Article Per Year (5 Year)
p-Index From 2021 - 2026
1.829
P-Index
This Author published in this journals
All Journal Jurnal Pendidikan Usia Dini Aulad : Journal on Early Childhood Yaa Bunayya : Jurnal Pendidikan Anak Usia Dini Atfaluna: Journal of Islamic Early Childhood Education Child Education Journal Journal of Childhood Development Journal of Islamic Education Students Kiddie: Early Childhood Education and Care Journal
Syarfina Syarfina
IAIN Langsa
Humanities Education Public Health Social Sciences Other

Published : 13 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 13 Documents
Search

 1   2 
Plant Puzzle: How to Apply It to Increase Children's Interest in Learning Science? Jelita, Jelita; Syarfina, Syarfina; Fadhila, Novia
Jurnal Pendidikan Anak Vol 4 No 1 (2022): Child Education Journal: April
Publisher : Universitas Nahdlatul Ulama Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33086/cej.v4i1.2822

Abstract

Learning science concerning early childhood should focus on a fun learning process. However, children's interest in learning while participating in the science learning process is still low; some children are busy playing alone, disturbing their friends, doing other work, and going in and out for various reasons when science learning occurs. This study aims to increase children's interest in learning science through plant puzzle media. The research used the Classroom Action Research (CAR) with the Kemmis-Taggart model with four stages: plan, implementation, observation, and reflection. The participants are ten children aged 5-6 years at Al Faiz Early Childhood Education (ECE) Langsa, Aceh. The researcher used an observation sheet with four indicators: interest in learning, attention to learning, motivation, and knowledge to obtain improvement data. The results showed an increased children's interest in learning science in each cycle. The average score of children in the Well Developed (WD) category was 76%. In addition, children's activities also showed outstanding improvement during the teaching and learning process. The researcher concluded that plant puzzle media could increase children's interest in learning science. The implication of research related to the effectiveness of plant puzzle media on learning other than science needs to be studied further.
Digital Game in Young Children's Numeracy Skill: An Innovation through Learning Media Development Syarfina, Syarfina; Masruroh, Siti; Masyitah, Nur; Sahpitri, Yulia; Pratiwi, Aulia Desi
Jurnal Pendidikan Anak Vol 5 No 3 (2023): Child Education Journal: December
Publisher : Universitas Nahdlatul Ulama Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33086/cej.v5i3.5458

Abstract

Children’s numeracy skills significantly influence their readiness to enter primary school. However, teachingnumeracy to children in concrete periods is still a big challenge for teachers. Moreover, technologybasedlearning media must still be considered appropriate for early introduction. This research aims todevelop an interactive digital learning media to improve early childhood numeracy skills. This Researchand Development (RD) method used the 4-D model, which consists of Defining, Designing, Developing,and Disseminating. Expert validators who test the feasibility of the product consist of material, media, andlanguage experts. Respondents in this study were ten children aged 4-5 years at PAUD Nurul Aisyah, EastAceh. The results showed that this digital game is feasible as a learning media to improve early childhoodnumeracy skills. The average validator score for product feasibility is in the very good category, andchildren’s numeracy skills are in the good category. With this learning media, "Numb Game," childrenlearn the concepts of counting, grouping, and simple statistics. Through an interactive approach, thedevelopment of Numb Game media can stimulate children’s engagement in the numeracy learning processby utilizing visual elements, games, and interactions that stimulate curiosity and desire to understandmathematical concepts. Therefore, this interactive digital learning media presents an interesting, adaptive,and effective learning experience according to children’s needs in improving numeracy skills at an earlyage. Further research on the long-term effects of using digital learning media on the development of earlychildhood numeracy skills and the implications for their academic achievement is warranted.
Islamic Values-integrated Disaster Mitigation Education: A Module Development Study for Pre-Service Early Childhood Teachers Syarfina Syarfina; Rita Mahriza
Journal of Childhood Development Vol. 6 No. 1 (2026): Journal of Childhood Development
Publisher : Program Studi Pendidikan Islam Anak Usia Dini, Institut Agama Islam Ma'arif (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/jcd.v6i1.7582

Abstract

Despite Indonesia’s high disaster risk, disaster mitigation education in early childhood teacher preparation remains largely technocratic, with limited integration of faith-based perspectives that shape learners’ moral reasoning and behavioral responses. Existing studies have predominantly emphasized cognitive preparedness, leaving a gap in pedagogical models that connect disaster knowledge with spiritual and ethical dimensions. This study addresses this gap by developing an Islamic value - integrated disaster mitigation learning module for pre-service early childhood teachers. Using a Research and Development (R&D) approach based on the 4-D model (Define, Design, Develop, Disseminate), the study involved expert validation (content, media, and language) and user-based practicality testing with 32 students in an Early Childhood Islamic Education program in Aceh. The findings indicate that the module achieved a high level of validity (M = 3.75) and practicality (M = 3.72), demonstrating its feasibility and usability in instructional contexts. More importantly, the integration of Islamic values, amanah, ikhtiar, sabr, and tawakkul, functioned not merely as supplementary content but as a pedagogical framework that reorients disaster mitigation learning toward moral responsibility, ecological awareness, and reflective decision-making. Analytically, the study shows that embedding faith-based values transforms disaster education from knowledge transmission into value-driven learning, enabling pre-service teachers to conceptualize disaster preparedness as both a scientific and ethical practice. This research contributes to the field by offering an empirically validated model of faith-integrated disaster education and advancing the discourse on holistic approaches in early childhood teacher preparation. The module provides a practical and scalable resource for integrating spiritual values into disaster mitigation curricula in similar socio-religious contexts.
Co-Authors ADELIA, PUTRI Dari, Ulliyan Diana Hawary Elindra Yetti Enjelina Hendriani Fadhila, Novia Fridani, Lara Hawary, Diana Hendriani, Enjelina jelita, jelita Khairul Amri Khairul Amri Mahyuni Maisari, Sri Maulidia Maulidia Maulidia Maulidia, Maulidia Mery Tan Nur Masyitah, Nur Pratiwi, Aulia Desi Rita Mahriza Rizkia Mauliza Sahpitri, Yulia Siti Masruroh Sri Maisari Suci Lestari Ulliyan Dari Veryawan Veryawan, Veryawan Yasmin, Aina