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All Journal Jurnal Educhild : Pendidikan dan Sosial JPS Unimus Pedagogia: Jurnal Pendidikan Abdimas Umtas : Jurnal Pengabdian kepada Masyarakat Jurnal Penelitian dan Pengembangan Pendidikan Anak Usia Dini Dedication : Jurnal Pengabdian Masyarakat Yaa Bunayya : Jurnal Pendidikan Anak Usia Dini MURHUM : JURNAL PENDIDIKAN ANAK USIA DINI Incrementapedia: Jurnal Pendidikan Anak Usia Dini Jurnal Riset dan Inovasi Pembelajaran Jurnal Simki Pedagogia Jurnal Abdimas Bina Bangsa Journal of Education Research Indonesian Journal of Education Methods Development Indonesian Journal of Innovation Studies Proceedings of The ICECRS Procedia of Social Sciences and Humanities DUNIA ANAK: Jurnal Pendidikan Anak Usia Dini Indonesian Journal of Islamic Studies Jurnal Pendidikan dan Pengabdian Masyarakat Dedication : Jurnal Pengabdian Masyarakat Jurnal Pendidikan Anak Usia Dini EJHEAA International Journal Multidisciplinary Journal of Social Comunity Services Kanigara Jurnal Pendidikan Progresif Proceeding of International Conference on Social Science and Humanity Journal of Higher Education and Academic Advancement Academia Open Proceeding International Symposium on Global Education, Psychology, and Cultural Synergy
Luluk Iffatur Rocmah
Program Studi Pendidikan Guru Pendidikan Anak Usia Dini,Universitas Muhammadiyah Sidoarjo
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Peningkatan Kemampuan Motorik Halus Melalui Kegiatan Membatik Jumputan Pada Anak Usia 4-5 Tahun di TK Dzariyah, Ainun; Rocmah, Luluk Iffatur
Jurnal Pendidikan Anak Usia Dini Vol. 1 No. 4 (2024): July
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/paud.v1i4.707

Abstract

Penelitian tindakan kelas ini bertujuan untuk meningkatkan keterampilan motorik halus pada anak usia 4-5 tahun di TK Dharma Wanita Persatuan Kebaron Tulangan, Sidoarjo, melalui kegiatan membatik jumputan. Pengamatan awal menunjukkan bahwa 6 dari 17 anak mengalami kesulitan dengan kegiatan ini, menandakan kebutuhan akan intervensi. Studi ini menggunakan model spiral berdasarkan kerangka Kemmis dan Taggart, melibatkan pengamatan pra-siklus dan dua siklus intervensi dengan kegiatan terstruktur dan penilaian berkelanjutan. Metode pengumpulan data meliputi observasi, wawancara, dan dokumentasi. Intervensi ini secara signifikan meningkatkan keterampilan motorik halus, seperti dibuktikan dengan peningkatan keberhasilan dalam menyelesaikan tugas dari 69,82% di pra-siklus menjadi 91,91% di siklus kedua. Hasil ini menekankan efektivitas kegiatan kreatif yang melibatkan tangan dalam memajukan perkembangan motorik pada anak-anak muda, menyarankan aplikasi dan penelitian lebih lanjut dalam pengaturan pendidikan yang serupa.
Inclusive Learning at ABA Bebekan Kindergarten: Curriculum and Environment Adaptation: Pembelajaran Inklusif di TK ABA Bebekan: Adaptasi Kurikulum dan Lingkungan Larasati , Laila Rohma; Rocmah, Luluk Iffatur
Indonesian Journal of Education Methods Development Vol. 20 No. 2 (2025): May
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v20i2.898

Abstract

General Background : The implementation of inclusive education is a crucial issue in modern education to ensure all children's right to learn is fulfilled. Specific Background : This study specifically describes the implementation of inclusive learning at TK ABA Bebekan, focusing on curriculum adjustments, the use of inclusive learning technology, and the creation of an inclusive learning environment. Knowledge Gap : While the concept of inclusive education is well-known, there is a lack of detailed descriptive case studies that can serve as a practical guide for other institutions. Aims : The purpose of this research is to provide a comprehensive analysis of how TK ABA Bebekan implements inclusive learning. Results : The findings indicate that the implementation follows a systematic process, including child identification, assessment, and curriculum adjustment. This process also incorporates inclusive learning technology and a supportive environment. The study found no differences in implementation except for learning outcomes. Novelty : The research's novelty lies in its detailed and practical description, which can serve as a model for other educational institutions. Implications : The findings are expected to serve as a valuable reference for schools beginning to apply inclusive learning programs, emphasizing that inclusive practices can be implemented effectively without differentiation, except for adjusted learning outcomes. Highlights : This research describes the implementation of inclusive education at TK ABA Bebekan. The implementation process involves child identification, assessment, and curriculum adjustments. The study provides a practical reference for other educational institutions looking to adopt inclusive learning programs. Keywords : Inclusive Education, Curriculum Adjustment, Inclusive Environment, Educational Technology, Early Childhood
Geometric Shapes Media for Cognitive Abilities in Early Childhood: Media Bentuk Geometri untuk Kemampuan Kognitif Anak Usia Dini Umyati; IFFATUR ROCMAH, LULUK
Indonesian Journal of Education Methods Development Vol. 20 No. 1 (2025): February
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v20i1.922

Abstract

General Background: Cognitive development in early childhood is a critical foundation for later learning and problem-solving skills. Specific Background: Many children at the age of 4–5 years still experience difficulties in recognizing and classifying geometric shapes, which hinders their logical thinking ability. Knowledge Gap: Previous studies have explored learning media for early childhood, but limited evidence exists on the direct role of geometric shape media in stimulating cognitive growth. Aims: This study aims to examine how geometric shape media can improve the cognitive abilities of children aged 4–5 years in IT Nurul Hidayah Kindergarten. Results: Using a pre-experimental design (one-group pretest–posttest) with 36 participants, the findings show a significant increase in posttest scores compared to pretest (mean score rising from 58.05 to 86.11). Statistical analysis confirmed significance with Tcount = 38.65 > Ttable = 1.691. Novelty: This research highlights the application of simple, tangible, and context-related geometric media that directly engage children in learning through play. Implications: The results suggest that integrating geometric shape media into early childhood learning environments can effectively foster logical reasoning and classification skills crucial for cognitive development.Hightlights: Geometric media significantly improve children’s cognitive abilities. Novel use of tangible, play-based materials for early learning. Supports practical integration into PAUD learning environments. Keywords: Early Childhood Education; Cognitive Development; Geometry; Learning Media;
Busy Book Media Improves Fine Motor Skills in Early Childhood: Buku Aktivitas Interaktif Meningkatkan Keterampilan Motorik Halus pada Anak Usia Dini Handika, Edy Arizul; IFFATUR ROCMAH, LULUK
Indonesian Journal of Education Methods Development Vol. 20 No. 3 (2025): August
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v20i3.932

Abstract

General background: Fine motor development is a crucial aspect of early childhood education as it supports children’s cognitive, social, and language growth. Specific background: However, many preschool learning environments still rely heavily on worksheets, providing limited stimulation for fine motor practice. Knowledge gap: Limited studies in Indonesian early childhood settings have examined the systematic use of interactive learning media such as Busy Book to optimize motor skills. Aims: This study aimed to improve the fine motor skills of 4–5-year-old children through the application of Busy Book media in classroom learning. Results: Using Classroom Action Research with the Kemmis & Taggart model involving 14 children, findings showed significant improvement across two cycles. In Cycle I, imitating achieved 64.29%, finger movement 58.93%, and inserting fabric 64.29%. In Cycle II, these indicators increased to 82.14%, 94.64%, and 78.57% respectively, showing substantial progress. Novelty: This study highlights that Busy Book provides an engaging, hands-on, and child-friendly tool that enhances children’s interest and motivation while simultaneously strengthening fine motor skills. Implications: Teachers and parents are encouraged to integrate Busy Book into school and home learning to provide richer stimulation for children’s early development.6 Highlights: Busy Book significantly increased fine motor skills within two learning cycles. The media stimulated children’s motivation and engagement in learning. Practical implications for teachers and parents in early education settings.9 Keywords: Fine Motor Skills; Early Childhood; Busy Book; Classroom Action Research; Learning Media
Developing Children’s Cooperation Skills through Traditional Bakiak Games: Mengembangkan Keterampilan Kerja Sama Anak-Anak Melalui Permainan Tradisional Bakiak Bariyah, Khoirul; Rocmah, Luluk Iffatur
Indonesian Journal of Islamic Studies Vol. 13 No. 2 (2025): May
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijis.v13i2.1814

Abstract

Specific Background: In modern times, digital games reduce children’s opportunities to develop cooperation and gross motor skills. Gap: Few studies focus on how the traditional “bakiak” game improves children’s cooperative abilities in early childhood education. Aims: This study aims to explore how the use of bakiak games can foster cooperation skills among group B kindergarten students. Results: The findings show that participation in bakiak games increases children’s teamwork, communication, and coordination. Teachers observe significant improvement in collaborative play. Novelty: The research highlights the integration of local traditional games as effective learning tools for character development. Implications: The study implies that educators can utilize traditional games to promote socio-emotional learning in early childhood settings. Highlights:• Strengthening cooperation through cultural games• Integrating traditional play in early education• Supporting social-emotional development Keywords: Traditional Games, Cooperation, Early Childhood, Social Development, Bakiak
DIFFERENTIATED LEARNING STRATEGIES TO DEVELOP CRITICAL THINKING SKILLS IN EARLY CHILDHOOD Rocmah, Luluk Iffatur; Rezania, Vanda; Wulandari, Ria
Proceeding of International Conference on Social Science and Humanity Vol. 2 No. 3 (2025): Proceeding of International Conference on Social Science and Humanity
Publisher : PT ANTIS INTERNATIONAL PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61796/icossh.v2i3.165

Abstract

Objective: This study aims to explore and describe the implementation of differentiated learning strategies in early childhood education and their impact on the development of critical thinking skills at TK ABA Bebekan.  Method: Utilizing a qualitative descriptive approach, data were collected over five weeks through classroom observations, teacher interviews, and documentation analysis. The study focused on class B, where differentiated strategies were implemented based on children's learning styles and interests. Results: The findings indicate that the teacher employed three forms of differentiation—process, content, and product. Children were more engaged, demonstrated increased curiosity, and exhibited critical thinking behaviors such as asking questions, reasoning, making decisions, and solving problems. Specifically, 12 out of 15 children actively questioned phenomena, and 13 made independent choices during learning. Novelty: This study contributes to the limited literature on early childhood differentiated instruction in Indonesia by highlighting its practical application in enhancing critical thinking, particularly through individualized learning activities that respect children’s developmental uniqueness.
Cooperative Skills Development of 4–5 Year Olds through Bakiak Game: Perkembangan Keterampilan Kerja Sama Anak Usia 4–5 Tahun Melalui Permainan Bakiak Modjo, Siti Hadija; Rocmah, Luluk Iffatur
Indonesian Journal of Islamic Studies Vol. 13 No. 3 (2025): August
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijis.v13i3.1821

Abstract

General Background: Early childhood education plays a crucial role in shaping social-emotional development, including children’s ability to cooperate effectively with peers. Specific Background: In Al-Faqih Islamic Kindergarten, many 4–5-year-old children still showed individualistic tendencies and limited social interaction, indicating a lack of cooperative behavior. Knowledge Gap: Previous studies have explored traditional games to improve cooperation, yet few have examined structured, group-based bakiak games among early learners within an Islamic educational context. Aims: This study aimed to improve the cooperation ability of 4–5-year-old children through group-based bakiak games. Results: Using classroom action research with observation and reflection across two cycles, the findings revealed a progressive increase in cooperation ability from 36% (pre-cycle) to 86% (cycle II). Novelty: The study highlights the effectiveness of integrating traditional physical games with cooperative learning principles in Islamic kindergarten settings. Implications: The bakiak game can serve as an engaging pedagogical tool that fosters teamwork, empathy, and social harmony in early childhood education. Highlights: Traditional bakiak game effectively fosters cooperation in young children. Integration of play and learning strengthens social-emotional growth. Applicable model for Islamic early education environments. Keywords: Cooperation, Bakiak Game, Early Childhood, Social Skills, Islamic Education
Model Pembelajaran Outbound Untuk Anak Usia Dini: Outbound Learning Model For Early Childhood Rocmah, Luluk Iffatur
Pedagogia : Jurnal Pendidikan Vol. 1 No. 2 (2012): February - August
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/pedagogia.v1i2.40

Abstract

Anak usia dini adalah sosok individu yang sedang menjalanisuatu proses perkembangan dengan sangat pesat dan sangat fundamental bagi kehidupan selanjutnya. Maka pembelajaran yang diberikan kepada anak usia dini bukan berorientasi pada sisi akademis saja melainkan menitikberatkan kepada peletakan dasar ke arah pertumbuhan dan perkembangan fisik, bahasa, intelektual, sosial-emosi serta seluruh kecerdasan. Oleh karena itu, salah satu model pembelajaran alternatif yang dapat diterapkan pada anak usia dini adalah pendidikan luar ruang (outbound education). Outbound merupakan suatu program pembelajaran di alam terbuka yang berdasarkan pada prinsip experiential learning (belajar melalui pengalaman langsung) yang disajikan dalam bentuk permainan, simulasi, diskusi dan petualangan sebagai media penyampaian materi.
Pramuka Sebagai Wadah Mengembangkan Life Skill Mahasiswa Calon Guru Pada Perguruan Tinggi LPTK: Scouts as a Place to Develop Life Skills of Prospective Teacher Students at LPTK Colleges Afandi, Rifki; Rocmah, Luluk Iffatur
Pedagogia : Jurnal Pendidikan Vol. 4 No. 2 (2015): August
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/pedagogia.v4i2.16

Abstract

Lembaga pendidikan tinggi keguruan (LPTK) merupakan lembaga formal pencetak calon guru yang memiliki peran central dalam peningkatan kualitas calon guru. Salah satu permasalahan pendidikan yaitu tidak meratanya tenaga pendidikan di wilayah Indonesia dan permasalahan karakter bangsa. Kegiatan keorganisasian kemahasiswaan pramuka sangat penting bagi mahasiswa untuk menanamkan life skills. Kegiatan keorganisasian kepramukaan kurang diminati oleh mahasiswa, penelitian ini bertujuan memberikan masukan secara teoritis di pendidikan tingg LPTK mengenai organisasi kemahasiswaan pramuka sebagai wadah pengembangan life skills mahasiswa calon guru di LPTK.
Peningkatan Kecerdasan Naturalis Melalui Bermain Messy Play terhadap Anak Usia 5-6 Tahun: Increasing Naturalist Intelligence Through Messy Play for 5-6 Years Old Children Rocmah, Luluk Iffatur
Pedagogia : Jurnal Pendidikan Vol. 5 No. 1 (2016): February
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/pedagogia.v5i1.88

Abstract

Salah satu kecerdasan yang perlu di kembangkan pada anak usia dini yaitu kecerdasan naturalis. Bila kecerdasan naturalis sudah ditingkatkan sejak dini pada anak-anak, maka kerusakan alam yang banyak terjadi pada saat ini dapat diminimalisir. Meningkatkan kecerdasan naturalis anak dapat dimulai dari lingkungan sekolah dan melalui cara yang paling banyak disukai anak, yaitu dengan bermain messy play. Penelitian ini merupakan penelitian tindakan kelas, yang bermaksud mengkaji secara mendalam tentang penerapan bermain messy play dalam upaya meningkatkan kecerdasan naturalis pada anak usia 5-6 tahun. Data yang digunakan dalam penelitian ini adalah data kualitatif dan data kuantitatif. Data kualitatif berupa catatan lapangan sebagai hasil dari observasi terbuka dan dokumentasi. Sedangkan data kuantitatif diperoleh dari hasil observasi sistematis terhadap aspek-aspek kecerdasan naturalis yang muncul saat kegiatan dilakukan. Berdasarkan hasil analisis data pada penelitian ini, membuktikan bahwa pemberian tindakan melalui kegiatan messy play membantu meningkatkan kecerdasan naturalis anak. Melalui kegiatan tersebut anak dituntut untuk memahami dan menguasai materi, maka anak tidak dapat mengerjakan kegiatan dengan baik. Kegiatan ini mengajarkan anak dalam pembelajaran alam sesungguhnya. Anak-anak belajar dengan melihat lingkungan sekitarnya kemudian disalurkan menjadi hasil yang sesungguhnya di dalam kelas.
Co-Authors AA Sudharmawan, AA Abda Abda Adibah, Sarah Agustina Kurniawati Al Aliya, Isna Syaiyada Aliffiandi, Rizca Aulia Angelina, Vivi Anggriani, Yasmin Pipin Anissa Nurlaila Assyifa, Nadila Awaliyah, Warda Bariyah, Khoirul Choirun Nisak Aulina Dinda Nurmala Dzariyah, Ainun Enik Setiyawati Feri Tirtoni Fitri Nailul Izzah Fitria Eka Wulandari Gita Safitri, Silvia Hafida Kurnia Rahmasari Handika, Edy Arizul Hasbi Pical Herawati, ina Husniah, Mufarihun Nuril Ida Rindaningsih, Ida Ika Ratna Indra Astutik Indrakurniawan, Machful ISTIQOMAH, LAILATUL Khofifah, Niswatul Kifayah, Sayyidatul Larasati , Laila Rohma Maratus Sholikha Maulidyah Kusuma Wardani Ma’ruf , Saffaanah Rahma Modjo, Siti Hadija Nadila Assyifa Nety Nur Kusuma Dewi Noly Shofiyah Novia Adeline Christie Ottay Nur Amalina Cahyani NUR EFENDI Nur Efendi NUR HIDAYATUS SHOLIHAH Nur Hidayatus Sholihah Nurjannah, Indah Nurlaila, Anissa Nurmala, Dinda Putri Rizky Nur Fadhilah Qatrunnada Salsabila Rohadatul 'Aisy Ramadhani, Laila Al Ratih, Elin Salina Reiska Primanisa Retno Nur Hardani Ria Wulandari Rifki Afandi Rofiqul Halim Sabrina Rizky Amalia Septi Budi Sartika Setianingsih, Fika Lia SetiaWati, Dina Candra Eka Siti Qomariah Stutik, Ika Ratna Indra Umyati Vanda Rezania Yunita Awwali Salehah Zahrotun Nisa’ , Gitsa Zuhria Qurrotul Aini