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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 Journal of Community Service in Early Childhood Education
Syarfina Syarfina
IAIN Langsa
Humanities Education Public Health Social Sciences Other

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Online Training on Writing Scientific Articles in Early Childhood Education for Accredited Sinta Journals Syarfina, Syarfina; Anis, Nindia
Journal of Comunity Service in Early Childhood Education Vol. 1 No. 1 (2025): Journal of Comunity Service in Early Childhood Education
Publisher : CV Berkah Syahdin Trust

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64840/jcosece.v1i1.34

Abstract

Background: The ability to write scientific articles is an essential competency for Early Childhood Education students, particularly in supporting academic publication in accredited national journals. However, many students still face difficulties in understanding the structure, writing techniques, and publication processes required for scientific articles. This condition indicates the need for structured training programs that can improve students’ scientific writing skills. Aims: This community service program aims to enhance students’ competence in writing scientific articles and preparing manuscripts for accredited national journals. Methods: This program employed a training-based community service approach integrated with mentoring, mediation, and evaluation activities. The implementation was conducted online via Zoom and involved 150 participants from various regions in Indonesia. The program consisted of preparation, implementation, and evaluation stages. The implementation stage included material delivery, hands-on practice, group discussions, and mentoring sessions. Data were collected through observation, documentation, and participant feedback using questionnaires, and analyzed descriptively. Results: The results indicate that the program successfully improved participants’ understanding and skills in scientific article writing. Participants demonstrated increased ability in structuring manuscripts, applying appropriate writing techniques, and revising articles based on reviewer feedback. Evaluation results showed high participant satisfaction, with average scores ranging from 4.5 to 4.8 across various aspects, including material relevance, clarity, and usefulness of practical sessions. Conclusion: The training-based community service program is effective in enhancing students’ scientific writing competence and readiness for publication in accredited journals. The integration of training, practice, mentoring, and evaluation provides meaningful learning experiences and can be applied as a sustainable model for academic capacity development.
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.
Pedagogy Over Technology: Animal-Themed Digital Games to Support Early Mathematics Learning Fathanah, Nurul; Syarfina, Syarfina; Nadhirah, Nadhirah; Kamis, Kamis; Mahriza, Rita; Maisari, Sri
Atfaluna Journal of Islamic Early Childhood Education Vol. 8 No. 2 (2025): July-December 2025
Publisher : Atfaluna: Journal of Islamic Early Childhood Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/atfaluna.v8i2.7229

Abstract

This study aims to develop and evaluate "Smartimals," an animal-themed digital game designed to support early mathematics learning in resource-limited contexts. Employing a Research and Development (R&D) approach adapted from the 4-D model, the study was conducted with 15 children aged 5–6 years in a rural area of East Aceh, Indonesia. The development prioritized accessible technology to ensure practicality for teachers in infrastructure-constrained settings. Data were collected through expert validation questionnaires and direct observation of learning outcomes. The results indicate that the developed media is highly feasible and effective, achieving expert validation scores of 95.3% for media design, 80% for content, and 96% for language, alongside a field trial effectiveness rate of 89.9%. Beyond technical feasibility, the findings suggest that the integration of familiar animal themes functions as a cognitive anchor, effectively reducing extraneous cognitive load and bridging abstract mathematical concepts, such as arithmetic and pattern recognition, with concrete experiences. This study reinforces the premise of "pedagogy over technology," demonstrating that simple, contextually relevant ICT tools can significantly enhance early numeracy and student engagement, offering an inclusive solution for early childhood education in remote areas.
Islamic Values-integrated Disaster Mitigation Education: A Module Development Study for Pre-Service Early Childhood Teachers Syarfina, Syarfina; Mahriza, Rita
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 Anis, Nindia Dari, Ulliyan Diana Hawary Elindra Yetti Enjelina Hendriani Fadhila, Novia Fathanah, Nurul Fridani, Lara Hawary, Diana Hendriani, Enjelina jelita, jelita Kamis, Kamis Khairul Amri Khairul Amri Mahriza, Rita Mahyuni Maisari, Sri Maulidia Maulidia Maulidia Maulidia, Maulidia Mery Tan Nadhirah, Nadhirah Nur Masyitah, Nur Pratiwi, Aulia Desi Rizkia Mauliza Sahpitri, Yulia Siti Masruroh Sri Maisari Suci Lestari Ulliyan Dari Veryawan veryawan Veryawan, Veryawan Yasmin, Aina