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<![CDATA[UPAYA MENINGKATKAN KONSENTRASI BELAJAR ANAK USIA 4-5 TAHUN MELALUI MEDIA AUDIO VISUAL ]]>
<![CDATA[Rusyidiana, Lainy]]>;
<![CDATA[Ismail Fahmi, Ade]]>;
<![CDATA[Sulaeman, Devi]]>
<![CDATA[ Tahsinia Vol 4 No 1 (2023): April ]]>
Publisher : <![CDATA[STIT Rakeyan Santang Karawang ]]>
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DOI: 10.57171/jt.v4i1.348
<![CDATA[Penelitian ini di latar belakangi masih rendahnya konsentrasi belajar anak usia 4-5 tahun di TK. IT AL-BADRI dari jumlah 13 anak terdapat diantaranya 3-4 saja yang kadang dapat berkonsentrasi dengan baik. Masih banyak anak yang tidak dapat memperhatikan secara aktif setiap materi, anak yang tidak merespon dan memahami materi, dan anak tidak dapat menjawab pertanyaan dari gurunya, seringkali anak tidak dapat tertib dan tenang dan selalu gaduh saat kegiatan belajar. Penelitian ini bertujuan untuk meningkatkan konsentrasi belajar anak usia 4-5 tahun melalui media audio visual. Penelitian ini menggunakan teori : konsentrasi belajar anak usia 4-5 tahun, melalui media audio visual. Metode yang digunakan dalam penelitian ini adalah Penelitian Tindakan Kelas (PTK) dengan pendekatan deskriptif kualitatif. Teknik pengumpulan data menggunakan teknik observasi, wawancara dan dokumentasi dilaksanakan dikelompok anak usia 4-5 tahun di TK. IT AL-BADRI sebanyak 13 peserta didik. Berdasarkan hasil pengolahan dan analisis data yang diperoleh dari lapangan sebagai berikut : 1) Kondisi awal konsentrasi belajar anak usia 4-5 tahun sangat rendah hanya mencapai persentase 23%, pada pra tindakan 2) Meningkatkan konsentrasi belajar anak usia 4-5 tahun menggunakan media audio visual 3) Hasil penelitian setelah menggunakan media audio visual dalam meningkatkan konsentrasi belajar anak usia 4-5 tahun pada siklus I terjadi peningkatkan dengan presentase 68%. Pada siklus II kenaikkan presentase pada peningkatakan konsentrasi belajar anak usia 4-5 tahun mencapai 86%. Berdasarkan hasil tersebut, maka dapat disimpulkan bahwa penggunaan media audio visual sangat efektif untuk meningkatkan konsentrasi belajar anak usia 4-5 tahun.]]>
<![CDATA[Mengembangkan Karakter Islami pada Anak Usia Dini melalui Metode Storytelling Visual di PAUD Plamboyan ]]>
<![CDATA[Sulaeman, Devi]]>;
<![CDATA[Daryana, Andepi]]>;
<![CDATA[Hartiani, Enih]]>;
<![CDATA[Fatah, Abdul]]>;
<![CDATA[Waryani, Waryani]]>
<![CDATA[ El-Mujtama: Jurnal Pengabdian Masyarakat Vol. 5 No. 1 (2025): El-Mujtama: Jurnal Pengabdian Masyarakat ]]>
Publisher : <![CDATA[Intitut Agama Islam Nasional Laa Roiba Bogor ]]>
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DOI: 10.47467/elmujtama.v5i1.5785
<![CDATA[Islamic character education in early childhood has an important role in shaping children's morals and personality in accordance with Islamic values. This service activity aims to develop Islamic character in early childhood through the visual storytelling method at PAUD Plamboyan, West Karawang District. The method used is the Asset-Based Community Development (ABCD) approach, which emphasizes the use of local assets and active community participation in every stage of activities. This program includes storytelling skills training for educators, making Islamic visual props, as well as regular storytelling sessions involving children and parents. The results of the activities show an increase in understanding and internalization of Islamic values in children, such as honesty, discipline and caring, which is reflected in changes in their daily behavior. Apart from that, a new institution was formed in the community, namely a commitment from the school and parents to continue the storytelling method independently. The implication of this activity is increasing community awareness of the importance of collaborative Islamic character education between schools and families. The participation of educators as local leaders in this program also strengthens the sustainability and future development of the program. It is hoped that this activity can become a model for other institutions in implementing Islamic character education through innovative and participatory methods.]]>
<![CDATA[Manajemen Satuan PAUD ditinjau dari Standar Pengelolaan dalam Peningkatan Mutu Kelembambagaan ]]>
<![CDATA[Devi Sulaeman]]>
<![CDATA[ Edumaspul: Jurnal Pendidikan Vol 5 No 1 (2021): Edumaspul: Jurnal Pendidikan ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Enrekang ]]>
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DOI: 10.33487/edumaspul.v5i1.1112
<![CDATA[In improving the quality of education there is an important part that must be considered one of which is the accreditation of education. The quality of educational institutions can be measured through assessment indicators in accreditation instruments that contain 8 national education standards. data from BAN PAUD and PNF of West Java Province on the achievement of accreditation in 2018 as many as 111 early childhood education Unit with 8 National Standards Standard Levels of Child Development Achievement 31.65%, Content Standards 74, 77%, Process Standards 61, 98, Standards for Educators and Staff Education 82, 48%, Infrastructure Standards 71, 92%, Management Standards 54.88%, Financing Standards 65.54% and Standard Assessment 55.29%. From these data the need for auditing management in improving quality and seeing the readiness of the Institute to accreditation. The research objective is to a. Reviewing how early childhood education Unit management is viewed from Management Standards to improve Institutional quality, b. Knowing the results of Institutional quality improvement. C. Analyze the problems faced by the Principal / early childhood education Unit Manager in early childhood education Unit management in terms of Management Standards to improve Institutional quality. d. Knowing the future improvement efforts carried out by the early childhood education Unit and the Office of Education in improving Institutional quality. The results of Research Managers compile Vision and Objectives in accordance with the potential of institutions and the environment of early childhood education institutions and make work plans related to 8 standards adjusted to budget plans that will be accepted. Coaching is carried out regularly by the Oversight and Foundation and Managers and teachers are included in the training activities.]]>
<![CDATA[Implementasi Media Peraga dalam Meningkatkan Mutu Pembelajaran ]]>
<![CDATA[Devi Sulaeman]]>;
<![CDATA[Rini Novianti Yusuf]]>;
<![CDATA[Wika Karina Damayanti]]>;
<![CDATA[Opan Arifudin]]>
<![CDATA[ Edumaspul: Jurnal Pendidikan Vol 6 No 1 (2022): Edumaspul: Jurnal Pendidikan ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Enrekang ]]>
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DOI: 10.33487/edumaspul.v6i1.3035
<![CDATA[Latar belakang penelitian ini adalah pengembangan media peraga dalam penyampaikan materi belum menunjukkan peningkatan mutu pembelajaran secara optimal. Tujuan penelitian ini adalah untuk mengetahui perencanaan, pelaksanaan, evaluasi, dan kendala yang dihadapi untuk mengembangkan media peraga dalam meningkatkan mutu pembelajaran di beberapa SD Kabupaten Karawang. Penelitian ini menggunakan pendekatan kualitatif dengan metode studi kasus yakni penelaahan secara empiris yang menyelidiki suatu gejala dalam latar kehidupan nyata. Hasil penelitian menunjukkan bahwa Perencanaan pengembangan media peraga berdasarkan tujuan, program, dan standar ketercapaian mutu pendidikan. Pelaksanaan melalui pemilihan media peraga, pengembangan media peraga, penggunaan media peraga dan perbaikan media peraga sesuai kebutuhan materi pelajaran. Evaluasi melalui mengukur ketercapaian pengembangan media peraga, menganalisis hasil evaluasi, dan menindaklanjuti hasil evaluasi. Kendala yang dihadapi dalam pengembangan media peraga yakni dukungan dari pihak sekolah belum optimal, kerjasama antara teman sejawat untuk membangun kreatifitas belum optimal, sarana dan prasarana belum memadai, serta biaya khusus untuk pengembangan penyediaan media peraga belum maksimal.]]>
<![CDATA[MENINGKATKAN KEMAMPUAN BAHASA EKSPRESIF ANAK USIA 4-5 TAHUN MELALUI KEGIATAN PEMBIASAAN PRESENTASI HASIL KARYA ]]>
<![CDATA[Kusniati, Yuli]]>;
<![CDATA[Sulaeman, Devi]]>;
<![CDATA[Riyadi, Ahmad]]>
<![CDATA[ SIBATIK JOURNAL: Jurnal Ilmiah Bidang Sosial, Ekonomi, Budaya, Teknologi, Dan Pendidikan Vol. 4 No. 12 (2025) ]]>
Publisher : <![CDATA[Penerbit Lafadz Jaya ]]>
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DOI: 10.54443/sibatik.v4i12.3790
<![CDATA[The purpose of this study was to analyze the expressive language abilities of children aged 4–5 years through habituation activities of presenting their work at PAUD Melati III, Margakaya Village, Telukjambe Barat District, Karawang Regency. This classroom action research involved children aged 4–5 years as research subjects. Initial findings in the pre-cycle indicated that only 46% of children were able to use complex sentences, 50% could express feelings, 52% were able to recount personal experiences, and 54% could ask and answer questions appropriately. The intervention consisted of structured activities that encouraged children to routinely present their work in front of peers and teachers. Data were collected through observation, interviews with teachers and parents, as well as documentation. The results showed a significant improvement in children’s expressive language skills. The classical success rate increased from 50% in the pre-cycle to 65% in Cycle I, and continued to rise to 79% in Cycle II, surpassing the established performance indicators. In Cycle II, 23% of children reached the “Very Good” category, while 77% achieved the “Good” category, with no children categorized as “Poor.” These findings demonstrate that habituation to presentation activities effectively enhances expressive language skills in early childhood.]]>
<![CDATA[MENINGKATKAN KEMAMPUAN NUMERASI ANAK USIA DINI MELALUI MEDIA KARET GELANG PADA KELOMPOK A DI PAUD NURUL AEINIYAH KARAWANG ]]>
<![CDATA[Robiah, Siti]]>;
<![CDATA[Sulaeman, Devi]]>;
<![CDATA[Riyadi, Ahmad]]>
<![CDATA[ SIBATIK JOURNAL: Jurnal Ilmiah Bidang Sosial, Ekonomi, Budaya, Teknologi, Dan Pendidikan Vol. 4 No. 12 (2025) ]]>
Publisher : <![CDATA[Penerbit Lafadz Jaya ]]>
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DOI: 10.54443/sibatik.v4i12.3795
<![CDATA[Education has a fundamental role in advancing the development of a nation. In Indonesia, education is mandatory for children from an early age, so every area of child development needs to be stimulated, especially the cognitive aspect through numeracy skills. These skills are crucial in supporting daily activities and preparing children to face the next stage of development. This study used rubber bands as a simple, attractive, and easily accessible tool to improve the numeracy skills of Group A children (aged 4-5 years) at PAUD Nurul Aeiniyah Karawang, which initially had an average of 60%. The study was conducted using the Classroom Action Research (CAR) method initiated by Kurt Lewin in two cycles, through activities that included (1) counting numbers, (2) grouping colors, (3) basic addition and subtraction, and (4) making patterns. The results showed a significant increase, with an average numeracy ability reaching 77% in the second cycle. The greatest increase was found in the indicator of comparing numbers (83%). These findings show that the use of rubber band media is very effective in improving children's numeracy skills because it is concrete, interactive, and appropriate to children's cognitive development stages.]]>
<![CDATA[UPAYA MENINGKATKAN KONSENTRASI BELAJAR ANAK USIA 5-6 TAHUN MELALUI TEKNIK BICARA PELAN DI PAUD MAWAR CIAMPEL ]]>
<![CDATA[Tri Sriyanpi, Imar]]>;
<![CDATA[Sulaeman, Devi]]>;
<![CDATA[Riyadi, Ahmad]]>
<![CDATA[ SIBATIK JOURNAL: Jurnal Ilmiah Bidang Sosial, Ekonomi, Budaya, Teknologi, Dan Pendidikan Vol. 5 No. 1 (2025) ]]>
Publisher : <![CDATA[Penerbit Lafadz Jaya ]]>
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DOI: 10.54443/sibatik.v5i1.3937
<![CDATA[Learning concentration is crucial in early childhood education, yet many children aged 5–6 years struggle to maintain focus, which hampers learning outcomes. This study aimed to enhance learning concentration through the application of the soft-spoken technique at PAUD Mawar Ciampel. Using Classroom Action Research (CAR) with qualitative and quantitative approaches, the study involved 13 Group B children (aged 5–6 years) and was conducted over two cycles consisting of planning, action, observation, and reflection. The soft-spoken technique was implemented to foster a calm, conducive environment, allowing children to better attend to teacher instructions. Data collection included participatory observation, photo and video documentation, and both quantitative (percentage concentration improvement) and qualitative (behavioral changes) analyses. Findings revealed a significant improvement in concentration: from 66% in the first cycle to 85% in the second. Positive changes were also noted in listening to instructions, task persistence, and maintaining calm during lessons. Most children reached the “Developing as Expected” (BSH) category based on PAUD assessment standards. These results indicate that the soft-spoken technique effectively improves learning concentration among children aged 5–6 years. The study suggests that educators incorporate this technique consistently and integrate it with complementary strategies to optimize outcomes in early childhood education.]]>
<![CDATA[Permainan Puzzle: Media Edukatif untuk mengembangkan Kognitif Anak Usia Dini ]]>
<![CDATA[Andepi Daryana]]>;
<![CDATA[Tuti Sulastri]]>;
<![CDATA[Devi Sulaeman]]>
<![CDATA[ Al-Banin : Jurnal Pendidikan Islam Anak Usia Dini Vol 3 No 1 (2026): Al-Banin : Jurnal Pendidikan Islam Anak Usia Dini ]]>
Publisher : <![CDATA[Al-Banin : Jurnal Pendidikan Islam Anak Usia Dini ]]>
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<![CDATA[Penelitian ini bertujuan untuk meningkatkan kemampuan kognitif anak usia 5–6 tahun melalui penggunaan media puzzle di PAUD Bunga Mawar. Latar belakang penelitian didasarkan pada rendahnya kemampuan anak dalam mengenal angka, huruf, bentuk, serta keterampilan berpikir logis dan pemecahan masalah. Metode penelitian menggunakan Penelitian Tindakan Kelas (PTK) model Kurt Lewin dengan dua siklus, masing-masing terdiri dari perencanaan, pelaksanaan, observasi, dan refleksi. Subjek penelitian berjumlah 13 anak kelompok B. Data diperoleh melalui observasi, wawancara, dan dokumentasi, kemudian dianalisis secara kualitatif dan kuantitatif. Hasil penelitian menunjukkan peningkatan signifikan: pada kondisi awal hanya 30% anak yang berada pada kategori Berkembang Sesuai Harapan (BSH) dan Berkembang Sangat Baik (BSB), meningkat menjadi 96% pada akhir siklus II. Temuan ini menegaskan bahwa puzzle efektif dalam mengembangkan kemampuan berpikir logis, mengenali pola, serta menyelesaikan masalah. Kebaruan penelitian ini terletak pada penekanan proses pembelajaran berbasis puzzle yang dikaitkan langsung dengan teori perkembangan kognitif tahap pra-operasional menurut Piaget. Puzzle terbukti tidak hanya menyenangkan, tetapi juga menciptakan pembelajaran bermakna yang dapat diadaptasi oleh guru PAUD]]>
<![CDATA[TECHNOLOGY-BASED LEARNING INNOVATION TO IMPROVE THE QUALITY OF EDUCATION IN THE DIGITAL ERA ]]>
<![CDATA[Mayasari, Annisa]]>;
<![CDATA[Sulaeman, Devi]]>;
<![CDATA[Arifudin, Opan]]>;
<![CDATA[Anggia Gustami, Belina]]>;
<![CDATA[Nur Sholihat, Rizqy]]>
<![CDATA[ International Journal of Social Science, Educational, Economics, Agriculture Research and Technology (IJSET) Vol. 5 No. 3 (2026): FEBRUARY ]]>
Publisher : <![CDATA[RADJA PUBLIKA ]]>
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DOI: 10.5281/zenodo.18767733
<![CDATA[The use of technology in the learning process can increase student learning motivation, accelerate conceptual understanding, and encourage the creation of a more interactive and engaging learning environment. This study aims to understand and describe technology-based learning innovations implemented in Islamic senior high schools (madrasah aliyah) to improve the quality of education in the digital era. The methodology used was a qualitative case study approach, conducted in one of the Islamic senior high schools in an urban area. Data were collected through in-depth interviews, participant observation, and documentation during the implementation of technological innovations in learning. The results show that the application of technology, such as the use of online learning platforms, digital media, and interactive tools, can increase student learning motivation and the effectiveness of the learning process. However, the success of these innovations is also influenced by factors such as teacher readiness in integrating technology, available facilities, and support from madrasah management. These findings conclude that technology-based learning innovations have great potential to improve the quality of education in Islamic senior high schools, provided they are supported by adequate training and the development of relevant digital learning resources. This study contributes to the development of innovative models of technology-based learning that are adaptive and sustainable in the digital era.]]>
<![CDATA[Collaboration between Parents and the Community in Implementing an Islamic Values-Based Curriculum at RA Nurul Huda ]]>
<![CDATA[Sulaeman, Devi]]>
<![CDATA[ Journal of General Education and Humanities Vol. 5 No. 1 (2026): February ]]>
Publisher : <![CDATA[MASI Mandiri Edukasi ]]>
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DOI: 10.58421/gehu.v5i1.1202
<![CDATA[The implementation of an Islamic values-based curriculum requires collaboration between schools, parents, and the wider community. The research problem in this study concerns the extent of parental and community participation in supporting the implementation of a flexible and responsive curriculum that meets students’ needs at RA Nurul Huda. This study aims to describe and analyze the forms and levels of collaboration between parents and the community in supporting the implementation of an Islamic values-based curriculum. The research employed a descriptive qualitative method, with data collected through in-depth interviews with 15 parents and 10 community members who had relevant experience and knowledge. The findings indicate that parents and community members generally provide positive support for the implementation of the Islamic values-based curriculum, both through moral support and participation in school activities. However, several challenges remain, including limited awareness of the importance of Islamic education and limited capacity to support a flexible curriculum effectively. Therefore, this study recommends strengthening commitment, increasing awareness, and empowering parents and the community to optimize the implementation of the Islamic values-based curriculum at RA Nurul Huda.]]>
