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All Journal Jurnal Tematik JURNAL IQRA´ JOURNAL OF SCIENCE AND SOCIAL RESEARCH Jurnal Review Pendidikan dan Pengajaran (JRPP) Jurnal Abdi Ilmu Jurnal Pendidikan dan Konseling Majalah Ilmiah Warta Dharmawangsa Budapest International Research and Critics Institute-Journal (BIRCI-Journal): Humanities and Social Sciences Jurnal Ilmiah Al-Hadi Early Childhood Research and Practice Ceria: Jurnal Program Studi Pendidikan Anak Usia Dini Fitrah: Journal of Islamic Education An-Nahdlah: Jurnal Pendidikan Islam Proceeding International Seminar of Islamic Studies AJAD : Jurnal Pengabdian kepada Masyarakat Journal Of Human And Education (JAHE) Jurnal Islam Nusantara Journal of Innovation Research and Knowledge Innovative: Journal Of Social Science Research TOFEDU: The Future of Education Journal JIM: Jurnal Ilmiah Mahasiswa Pendidikan Sejarah Jurnal At-Tabayyun Marhalado ALAINA: Jurnal Pengabdian Masyarakat International Journal of Society and Law Al Fitrah: Journal Of Early Childhood Islamic Education HUMAN: Journal of Social Humanities and Science Proceedings of The International Conference on Computer Science, Engineering, Social Sciences, and Multidisciplinary Studies Referensi Islamika: Jurnal Studi Islam INTERNATIONAL JOURNAL OF HUMANITIES, SOCIAL SCIENCES AND BUSINESS (INJOSS) International Journal of Teaching and Learning (INJOTEL)
Salma Rozana
Universitas Pembangunan Panca Budi
Religion Arts Humanities Astronomy Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Physics Public Health Social Sciences Other

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PENERAPAN POLA MAKAN SEHAT (B2SA) UNTUK MENURUNKAN ANGKA STUNTING PADA ANAK USIA 2-5 TAHUN DI LINGKUNGAN X KELURAHAN LALANG KECAMATAN MEDAN SUNGGAL Widya, Rika; Salma Rozana; Cholidah, Cholidah
Journal of Innovation Research and Knowledge Vol. 5 No. 7 (2025): Desember 2025
Publisher : Bajang Institute

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Abstract

Stunting in early childhood is a profound health problem that affects children's physical and cognitive development and health status. This study aims to identify the factors causing stunting in children aged 2-5 years in Neighborhood X, Lalang Village, Medan Sunggal District and to test the effectiveness of the Diverse, Nutritious, Balanced, and Safe (B2SA) healthy diet approach in reducing the prevalence of stunting. This study used a qualitative approach with data collected through observation, interviews, and documentation. The results showed that the main factors causing stunting were insufficient nutritional intake, low socioeconomic status, and parents' lack of understanding about balanced nutrition. Efforts to reduce stunting were made by educating parents about the importance of B2SA and providing healthy food assistance tailored to children's needs.
Implementation Of Loose Parts of Media In Literacy Learning in Early Childhood Education Rozana, Salma; Widya, Rika; Ependi, Rustam; Yanti, Nursaida
Proceedings of The International Conference on Computer Science, Engineering, Social Science, and Multi-Disciplinary Studies Vol. 1 (2025)
Publisher : CV Raskha Media Group

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64803/cessmuds.v1.10

Abstract

Literacy education at an early age is crucial in laying the foundation for children's reading and writing skills. However, conventional learning methods are often less attractive and do not align with the characteristics of early childhood development. Loose parts, which are open-ended materials that can be manipulated freely, offer an innovative approach that allows children to explore literacy in a creative way. This study aims to explore the effectiveness of using loose media parts in improving early childhood literacy skills, as well as identify challenges in their implementation. This study employs a qualitative approach, utilizing a case study method, which was conducted in three Pendidikan Anak Usia Dini (PAUD) that have implemented loose parts-based learning. Data were collected through participatory observation, in-depth interviews with five early childhood education teachers, and analysis of children's artefacts. Thematic analysis techniques are employed to identify the primary patterns in the utilization of loose parts in literacy learning. This study concludes that loose parts effectively enhance children's involvement and creativity in literacy learning during early childhood education, particularly in the stage of letter and word recognition. However, for the optimization of implementation, further support is needed in the aspects of planning, teacher training, and parent involvement. The primary recommendations of this study are the development of guidelines for implementing loose parts in early childhood literacy, enhancing teacher training, and strengthening the role of parents in supporting the exploration of loose parts within the home environment.
IMPROVING SOCIO-EMOTIONAL ABILITIES THROUGH PROJECT BASED LEARNING AT RA BUNAYYA IV Lita Anggraini; Salma Rozana
International Journal of Society and Law Vol. 3 No. 1 (2025): April 2025
Publisher : Yayasan Multidimensi Kreatif

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61306/ijsl.v3i1.559

Abstract

This research aims to improve children's social-emotional abilities through the application of the Project Based Learning (PjBL) learning model at RA Bunayya IV. Social-emotional skills include aspects of cooperation, interaction and following rules and instructions, which are important foundations for early childhood development. The research method used is Classroom Action Research (PTK) with 2 cycles consisting of 2 meetings in 1 cycle, so that there are 4 meetings overall. The subjects of the study were 16 children of group A RA Bunayya IV. Data is collected through observations, anecdotal notes, or assessment tables, and documentation of activities. The results of the study show that the application of Project Based Learning (PjBL) can significantly improve children's social-emotional skills. The percentage of achievement of children's social-emotional skills increased to 94% in cycle II.
Children as Agents of Sustainability: A Pathway to Teaching Environmental Literacy Based on Preschool Teachers’ Perspectives at Sumatra Salma Rozana; Fatimah Purba; Sanggul Maharani Yessa; Rahayu Fuji Astuti; Ahsani Maulidina
Jurnal Iqra' : Kajian Ilmu Pendidikan Vol. 10 No. 1 (2025): Jurnal Iqra' : Kajian Ilmu Pendidikan
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/ji.v10i1.5748

Abstract

This explanatory sequential mixed-methods study investigates the perspectives of 89 early childhood teachers in Sumatra, Indonesia, regarding environmental literacy. Quantitative data were collected via an online questionnaire distributed through Google Forms, followed by qualitative data gathered through in-depth interviews conducted via Zoom. Descriptive statistics were used to analyse the quantitative data, while a thematic approach was applied to the qualitative findings. Three major themes emerged. First, teachers demonstrated a strong commitment to fostering environmental knowledge through experiential learning. They highlighted the importance of engaging children’s five senses and promoting active, reflective thinking to develop environmentally responsible behaviour that encompasses personal, social, and institutional dimensions. Second, key motivational factors for teaching environmental literacy included early instillation of environmental awareness, the cultivation of sustainable habits, nurturing care and love for nature, preparing environmentally conscious future generations, and supporting sustainability-oriented education initiatives. Third, the effectiveness of environmental literacy education was found to depend on both internal and external factors. Internally, teachers utilised strategies such as outdoor and play-based learning, project-based learning (PJBL), habit formation through place-based education, and digital media integration. Externally, successful implementation relied on collaboration with parents and communities, alongside institutional and governmental support. The study also revealed that teachers draw from ethnocentric, anthropocentric, and ecocentric perspectives when teaching about nature, indicating a strong sense of environmental place attachment. These insights underscore the need for contextually grounded teacher training, flexible curriculum development, and the production of locally relevant educational resources to enhance environmental literacy in early childhood education.
PRO-CHILD POLICY: SAFEGUARDING THE NEXT GENERATION FROM THE THREAT OF VIOLENCE, NEGLECT AND EXPLOITATION Salma Rozana; Rafika Nisa; Al-Amin
International Journal Of Humanities, Social Sciences And Business (INJOSS) Vol. 4 No. 1 (2025): INTERNATIONAL JOURNAL OF HUMANITIES, SOCIAL SCIENCES AND BUSINESS (INJOSS)
Publisher : ADISAM Publisher

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Abstract

Pro-child policy is an important initiative in protecting and ensuring the welfare of the nation's next generation from the threat of violence, neglect and exploitation. A pro- child policy is a set of measures, regulations, programmes and initiatives designed and implemented by governments, institutions or organisations with the primary aim of protecting, promoting and fulfilling children's rights. It focuses on the best interests of children in various aspects of life, including health, education, security and well-being. The ultimate goal is to create a safe, supportive and conducive environment for children's optimal growth and development, and to protect them from various forms of abuse, neglect and exploitation. Pro-child policies include efforts to strengthen child protection systems, improve access to basic services, and ensure children's participation in decisions that affect their lives. With that, effective and sustainable pro- child policies not only protect children from immediate threats but also contribute to the long-term development of human capital, which is critical to the progress and sustainability of a nation.
TEACHERS' STRATEGIES IN OVERCOMING LEARNING DIFFICULTIES OF AL-QUR'AN IN DYSLEXIC STUDENTS Salma Rozana; Rafika Nisa; Suhana Sarkawi; Al-Amin
International Journal of Teaching and Learning Vol. 2 No. 2 (2024): International Journal of Teaching and Learning (INJOTEL)
Publisher : Adisam Publisher

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Abstract

Dyslexia is a specific learning disorder known for difficulties in the acquisition of reading skills, especiall y in terms of reading speed and fluency as well as text comprehension. The disorder is neurological in nature and often genetic, with affected individuals having difficulties in word recognition, decoding language sounds, and processing and recalling visual and verbal information. Although dyslexia is not related to general intelligence levels, it can affect various aspects of learning and oral and written communication. The study in this research uses the literature research method. The results show that Teachers can overcome the difficulty of learning the Qur'an in dyslexic students by applying multisensory strategies, which involve the use of various senses in the learning process. These strategies include visualization of letters and words, auditory through repeated recitations, and kinesthetic such as writing and arranging letters. It is also important for the teacher to provide motivation and emotional support, as well as modify the pace of learning according to the individual needs of the student, thus creating a pleasant learning environment and minimizing frustration. This personalized approach increases students' confidence in learning the Qur'an and makes it easier for them to overcome the barriers caused by dyslexia.
ANALYSIS OF THE DEVELOPMENT OF CHILDREN'S PEDAGOGY IN THE INTEGRATION OF DEEP LEARNING AND CODING IN ISLAMIC RELIGIOUS EDUCATION LEARNING IN ELEMENTARY SCHOOLS Rozana, Salma; Evi Dayanti; Sahrijal Akino; Sondang Siregar
An-Nahdlah: Jurnal Pendidikan Islam Vol 5 No 3 (2026): Januari-April
Publisher : Institut Agama Islam Hamzanwadi NW Lombok Timur

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51806/an-nahdlah.v5i3.930

Abstract

This study aims to develop and examine the effectiveness of the Islamic Techno-pedagogy model through the integration of deep learning and coding in Islamic Religious Education (PAI) at the elementary school level. A Research and Development (R&D) approach using Design-Based Research (DBR) was combined with a Pretest–Posttest Control Group Quasi-Experimental Design. The findings revealed that in the first cycle, students’ active participation reached 42% and their Islamic conceptual understanding scored 62/100. After revising the model by adding a spiritual reflection component, participation increased to 85% and conceptual understanding reached 88 by the third cycle. The Independent Sample T-Test results showed a significant difference (p < 0.01) between the experimental and control groups, with an average N-Gain Score of 0.75 (high category). The Islamic Techno-pedagogy model effectively integrates digital rationality with Islamic spiritual values, simultaneously enhancing students’ cognitive, affective, and psychomotor domains. Thus, the integration of deep learning and coding in Islamic Religious Education not only strengthens critical and digital thinking skills but also serves as a contemplative medium for shaping students’ religious consciousness in the digital age.
Pedagogical Transformation in Islamic Religious Education: Integrating Deep Learning and Coding for Elementary School Students Salma Rozana; Evi Dayanti; Sahrijal Akino; Sondang Siregar
JURNAL ISLAM NUSANTARA Vol 10, No 1 (2026)
Publisher : Lembaga Ta'lif wa An-Nasyr (LTN) PBNU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33852/jurnalnu.v10i1.730

Abstract

The rapid growth of digital technology has created challenges for Islamic Religious Education (IRE) in elementary schools, which often remain dominated by conventional, teacher-centered approaches. This study aimed to develop and examine the effectiveness of an Islamic Techno-Pedagogy model integrating Deep Learning and Coding to support students’ cognitive, spiritual, and digital development. The research employed a Research and Development (R&D) approach, combining Design-Based Research (DBR) with a Pretest–Posttest Control Group Design. Data were collected through observations, interviews, questionnaires, tests, and documentation, and analyzed using qualitative and quantitative techniques. The findings revealed that the developed model significantly improved students’ active participation from 42% to 85%, their understanding of Islamic concepts from 62% to 88%, and their interest in digital Islamic learning from 55% to 90% across three DBR cycles. Experimental testing also showed significant differences between the experimental and control groups, with a cognitive N-Gain score of 0.75. The study concludes that integrating Deep Learning and Coding into IRE effectively strengthens students’ knowledge, character, and digital competencies. This research contributes a novel Islamic Techno-Pedagogy framework that bridges technological literacy and spiritual development in elementary education.
PENDAMPINGAN EMOSI DAN KARAKTER ISLAMI ANAK TUNAGRAHITA DI SLB C MUZDALIFAH KECAMATAN MEDAN AMPLAS Rika Widya; Salma Rozana; Hadi Saputra Panggabean; Hernawan Syahputra Lubis
ALAINA: Jurnal Pengabdian Masyarakat Vol. 3 No. 2 (2026): ALAINA : JURNAL PENGABDIAN MASYARAKAT
Publisher : Cendekia Citra Gemilang Scholar Foundation, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61798/alaina.v3i2.1057

Abstract

Anak tunagrahita memerlukan dukungan emosional yang konkret, berulang, dan sesuai dengan kemampuan adaptifnya. Tim pengabdian melaksanakan pendampingan emosi dan karakter Islami di SLB C Muzdalifah, Kecamatan Medan Amplas, pada 15 Juni 2026. Program ini bertujuan membantu anak mengenali emosi, mengungkapkan kebutuhan, menenangkan diri, serta mengaitkan pengalaman emosional dengan nilai sabar, kasih sayang, sopan santun, tanggung jawab, dan kebiasaan meminta maaf. Tim menerapkan pendekatan partisipatif, adaptif, dan berbasis pengalaman melalui media visual, cerita sosial, pemodelan perilaku, latihan jeda dan pernapasan, penguatan positif, serta refleksi bersama guru. Tim mengevaluasi pelaksanaan melalui observasi proses, respons terhadap instruksi, penggunaan bantuan visual, dan tingkat dukungan yang anak perlukan. Program ini menghasilkan Model SAHATI yang meliputi enam langkah, yaitu sadari emosi, akui dan ungkapkan, hentikan respons impulsif, arahkan perilaku Islami, teladankan dan ulangi, serta integrasikan dalam rutinitas. Tanpa mengklaim efektivitas kuantitatif, model ini menawarkan panduan praktis, terstruktur, konsisten, kontekstual, dan berkelanjutan bagi sekolah dan keluarga mereka
SOCIAL MEDIA, DIGITAL LITERACY, AND MULTICULTURAL ISLAMIC EDUCATION: PERSPECTIVES OF ISLAMIC HIGHER EDUCATION STUDENTS IN NORTH SUMATRA Ahmad Ibrahim Hasibuan; Mulkan Hasibuan; Salma Rozana; Fatima Rahma Rangkuti
Referensi Islamika: Jurnal Studi Islam Vol. 3 No. 2 (2025): DECEMBER
Publisher : Academic Bright Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66053/ri.v3i2.827

Abstract

This study examines the relationship between social media use, Islamic digital literacy, and multicultural Islamic education from the perspective of students at Islamic higher education institutions (PTAI) in North Sumatra, Indonesia. This study employed a qualitative phenomenological approach. Data were collected through semi-structured in-depth interviews, participatory observation, and documentation involving 24 students (purposive sampling) from four purposively selected PTAI representing institutional diversity. Thematic saturation was continuously monitored and reached after the 20th interview, confirmed by 4 additional interviews yielding no new themes. Data analysis followed the Miles, Huberman, and Saldana (2014) interactive model, with source and method triangulation to ensure credibility. The study adhered to the SRQR (Standards for Reporting Qualitative Research) guidelines. Students demonstrated high technical digital skills but low critical literacy, particularly in evaluating religious content online. Social media simultaneously broadened multicultural awareness and intensified perceived religious exclusivism through students’ reported experiences of algorithmic echo chamber effects. Digital content significantly shaped students’ perceived tolerance attitudes. None of the four campuses had developed systematic institutional strategies for fostering digital religious moderation. The study is limited to four campuses in North Sumatra, which restricts the generalizability of findings to other regional and institutional contexts. The qualitative cross-sectional design does not allow for causal claims regarding attitudinal change over time. Practically, this study offers concrete implications for Islamic higher education institutions: curriculum reform through formal integration of Islamic digital literacy courses guided by the IDLT framework; development of digital religious moderation programs at the institutional level; investment in TPACK-based lecturer training for Islamic digital pedagogy; and structured programs to develop students’ critical digital literacy competencies. Future research employing mixed methods with a broader national sample is strongly recommended, as is quantitative validation of the IDLT framework across diverse PTAI contexts.  This study makes an original contribution by integrating Islamic digital literacy, multicultural education, and religious moderation within the PTAI context of North Sumatra. It proposes the Islamic Digital Literacy Triad (IDLT) as a conceptual framework for PTAI curriculum development, building upon existing digital literacy models by explicitly integrating Islamic ethical principles (tabayyun, wasathiyyah) and multicultural awareness as inseparable dimensions of digital competence within the Islamic higher education context.
Co-Authors Agus Tri Anto Ahmad Ibrahim Hasibuan Al-Amin Al-Amin Anggraini, Lita Asmidar Parapat Chairanda, Mutiara Charles Rangkuti Cholidah, Cholidah Eko Harianto, Eko Evi Dayanti Evi Dayanti Fatima Rahma Rangkuti Fatimah Purba Fitri, Halimah Fuji Rahmadi Hadi Saputra Panggabean Hernawan Syahputra Lubis Iqbal, Mhd. Khadijah Khadijah Khodijah, Nurul Lita Anggraini M Danang Pa Maulidina, Ahsani Muhammad Rizky Mulkan Hasibuan Munisa Munisa Munisa Munisa Munisa, Munisa Nofianti, Rita Panggabean, Noviar Parapat, Asmidar Patuzahra, Sabrina Putri, Ranti Eka Rafika Nisa Rafika Nisa Rafika Nisa Rahayu Fuji Astuti Rahma, Alifia Nur Rahmadi, Fuji Rambe, Almanah Ranti Eka Putri Ranti Eka Putri Ranti Eka Putri Resty Madani3 Rita Nofianti Rita Nofianti Rustam Ependi Sahrijal Akino Sahrijal Akino Sanggul Maharani Yessa Siti Aisyah Ginting Sondang Siregar Sondang Siregar Sri Mariati Sri Susanti Suhana Sarkawi Suhana Sarkawi Syahira, Wardah Widya , Rika Widya, Rika Yanti, Nursaida Yunan Harahap, Muhammad Zahrita Zahrita, Zahrita Zannatunnisya Zannatunnisya Zannatunnisya, Zannatunnisya