, active learning and process learning. The principles of innovation for the development of AUD's religious values are the principles of developmentally appropriate practice (DAP), the principle of enjoyable. One of the learning models that can be used in developing early childhood religious values is the quantum learning model. While the methods for developing children's religious values are playing, field trips, telling stories.]]>
<![CDATA[EDUCATING CHILDREN IN THE DIGITAL AGE ]]>
<![CDATA[Lubis, Sofni Indah Arifa]]>;
<![CDATA[Rahman, Mhd. Habibu]]>;
<![CDATA[Yanti, Nursaida]]>
<![CDATA[ Proceeding International Seminar of Islamic Studies INSIS 5 (March 2023) ]]>
Publisher : <![CDATA[Proceeding International Seminar of Islamic Studies ]]>
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<![CDATA[This article explores critically the early childhood teachers` perspectives on the changes in the nature of childhood in this digital era. The rapid development of the digital era nowadays unquestionably has already changed children`s lives and it affected the teaching and learning activities. Both early childhood children and early childhood teachers grow and develop naturally with the development of digitalization. Digital technologies are bringing opportunities for learning and education for children but at the same time changing them into more personal people and less attached to the real world. Preparing the children with a set of skills to be able to succeed in this digital era is one of the early childhood teachers` responsibilities. To document this, 15 early childhood teachers were interviewed. The results were discussed in two terms. First, the early childhood teachers acknowledge the changing nature of childhood in this digital era. Second, the strong commitment of the early childhood teachers in arranging a fun yet creative indoor and outdoor learning activities for the children]]>
<![CDATA[IMPLEMENTING THE VALUE OF RELIGIOUS MODERATION IN EARLY CHILDHOOD THROUGH LEARNING BASED ON LOCAL WISDOM AT THE PANGLIMA SEMESTA KINDERGARTEN IN MEDAN ]]>
<![CDATA[Rahman, Mhd Habibu]]>;
<![CDATA[Lubis, Sofni Indah Arifa]]>;
<![CDATA[Mahira, Ulfa]]>
<![CDATA[ Proceeding International Seminar of Islamic Studies INSIS 6 (February 2024) ]]>
Publisher : <![CDATA[Proceeding International Seminar of Islamic Studies ]]>
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<![CDATA[This research aims to examine the application of the value of religious moderation in early childhood as an effort to form balanced character and morality. In the context of globalization and cultural plurality, children are faced with various influences that can shape their thinking and behavior patterns. Therefore, this research focuses on implementing the value of religious moderation as a basis for guiding children to understand and appreciate religious teachings wisely based on learning based on local wisdom. This research method is qualitative involving observation and interviews. Data analysis by condensing data, displaying data and drawing conclusions. The research results show that the application of the value of religious moderation makes a positive contribution to children's character development. Children show a better understanding of religious values and are able to apply them in everyday life. In addition, the role of teachers and parents as role models in practicing the value of religious moderation is a key factor in the success of this implementation. The findings of this research provide practical implications for educators, parents and policy makers to improve approaches to religious education at the early age level. By strengthening the value of religious moderation with learning based on local wisdom, it is hoped that children can grow into individuals who are responsible, tolerant, and have a deep understanding of religious diversity in society and love Indonesian culture.]]>
<![CDATA[Pemahaman Keagamaan Guru dan Sikap Beragama Anak Usia Dini di TKIT Al-Washliyah Hamparan Perak Deli Serdang ]]>
<![CDATA[Rahman, Mhd Habibu]]>;
<![CDATA[Lubis, Sofni Indah Arifa]]>;
<![CDATA[Audy, Rini Trinasya]]>;
<![CDATA[Anggraini, Lita]]>
<![CDATA[ AS-SABIQUN Vol 5 No 3 (2023): MEI ]]>
Publisher : <![CDATA[Pendidikan Islam Anak Usia Dini STIT Palapa Nusantara ]]>
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DOI: 10.36088/assabiqun.v5i3.3313
<![CDATA[The development of religious attitudes in early childhood is almost completely authoritative, which means that it will develop under the influence of factors from outside the child. One of the factors that influence the religious attitude of early childhood is the religious understanding possessed by the teacher. The purpose of this study was to find out the teacher's religious understanding and religious attitudes of children in IT Al-Washliyah Kindergarten, and to find out what obstacles were found in building children's attitude of religious inclusiveness in IT Al-Washliyah Kindergarten, Hamaparan Perak District, Deli Serdang Regency. The method used in this research is qualitative with data collection techniques carried out participant observation, in-depth interviews. All existing data were analyzed by means of data condensation, data display and verification stages. The findings in this study are that the teacher's religious understanding determines the religious attitude of children. The teacher's religious understanding at TK IT Al-Washliyah prioritizes humanist values and inclusiveness, children are given freedom of thought, carry out activities carried out by children in religious activities by respecting differences in the way friends worship, helping friends who are in trouble, being friendly to friends who have different understandings with him. The inclusive attitude that children have in religion is an explanation of children's openness to tolerance, being able to accept and interact with friends who have different understandings and cultures than children.]]>
