Article Per Year (5 Year)
p-Index From 2021 - 2026
2.162
P-Index
This Author published in this journals
All Journal Jurnal Penelitian Agama Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini AL-ATHFAAL : JURNAL ILMIAH PENDIDIKAN ANAK USIA DINI Ulumuddin : Jurnal Ilmu-ilmu Keislaman Sunan Kalijaga International Journal on Islamic Educational Research KIDDO: Jurnal pendidikan Islam Anak Usia Dini Annual Conference on Islamic Early Childhood Education Jurnal Nuansa Akademik: Jurnal Pembangunan Masyarakat Jurnal Penelitian Agama Journal of General Education and Humanities Asas wa Tandhim: Jurnal Hukum, Pendidikan, dan Sosial Keagamaan Pratama Widya: Jurnal Pendidikan Anak Usia Dini
Abda Billa Faza Muhammadkan Bastian
Universitas Islam Negeri Sultan Maulana Hasanuddin
Religion Humanities Civil Engineering, Building, Construction & Architecture Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Neuroscience Social Sciences Other

Published : 13 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 13 Documents
Search

 1   2 
Teacher readiness and institutional support in raudatul atfal: descriptive analysis of independent curriculum implementation Huliyah, Muhiyatul; Muhtadi, Didi; Imroatun, Imroatun; Bastian, Abda Billah Faza Muhammadkan
Al-Athfaal: Jurnal Ilmiah Pendidikan Anak Usia Dini Vol. 7 No. 2 (2024): Al-Athfaal: Jurnal Ilmiah Pendidikan Anak Usia Dini
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/al-athfaal.v7i2.24677

Abstract

Background: The Independent Curriculum is a transformative initiative in the Indonesian education system, emphasizing flexibility, contextual teaching, and holistic child development. However, its implementation is a challenge for PAUD teachers, especially in Raudatul Lembaga Atfal (RA). To effectively address these challenges, a comprehensive understanding of teacher readiness and institutional support is needed.Objective: This study aims to analyze the readiness of RA teachers and institutional factors that support the implementation of the Independent Curriculum in Tangerang Regency, Indonesia. This study identifies key gaps in teacher competency and systemic drivers that are important for improving curriculum implementation.Methods: This study used a descriptive research design and involved 103 RA teachers from various locations. Data were collected through structured surveys and semi-structured interviews, focusing on various dimensions of teacher readiness, such as pedagogical competence, curriculum knowledge, technology proficiency, and adaptive capacity.Results: The findings highlight strong pedagogical skills but also reveal significant curriculum knowledge and technology gaps, especially in rural areas. The study's novelty lies in its integration of teacher readiness and institutional support, offering fresh insights into improving curriculum implementation.Conclusion: This study fills a research gap by examining individual and institutional factors influencing PAUD teacher readiness. Theoretically, it integrates readiness with institutional support, enhancing educational frameworks. Practically, it provides strategies for policymakers and leaders to improve PAUD through robust support systems
Pemaknaan Struktur Penalaran Moral Anak pada Hikayat Kalilah dan Dimnah Bastian, Abda Billah Faza Muhammadkan; Sajid, Dind Ibra Benign; Febriana, Rina
Asas Wa Tandhim: Jurnal Hukum, Pendidikan Dan Sosial Keagamaan Vol. 5 No. 1 (2026)
Publisher : Universitas Cokroaminoto Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47200/awtjhpsa.v5i1.3327

Abstract

This study aims to map the structure of moral reasoning contained in the Hikayat Kalilah and Dimnah through Lawrence Kohlberg's moral development theory. The method used is qualitative with a literature study approach and content analysis techniques on the text of the saga. The results of the study indicate that the main moral values ​​in the saga are honesty, compassion, friendship, and hard work, which are represented through Kohlberg's three stages of moral reasoning: punishment-obedience orientation, relativist-instrumental orientation, and "good child" orientation. Each story contains a reasoning pattern that is appropriate to the child's cognitive development stage, where the concepts of punishment, reward, and social recognition become the driving force for moral action. These findings strengthen the potential of the Hikayat Kalilah and Dimnah as a children's reading material that is both entertaining and educational for the development of moral reasoning in early childhood. Thus, this hikayat is recommended to be integrated into learning materials aimed at instilling moral values.
Implementation of Nature-Based Deep Learning to Develop Ecoliteracy Skills in Early Childhood Nurhidayah, Wildan Alim; Bastian, Abda Billah Faza Muhammadkan
Journal of General Education and Humanities Vol. 5 No. 1 (2026): February
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i1.1042

Abstract

This study aims to implement and evaluate the Nature-Based Deep Learning model in developing ecoliteracy skills in early childhood. Using a qualitative descriptive approach and field research design, the study was conducted at BA Aisyiyah Kalilandak involving 18 children aged 5–6 years. Data collection techniques included observation, interviews, and documentation. The model was implemented through three sequential phases: authentic exploration, guided reflection, and conceptual application. The results showed significant improvements in children's cognitive abilities, including observation, classification, and understanding of ecological relationships, as well as the development of empathy, environmental responsibility, and pro-environmental behavior. The structured integration of direct experiences in nature with reflective processes proved effective in fostering deep ecological understanding and agency in children. Pedagogically, this study emphasizes the role of teachers as facilitators of reflection and the importance of a systematic, nature-based learning design to achieve meaningful and sustainable educational outcomes.
Co-Authors Aknes Aulia Asyiful Munar Dara Gebrina Rezieka Dind Ibra Benign Sajid Erni Munastiwi Fattah Setiawan Santoso Hasyim Wibowo Huliyah, Muhiyatul Imoy, Siti Imroatun Imroatun Mahmud Arif Mandalika, Rafli Arya Marwah Muafiqoh Muhtadi, Didi Na’imah Na’imah Nur Hafidz Nurhidayah, Wildan Alim Nursa'adah, Salma Pandini, Fadila Dea Rina Febriana Sajid, Dind Ibra Benign Siti Fatonah Siti Hanifatu Zahra Wildan Alim Nurhidayah Wulan Anggraeni Yogi Damai Syaputra