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All Journal Penamas: Journal of Community Service ABNA : Journal of Islamic Early Childhood Education ThufuLA: Jurnal Inovasi Pendidikan Guru Raudhatul Athfal
Marwiyati, Sri
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Peran Orang Tua dan Guru dalam Pengenalan Budaya Literasi untuk Mengembangkan Bahasa Anak Usia 5-6 Tahun Dian Mellyana Putri; Marwiyati, Sri
ABNA : Journal of Islamic Early Childhood Education Vol. 5 No. 1 (2024): ABNA : Journal of Islamic Early Childhood Education
Publisher : UIN Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/abna.v5i1.8717

Abstract

Tujuan penelitian ini adalah menguraikan peran orang tua dan guru dalam pengenalan budaya literasi untuk mengembangkan bahasa pada anak 5-6 tahun di TK BA Aisyiyah Dalangan Klaten dan juga faktor penghambatnya. Penelitian ini menggunakan metode kualitatif deskriptif. Data diperoleh dari wawancara, observasi dan dokumentasi. Hasil penelitian menunjukkan peran orang tua dalam pengenalan literasi kepada anak yaitu; 1) Mendampingi anak belajar; 2) Membacakan dongeng; 3) Mengenalkan huruf dan menulis; 4) Menyediakan media belajar; 5) Mengenalkan benda-benda disekitar anak dengan menulis dan menceritakan; 6) Kunjungan tempat. Peran guru dalam pengenalan literasi untuk mengembangkan keterampilan berbahasa anak antara lain: 1) Adanya kegiatan literacy time dengan 3 media, yaitu; AISMA, Kotak Suara, dan Alphabeth card; 2) Mendampingi dan memotivasi anak ketika belajar; 3) Menjadwalkan kegiatan literasi; 4) Menyediakan fasilitas untuk merangsang budaya literasi; 5) dan melakukan penilaian. Faktor penghambat budaya literasi adalah mood anak yang mudah berubah, lingkungan yang kurang mendukung dan juga fasilitas yang masih kurang dari orang tua untuk anak melakukan kegiatan membaca.
Peningkatan kompetensi pedagogik guru RA melalui pelatihan modul ajar berbasis Kurikulum Merdeka di Kecamatan Pabelan, Kabupaten Semarang Latifah, Ibdaul; Marwiyati, Sri; Setiyarini, Budi; Azizah, Azza Nur; Rohmah, Taufiku
Penamas: Journal of Community Service Vol. 5 No. 4 (2025): Penamas: Journal of Community Service
Publisher : Nur Science Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53088/penamas.v5i4.2452

Abstract

This community service program (PkM) aimed to provide mentoring for teachers across Pabelan Subdistrict in developing differentiated lesson modules to support the implementation of the Merdeka Curriculum. The program was delivered through training sessions that included lectures, discussions, hands-on practice, and guided support in module development. Participants included 53 RA (Islamic early childhood education) teachers from 14 early childhood education institutions in Pabelan Subdistrict. The program adopted a Participatory Action Research (PAR) approach, beginning with a needs assessment of the target group and then proceeding to participatory implementation with the teachers. Throughout the mentoring process, teachers were given greater opportunities and autonomy to apply their expertise in designing differentiated modules aligned with the Merdeka Curriculum. The results indicated an improvement in teachers' pedagogical competence, reflected in a stronger understanding of the Merdeka Curriculum, particularly in child-centered lesson planning, formulating learning objectives aligned with RA learning outcomes, and designing contextual, flexible modules that respond to students' needs.
Penanaman Pendidikan Karakter Melalui Pembiasaan marwiyati, Sri
THUFULA Vol 8, No 2 (2020): ThufuLA: Jurnal Inovasi Pendidikan Guru Raudhatul Athfal
Publisher : PIAUD Universitas Islam Negeri Sunan Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/thufula.v8i2.7190

Abstract

Penelitian ini betujuan untuk mengetahui pembiasan-pembiasan apa yang dilakukan di RA Miftahul Falah dalam menanamkan pendidikan Karakter Anak Usia Dini. Metode penelitian ini menggunakan deskriptif kualitatif dan penelitian lapangan. Pendidikan  karakter pada anak usia dini menjadi pondasi awal dan paling utama dalam keberhasilan pendidikan pada jenjang berikutnya. Hasil penelitian menunjukkkan bahwa pendidikan karakter dilaksanakan setiap hari melalui pembiasaan yang dilakukan secara rutin. Dalam pengembangan religius, anak-anak RA Miftahul Falah selalu dibiasakan membaca asmaul husna serta surat pendek bersama-sama setiap hari, serta praktik ibadah setiap satu minggu sekali. Pengembangan peduli sosial diwujudkan dalam kegiatan amalan jumat dan amalan ramadhan. Makan bersama dan berbagi bekal juga sebagai sarana penanaman pendidikan karakter bagi anak yaitu mengembangkan rasa empati, disiplin, mandiri, peduli sosial, tanggung jawab. Tujuan utama dari pembiasan-pembiasaaan yang telah dilakukan oleh RA Mifthaul Falah adalah membangun karakter anak berakhlak mulia, pribadi anak yang bermoral, memiliki sopan santun, dan kebiasaan-kebiasaan yang baik
Early Childhood Teachers' Perspective on The Implementation of Inclusive Education Marwiyati, Sri
THUFULA Vol 11, No 1 (2023): ThufuLA: Jurnal Inovasi Pendidikan Guru Raudhatul Athfal
Publisher : PIAUD Universitas Islam Negeri Sunan Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/thufula.v11i1.19283

Abstract

The purpose of the study was to determine the views of early chilhood teachers and their preparation in implementing inclusive education in the city of Salatiga. This research method uses descriptive qualitative and field research. Data were obtained through interviews and questionnaires from early chilhood teachers in Salatiga City. The collected data is followed up with data reduction, data display and drawing conclusions. The results show that not all early chilhood teachers understand that Salatiga has declared itself as an inclusive city since 2012. The research data shows that some early chilhood teachers understand about inclusive education but they are not ready to accept children with special needs because they feel incapable in providing services, facilities, have special teachers for children with special needs, and do not yet have an inclusive curriculum so they are afraid that it will make the child's situation worse. The preparations needed by early chilhood teachers to implement PAUD inclusive schools are preparing facilities and infrastructure for learning for both children with special needs and normal children, preparing mature programs through mature inclusion curricula, preparing special teachers such as psychologists/special therapists and equipping teachers and parents in receiving and handling children with special needs through training activities. The success of inclusive education apart from the readiness of educational institutions is to change the public's understanding of children with special needs, children with special needs have the same rights as normal children so it is necessary to build cooperation with parents and the community to learn together to build inclusive schools.
Co-Authors Azizah, Azza Nur Dian Mellyana Putri Latifah, Ibdaul Rohmah, Taufiku Setiyarini, Budi