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All Journal Child Education Journal Khalifa: Journal of Islamic Education Journal of Childhood Development Jurnal Pendidikan Progresif
Utami, Winda Trimelia
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Religion Education

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Manfaat Channel Youtube Nussa dan Rarra dalam Mengedukasi Anak Usia Dini Utami, Winda Trimelia; Azizah, Nabila Nurul; Diyaulmuhana, Diyaulmuhana; Fernando, Gabriel Rizky Rahmat
Khalifa Journal of Islamic Education Vol 6 No 2 (2022): September
Publisher : Islamic Studies and Development Center (ISDC) Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/kjie.v6i2.196

Abstract

There are many ways that can be used as media for educating children from a young age. One of them is to look at the youtube channel that is currently available. The youtube channel of Nussa and Rara is well known in the world of children because it provides content with Islamic values. The purpose of this study is to analyze the values of Islamic education on Nussa and Rara's youtube channels in educating early childhood. This study uses a qualitative method with a content analysis approach. The data source is from one of the films on the Nussa and Rara YouTube channels. The movie consists of 12 episodes with a total duration of 1 hour 11 minutes 33 seconds. In this research, the author uses the thematic method by using Nvivo 12 software as a data analysis method and tool. Overall, the results of the analysis show that there are twelve advantages of Nussa and Rara's YouTube channels in raising young children, including: (i) always remember Allah, (ii) respect parents, (iii) help each other, (iv) sharing, (v) think positively, (vi) be honest, (vii) civilized, (viii) responsibility  (ix) be patient, (x) be grateful, (xi) apologize, (xii) do not waste. The results of this study can be used as an illustration that can help children in the developmental process and help parents in the selection of programs given to children.
The Use of an Open-Ended Learning Approach on The Ability To Recognize The Concept of Numbers: Its Effectiveness for Children 4-5 Years Old Warmansyah, Jhoni; Azizah, Faiha; Yuningsih, Restu; Sari, Meliana; Nurhasanah, Nurhasanah; Amalina, Amalina; Utami, Winda Trimelia
Jurnal Pendidikan Anak Vol 5 No 2 (2023): Child Education Journal: August
Publisher : Universitas Nahdlatul Ulama Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33086/cej.v5i2.4225

Abstract

The formation of numerical concepts is a critical stage in early childhood development. Understandingnumbers lays the groundwork for future mathematical abilities and academic success. This study aimsto investigate the effect of an open-ended learning strategy on the capacity of 4-5-year-old childrento recognize number concepts. To reach the research goal, a quantitative approach was used, alongwith experimental methodologies. The study participants were children aged 4-5 years old, and datawas collected via total sampling. The experimental group was taught using an open-ended learningtechnique, while the control group followed a traditional structured teaching method. Pre-and post-testswere used to examine the children’s ability to recognize number concepts. Statistical analysis, includingt-tests, was used to compare the performance of the experimental and control groups. The results of thisstudy show that using an open-ended learning strategy improves the capacity of 4-5-year-old children torecognize number concepts. In comparison to traditional structured teaching method, the open-endedapproach stimulates active inquiry, independent thinking, and problem-solving, which improves children’scognitive development with regard to numerical concepts. This study suggests that open-ended learningtechniques are excellent educational strategies for developing number concept identification in youngchildren. This study’s findings have ramifications for early childhood educators and curriculum makers.This study stresses the necessity of implementing such tactics in educational settings by demonstratingthe benefits of an open-ended learning strategy in developing number concept awareness. Open-endedlearning techniques can improve children’s mathematics ability while also contributing to their generalcognitive development. Furthermore, these findings may motivate additional study and inquiry into theuse of open-ended learning approaches in various domains of early childhood education, increasing ourunderstanding of successful teaching strategies for young children.    
Teachers’ Perceptions of Quiz Maker: Enhancing Assessment Practices in Early Childhood Education Putri, Winda Eka; Warmansyah, Jhoni; Nirwana, Evi Selva; Utami, Winda Trimelia
Journal of Childhood Development Vol. 5 No. 1 (2025): 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.v5i1.5734

Abstract

This study aims to examine teachers' perceptions of using the Quiz Maker application in the assessment of early childhood learning. A quantitative approach was employed using a survey method, with data collected through online questionnaires distributed to 52 kindergarten teachers in West Sumatra Province. The findings reveal that most teachers perceive Quiz Maker as a tool that simplifies and accelerates the assessment process, enhances evaluation effectiveness, and aids in understanding children’s development and thinking patterns. The application is also seen as supportive in improving teachers’ professionalism by enabling more accurate and efficient assessment practices. However, some teachers reported challenges related to technical understanding and the need for stable internet access. Concerns were also raised regarding the potential impact on children's social and emotional development if the application is not used in a balanced pedagogical approach. Despite these concerns, the majority of respondents still consider Quiz Maker a promising digital tool for early childhood education assessment, provided that its implementation is supported by adequate training and thoughtful integration into the learning process. This study contributes to the development of adaptive and child-friendly technology-based assessment practices in early childhood education.
The Effect of Learning Management System with TRINGO Strategy on Technological Content Knowledge in Procedural Setting Kuswandi, Dedi; Sinaga, Muhammad Najmi Alwi; Fadhli, Muhibuddin; Sya’bani, Fanny Kusdianti Nur; Zainullah, Zainullah; Supriyatno, Triyo; Utami, Winda Trimelia
Jurnal Pendidikan Progresif Vol 14, No 2 (2024): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The Effect of Learning Management System with TRINGO Strategy on Technological Content Knowledge in Procedural Setting. Objectives: This study aims to evaluate the effect of using the Learning Management System (LMS) combined with the TRINGO strategy on procedural learning outcomes (nglakoni) of educators who are also Muhammadiyah cadres in Malang City. TRINGO strategy, which consists of three stages, namely conceptual understanding (ngerti), emotional experience (ngrasa), and practical application (nglakoni) integrated in the use of LMS to improve the quality of education. Methods: This study used a quantitative approach with a one group pretest-posttest only quasi-experiment design. A total of 45 educators from 21 Muhammadiyah schools became respondents in this study. Data analysis was conducted using SPSS 27 through Wilcoxon test and multiple linear regression to test the proposed hypothesis.  Findings: The results showed that the use of LMS in TRINGO strategy significantly improved the concept understanding (ngerti) and emotional engagement (ngrasa) of the educators, with Z values of -5.982 and -6.214, respectively, and a significance value of 0.000. Furthermore, the combination of the LMS with the TRINGO strategy simultaneously had a significant effect on procedural learning outcomes (nglakoni), as indicated by an F-count of 94.550 (greater than the F-table of 3.21) and a coefficient of determination (R Square) of 0.818, indicating that 81.8% of the variation in procedural learning outcomes can be explained in this research. Conclusion: The conclusion of this study confirms that the integration of LMS with TRINGO strategy is effective in improving the procedural learning outcomes of cadres & educators, and provides important implications for the development of technology-based learning methods in Muhammadiyah educational environment. The results of this study are expected to contribute to the development of more effective learning models, especially in the context of cadre-based education in Indonesia. Keywords: LMS, TPaCK, tringo strategy, educational technology, muhammadiyah.DOI: http://dx.doi.org/10.23960/jpp.v14.i2.202485
Co-Authors Amalina Amalina, Amalina Azizah, Faiha Azizah, Nabila Nurul Dedi Kuswandi Diyaulmuhana, Diyaulmuhana Fernando, Gabriel Rizky Rahmat Jhoni Warmansyah Meliana Sari, Meliana Muhibuddin Fadhli Nirwana, Evi Selva Nurhasanah Nurhasanah Putri, Winda Eka Restu Yuningsih Sinaga, Muhammad Najmi Alwi Sya’bani, Fanny Kusdianti Nur Triyo Supriyatno Zainullah, Zainullah