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NILAI-NILAI PENDIDIKAN ISLAM BAGI ANAK USIA DINI DALAM LAGU ISLAMI ANAK USIA DINI Sumarni sumarni; Musyafa Ali
INSANIA : Jurnal Pemikiran Alternatif Kependidikan Vol 25 No 2 (2020)
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan IAIN Purwokerto

Early childhood learning in KINDERGARTEN or PAUD, there is no doubt that the name plays and sings. The song became one of the media that is often used as a learning media by teachers. There are so many types of song genres in Indonesia, and one of the genre of songs commonly used as a media study in KINDERGARTEN or PAUD is a song with religious genres, with the purpose of planting religious character for children, as a medium for the development of moral religious value for children and others. Ann's research conducted by researchers was classified as a librarary research study by collecting primary and secondary data related to early childhood Islamic songs. This study used a qualitative approach, to interpret and explain the research object, which is the analysis of religious values in early childhood Islamic songs. In this study, researchers took some early childhood Islamic songs as samples, which would later be analyzed what religious values were in the song. The results of this study showed that

Distance Learning Model Innovation for Early Childhood during COVID-19 Pandemic Musyafa Ali; Samiaji, Mukhamad Hamid; Cesilia Prawening
Al-Athfal: Jurnal Pendidikan Anak Vol. 7 No. 1 (2021)
Publisher : Islamic Early Childhood Education Study Program, Faculty of Tarbiyah and Education, UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/al-athfal.2021.71-07

Purpose – The COVID-19 pandemic has changed many lives, especially in the field of education. These changes start from the level of early childhood education, elementary education, to higher education. The learning process initially done conventionally in early childhood education has now been transformed into distance-learning or online. This sudden transformation of learning is essential to present an innovative distance learning model in the early childhood education environment. This study describes the distance learning model innovation for early childhood, implemented by PAUD Wadas Kelir, South Purwokerto, during the COVID-19 pandemic. Teachers designed this learning model at PAUD Wadas Kelir by combining fun and unique online and offline learning. Design/methods/approach – This type of research is field research with a descriptive qualitative method. In collecting data, researchers used three methods, i.e., observation, interviews, and documentation. The data analysis technique used, i.e., reducing data, presenting data, and drawing conclusions. Moreover, the validity of the data is tested using triangulation techniques. Findings – The results of this study show that there are ten learning model innovations implemented by ECE Wadas Kelir, i.e., learning with parental involvement, work projects, study visits, quizzes, online learning, creativity competitions, films and videos, creative and interactive stories, recording materials, and learning appreciation. Research implications/limitations – This case study focuses on Early Childhood Education (ECE) learning models applied to early childhood education institutions during the pandemic in PAUD Wadas Kelir, South Purwokerto, but it is unlikely that the situation is different elsewhere because the pandemic is Indonesia and global. Practical implications – This case study demonstrated how the application learning models of ECE during the pandemic are effective for children's growth and development. Originality/value – This paper contributes to knowledge and understanding of applying several learning models for ECE during the pandemic as reference material in implementing the learning process for early childhood. Paper type Case study

Upaya Peningkatan Kemampuan Mengenal Konsep Bilangan 1-10 Pada Anak Usia 4-5 Tahun Melalui Permainan Bowling Number Di Pos Paud Dahlia Indah Desa Ginandong Hermawan, Risdianto; Musyafa Ali; Tiara Amalia
Jurnal Tumbuh Kembang Anak Usia Dini Vol. 1 No. 1 (2023)
Publisher : Program Studi Pendidikan Islam Anak Usia Dini Fakultas Agama Islam Universitas Nahdlatul Ulama Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.60623/jtkaud.v1i1.110

This study aims to improve the ability to recognize numbers in children aged 4-5 years through group A bowling games at the Dahlia Indah Paud Post. This research is classroom action research (classroom actionresseach). The subjects of this study were 1 teacher, 10 children consisting of 5 girls and 5 boys in group A. In collecting the data, researchers carried out documentation and observation techniques. The instruments used are observation sheets, and documentation. The data analysis used is descriptive qualitative. The results of this study show that the use of bowling numbers can improve the ability to recognize the concept of numbers in group A children at the Dahlia Indah Paud Post. Research in cycles I, II and III shows that the ability to recognize the concept of numbers in children can be seen from the results of observations. The ability to recognize the concept of pre-action numbers is 40%, with undeveloped criteria. In the first cycle it reaches 45% with the criteria of starting to develop. The second cycle reached 65% with criteria developing as expected and in the third cycle reaching 82% with very well developed criteria. Thus, it can be concluded that the ability to recognize the concept of numbers in group A children at the Dahlia Indah Preschool Post can be improved through bowling number games.

PERENCANAAN PEMBELAJARAN BERDIFERENSIASI YANG BERPUSAT PADA MURID PADA JENJANG PENDIDIKAN ANAK USIA DINI (PAUD) Nur'aini Muhassanah; Muhammad Nur Rizal; Musyafa Ali
Jurnal Tumbuh Kembang Anak Usia Dini Vol. 1 No. 2 (2023)
Publisher : Program Studi Pendidikan Islam Anak Usia Dini Fakultas Agama Islam Universitas Nahdlatul Ulama Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.60623/jtkaud.v1i2.183

Differentiated learning is a way for teachers to meet the needs of each student because differentiated learning is a teaching and learning process where students can learn subject matter according to their abilities, what they like and their individual needs so that they do not get frustrated and feel like they have failed in their learning experience. This research aims to plan differentiated learning that is centered on students at the Early Childhood Education level. The method in this research uses a qualitative approach with a literature study type of research. Data collection in this research refers to secondary sources in the form of books or journal articles as well as primary sources of data on plans to build a school ecosystem as well as plans for implementing student-centered learning practices by school supervisors, school principals and teachers who are included in the Driving School Program. The result of this research is that in implementing the curriculum in the classroom, educators can use differentiated learning to group students' readiness, interests and also children's learning profiles/styles. Differentiated learning emphasizes the learning process by referring to four differentiated components, namely content, process, product and learning environment. The results of the plan to build a student-centered school ecosystem were six policy plans, objectives, implementers, and steps in creating a child-centered learning ecosystem carried out by PAUD supervisors and principals. Apart from that, teachers have also planned student-centered learning practices by paying attention to students' interests, learning styles and learning readiness, which consists of learning objectives, morning habits, preliminary activities, core activities, closing activities, as well as assessment/assessment. is in accordance with the Merdeka curriculum.

Ontology of Early Childhood Education in Fairy Tale Books Published by Naura: a Case Study at RA Rumah Kreatif Wadas Kelir Prawening, Cesilia; Musyafa Ali; Seftia Wijayanti
JOYCED: Journal of Early Childhood Education Vol. 5 No. 2 (2025): JOYCED: Journal of Early Childhood Education (In-Press)
Publisher : PROGRAM STUDI MAGISTER PENDIDIKAN ISLAM ANAK USIA DINI (PIAUD) FAKULTAS ILMU TARBIYAH DAN KEGURUAN UIN SUNAN KALIJAGA YOGYAKARTA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/joyced.2025.52-03

This study aims to evaluate the alignment of fairy tale books published by Naura with moral values and reasoning that are appropriate for early childhood.and its relevance to child development at RA Rumah Kreatif Wadas Kelir. Ontology in this context is interpreted as a fundamental study of the nature of values, character, and the formation of children's personalities which are represented through the storyline, characters, and moral messages in fairy tales.This study also examines whether these stories meet the criteria for quality literature that supports moral development in accordance with the developmental characteristics of early childhood. This study uses a qualitative descriptive method with a content analysis approach, combined with a case study design at RA Rumah Kreatif Wadas Kelir. The research findings indicate that Naura's fairy tale books effectively convey moral values relevant to children's daily experiences, such as obedience and perseverance. These values align with the typical moral reasoning stage in early childhood, which, according to Kohlberg's theory, corresponds to the pre-conventional level. The narratives presented in these books have ontological implications for early childhood education, particularly in fostering and supporting the moral development of young learners.The stories in this book can be a fun character learning medium, making it easier for teachers to instill good values, and supporting the formation of children's self-identity based on story literacy, while also providing practical recommendations for educators in optimizing the use of story books as a character learning medium.

Ontology of Early Childhood Education in Fairy Tale Books Published by Naura: a Case Study at RA Rumah Kreatif Wadas Kelir Prawening, Cesilia; Musyafa Ali; Seftia Wijayanti
JOYCED: Journal of Early Childhood Education Vol. 5 No. 2 (2025): JOYCED: Journal of Early Childhood Education
Publisher : PROGRAM STUDI MAGISTER PENDIDIKAN ISLAM ANAK USIA DINI (PIAUD) FAKULTAS ILMU TARBIYAH DAN KEGURUAN UIN SUNAN KALIJAGA YOGYAKARTA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/joyced.2025.52-03

This study aims to evaluate the alignment of fairy tale books published by Naura with moral values and reasoning that are appropriate for early childhood.and its relevance to child development at RA Rumah Kreatif Wadas Kelir. Ontology in this context is interpreted as a fundamental study of the nature of values, character, and the formation of children's personalities which are represented through the storyline, characters, and moral messages in fairy tales.This study also examines whether these stories meet the criteria for quality literature that supports moral development in accordance with the developmental characteristics of early childhood. This study uses a qualitative descriptive method with a content analysis approach, combined with a case study design at RA Rumah Kreatif Wadas Kelir. The research findings indicate that Naura's fairy tale books effectively convey moral values relevant to children's daily experiences, such as obedience and perseverance. These values align with the typical moral reasoning stage in early childhood, which, according to Kohlberg's theory, corresponds to the pre-conventional level. The narratives presented in these books have ontological implications for early childhood education, particularly in fostering and supporting the moral development of young learners.The stories in this book can be a fun character learning medium, making it easier for teachers to instill good values, and supporting the formation of children's self-identity based on story literacy, while also providing practical recommendations for educators in optimizing the use of story books as a character learning medium.

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