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All Journal JIKI Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini Jurnal Dimensi Pendidikan dan Pembelajaran Kindergarten: Journal of Islamic Early Childhood Education Early Childhood Research Journal (ECRJ) Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Child Education Journal Buletin KKN Pendidikan MURHUM : JURNAL PENDIDIKAN ANAK USIA DINI Proceeding ISETH (International Summit on Science, Technology, and Humanity) Jurnal Mutiara Pendidikan Jurnal Ilmiah Multidisiplin Keilmuan Mandira Cendikia (JIMK-MC) Jurnal Talenta Psikologi Early Childhood Research Journal (ECRJ) ThufuLA: Jurnal Inovasi Pendidikan Guru Raudhatul Athfal
Isnaini Budi Hastuti
Universitas Muhammadiyah Surakarta
Agriculture, Biological Sciences & Forestry Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Medicine & Pharmacology Nursing Social Sciences Other

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An analysis of green school facility management for children with special needs in inclusive early childhood education Katoningsih, Sri; Dwi Wardhani, Junita; Budi Hastuti, Isnaini; Asmawulan, Tri; Faizatul Fitriyah, Qonitah; Shari, Destita; Kartika Ananda
Jurnal Pendidikan Anak Vol 7 No 2 (2025): Child Education Journal August
Publisher : Universitas Nahdlatul Ulama Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33086/cej.v7i2.7324

Abstract

This study analyses the management of child friendly facilities and infrastructure in inclusive early childhood education. The research uses a qualitative approach, data were collected through observations of school activities and interviews with principals, teachers, and parents. The purpose of this study is to analyse the management of green school facilities in inclusive early childhood education and to identify the problems and impacts related to their implementation for children with special needs. This study uses a qualitative approach to understand in depth the management of environmentally friendly school facilities for children with special needs in inclusive early childhood education. Collecting data by observation, interview. Data analysis techniques are triangulated data and literature review. The study analyses inclusive facility management requires not only physical adaptation but also an infrastructure, supporting facilities, tools and learning media, tools, Infrastructure management, parent participation management and technology.Inclusive and eco-friendly early childhood education. Good infrastructure, supportive facilities, engaging learning tools, strong management, active parents, and smart use of technology. Classrooms should be more than just accessible they need to be green, safe, and friendly for every child’s growth. Facilities like quiet rooms, sensory spaces, and adaptive playgrounds are not luxuries but essentials for learning and healing. Teachers also need the right training to use assistive tech and eco-friendly resources effectively, while parents play a key role as partners in shaping schools. Inclusive education offers a fresh framework that supports global goals for quality education and sustainable communities.
Evaluation of the Parenting Program in Kindergarten Asmawulan, Tri; Hastuti, Isnaini Budi; Fitriyah, Qonitah Faizatul
THUFULA Vol 10, No 1 (2022): ThufuLA: Jurnal Inovasi Pendidikan Guru Raudhatul Athfal
Publisher : PIAUD Universitas Islam Negeri Sunan Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/thufula.v10i1.13485

Abstract

This research is motivated by the low level of understanding of parents about early childhood education. In addition, there is still a lack of synergy between the school and parents in educating children. The method used in this research is qualitative research, with interview, observation and documentation techniques. The results of this study are: a. the parenting program implemented at Al Fajar Kindergarten has generally been running according to the standard parenting activity program, namely the existence of programs related to parent meetings (KPO), parental involvement in class (KOK), parent involvement in joint events (KODAB) , parent consultation days (HKO), and home visits. c. Parenting programs that have been running at Al Fajar Kindergarten include parent meetings, involving parents or guardians in learning activities and institutional activities, consulting children's problems with school consultants, and regular home visits to children. d. The results of the parenting program implementation at Al Fajar Kindergarten show that the better the understanding of parents towards early childhood education, children's health and hygiene, and also the increasing positive synergy between the school and parents.
Teachers' Perceptions of Interactive Digital Media in Developing Young Children's Language Skills Ghaisani Thifal Alkatiri; Isnaini Budi Hastuti
Proceeding ISETH (International Summit on Science, Technology, and Humanity) 2025: Proceeding ISETH (International Summit on Science, Technology, and Humanity)
Publisher : Universitas Muhammadiyah Surakarta

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Abstract

The use of interactive digital media has become one of the learning methods for children's language skills. This study aims to understand teachers' perceptions of the use of interactive digital media in early childhood language learning in early childhood education. Through a qualitative approach with a phenomenological design, this study explores teachers' views and experiences regarding the effectiveness of digital media and the challenges faced in its application. Data were obtained through interviews and observations of PAUD teachers at TPP Al Firdaus Surakarta, then analyzed using Miles and Huberman's interactive analysis technique. The results showed that teachers had a good understanding and positive attitude toward interactive digital media because it was considered capable of increasing children's participation, focus, and language skills through interesting and enjoyable activities. However, teachers also face obstacles in the form of limited facilities, internet connections, and the need for supervision to ensure that media use is not excessive. Therefore, improving teachers' digital literacy, providing supporting facilities, and cooperation between schools and parents are key to optimizing the use of interactive digital media in early childhood education.
The Role of The Teacher in Managing The Social-Emotional Abilities of Early Childhood Azzahra Fadila Rahma; Isnaini Budi Hastuti
Proceeding ISETH (International Summit on Science, Technology, and Humanity) 2025: Proceeding ISETH (International Summit on Science, Technology, and Humanity)
Publisher : Universitas Muhammadiyah Surakarta

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Abstract

Early childhood education, particularly during the 'golden age' of 5-6 years, often lacks balance. Emphasis is placed on academic aspects such as recognizing numbers and letters, while crucial social-emotional development, essential for shaping personality and life skills, is neglected. Consequently, children struggle to comprehend lessons when emotions are unmanaged and are prone to social issues like conflicts or isolation. This study aims to analyze how teachers manage social-emotional skills in 5-6-year-olds and provide practical guidelines for integrating social-emotional education into daily learning. Employing a qualitative descriptive method at TK Aisyiah 3 Jogorogo, with two teachers as subjects, data were collected via direct observations of child behavior and in-depth interviews over one month. Data were then evaluated using thematic analysis to identify key themes, such as patterns of child interaction and teachers' roles as role models. Findings reveal teachers understand child development through daily observations, such as during peer interactions or challenges. They address this by fostering a safe classroom environment, modeling emotional regulation, designing collaborative activities like team games to build empathy and emotional control, and collaborating with parents for consistency between home and school. In conclusion, teachers play a central role in shaping children's emotional intelligence through holistic approaches, including balanced digital education integration and teaching skills like breathing techniques for self-calming. Thus, children develop into stable, empathetic individuals ready for life's challenges, ensuring education encompasses not only academics but also vital social-emotional aspects.
Mindfulness-Based Islamic Digital Storybook for Early Childhood Emotional Regulation: Evidence from a Culturally Responsive SEL Intervention Widyasari, Choiriyah; Hastuti, Isnaini Budi
Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Vol. 11 No. 2 (2026)
Publisher : Program Studi Pendidikan Islam Anak Usia Dini, Fakultas Ilmu Tarbiyah dan Keguruan, UIN Sunan Kalijaga, Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jga.2026.112-14

Abstract

Social-emotional learning in early childhood is often discussed through universal developmental frameworks, yet less attention has been given to how emotional regulation can be cultivated through digital media that are culturally and religiously meaningful for young children. This study examined the effectiveness of a mindfulness-based Islamic digital storybook in improving children’s basic emotional development and clarified how digital storytelling, mindful reflection, and Islamic moral narratives can work together as a culturally responsive SEL intervention. A quantitative quasi-experimental design with a pretest-posttest control group was used. Forty children aged 4–6 years from TK Alam Muhammadiyah Surya Mentari Surakarta, Indonesia, were selected purposively from two intact classes. The experimental group received four sessions of the mindfulness-based Islamic digital storybook intervention, while the control group continued conventional classroom learning. Data were collected using an expert-reviewed and pilot-tested basic emotional development instrument and analyzed using descriptive statistics, paired-sample t-tests, and ANCOVA. The experimental group’s mean score increased from 62.40 to 80.15, while the control group increased from 61.95 to 67.10. The experimental group showed significant improvement, t(19) = 9.12, p < .001, whereas the control group did not, t(19) = 2.01, p = .058. ANCOVA confirmed a significant group effect after controlling for pretest scores, F(1, 37) = 27.63, p < .001, partial η² = .421. These findings suggest that emotional recognition, expression, regulation, and empathy can be strengthened when digital stories are mediated through teacher guidance, mindfulness pauses, and familiar moral values. The study contributes a Digital, Mindful, and Moral Narrative approach, although wider samples and delayed posttests are needed in future studies.
Inclusive Learning Strategies for Children with Special Needs at PAUD Level: Transformative or Sustainable Education Isnaini Budi Hastuti; Rusdiani Nurtina Irsad
JURNAL DIMENSI PENDIDIKAN DAN PEMBELAJARAN Vol 13 No 2 (2025): Juli
Publisher : Universitas Muhammadiyah Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24269/dpp.v13i2.11982

Abstract

The concept of early childhood learning continues to develop in line with the demands of the times, where education is faced with two equally important approaches, namely, transformative education and sustainable education. This paper aims to delve deeper into transformative and sustainable education concepts in applying inclusive learning for children with special needs at the ECE level. Data were collected through participatory observation in three inclusive ECEs at [research site], in-depth interviews with 15 teachers and parents, and analysis of curriculum documents. Data validation is carried out through triangulation of sources and techniques, while data analysis refers to the Miles-Huberman interactive model, which includes data reduction, data presentation, and conclusion verification. The study results show that inclusive learning for children with special needs at the early childhood education level should not be trapped in the dichotomy between transformative and sustainable education. On the contrary, integrating the two approaches is an ideal solution based on the principles of early childhood learning, so that it can develop the moral and intellectual transformation of individuals oriented towards sustainability. In other words, early childhood learning must function as a means of change (transformation) based on sustainability values to create a society that aligns with education's goals. Inclusive learning practices based on transformative education and sustainable education in ECE open up great opportunities to create meaningful education for all children, including children with special needs. This approach benefits the child's individual development and shapes an inclusive and sustainable school culture.
Improving Sensory-Motor Skills in 4-5 Year Old Children through Natural Material Center Learning Farida Nurul Azmi; Isnaini Budi Hastuti
Proceeding ISETH (International Summit on Science, Technology, and Humanity) 2025: Proceeding ISETH (International Summit on Science, Technology, and Humanity)
Publisher : Universitas Muhammadiyah Surakarta

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Abstract

This study aims to describe the implementation of learning at the Natural Materials Center in stimulating the sensory-motor development of children aged 4-5 years. It also seeks to identify effective forms of play activities and examine the supporting and inhibiting factors influencing its implementation. This research employed a descriptive qualitative approach conducted at Kartika III-16 Depo Kindergarten, South Klaten, Central Java. The research subjects consisted of classroom teachers and children aged 4-5 years. Data were collected through observation, interviews, and documentation to obtain comprehensive information regarding learning activities and children's development. Data analysis was carried out through three stages: data reduction, data presentation, and conclusion drawing.The findings indicate that learning at the Natural Materials Center is effective in improving children's sensory-motor skills. Exploratory activities using natural materials such as leaves, sand, clay, water, and grains stimulated hand-eye coordination, strengthened finger muscles, and enhanced precision and concentration. Teachers played a crucial role as facilitators, motivators, and innovators in designing engaging, enjoyable, and developmentally appropriate activities. Supporting factors included teacher creativity in utilizing natural materials, children's enthusiasm for exploration, and active support from parents and the school. However, limited availability of natural materials and differences in children's motor abilities were identified as inhibiting factors.This study demonstrates that learning at the Natural Materials Center not only enhances sensory-motor development but also contributes positively to children's cognitive, socio-emotional, language, and character development in early childhood education.
Implementasi Culturally Responsive Teaching untuk Memperkuat Identitas Budaya dan Inklusi Anak Berkebutuhan Khusus pada PAUD Isnaini Budi Hastuti; Sri Katoningsih; Nikita Febrian Tuti
Murhum : Jurnal Pendidikan Anak Usia Dini Vol. 7 No. 1 (2026): Juli
Publisher : Perkumpulan Pengelola Jurnal (PPJ) PAUD Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37985/murhum.v7i1.2142

Abstract

Penelitian ini mengkaji implementasi pendekatan Culturally Responsive Teaching dalam setting pendidikan inklusi Anak Berkebutuhan Khusus pada jenjang Pendidikan Anak Usia Dini, dengan fokus pada penguatan identitas budaya dan rasa kepemilikan sebagai luaran utama yang dapat diukur. Studi kualitatif berpendekatan studi kasus ini dilaksanakan di PAUD Inklusif Saymara, melibatkan empat guru kelas, dua guru pendamping khusus, satu kepala sekolah, delapan orang tua ABK, dan enam orang tua anak reguler sebagai partisipan. Data dikumpulkan melalui observasi partisipatif pasif selama delapan belas sesi pembelajaran, wawancara mendalam semi-terstruktur, dan studi dokumentasi terhadap perangkat pembelajaran serta artefak kelas. Temuan mengungkap empat dimensi implementasi: pertama, integrasi nilai dan simbol budaya lokal sebagai medium pedagogis yang membuat materi lebih aksesibel bagi ABK; kedua, penciptaan lingkungan belajar yang secara visual mencerminkan keragaman budaya peserta didik; ketiga, transformasi peran guru menjadi cultural broker yang menghubungkan kurikulum formal dengan kearifan lokal; dan keempat, kemitraan otentik dengan keluarga dan komunitas yang membangun keberlanjutan dukungan bagi ABK. Kontribusi orisinal penelitian ini terletak pada pengembangan kerangka operasional CRT berbasis konteks PAUD inklusif Indonesia yang selama ini belum tersedia dalam literatur, sehingga memperluas aplikasi teori CRT melampaui pendidikan umum menuju pendidikan inklusif anak usia dini.
Co-Authors Andini, Shifa Jasyira Anniez Rachmawati Musslifah Azmi Khusnani Azzahra Fadila Rahma Choiriyah Widyasari Desti Kirana Destita Shari Faizatulfitriyah, Qonitah Farica, Meshcah Claula Farida Nurul Azmi Ghaisani Thifal Alkatiri Hastuti Rifayani Junita Dwi Wardhani Kartika Ananda Musslifah, Annies Rachmawati Nailil Muna Nikita Febrian Tuti Priyantiningsih, P Qonitah Faizatul Fitriyah Raden Mohamad Herdian Bhakti Rahmawati, R Rini Fatmawati Rita Rahmaniati Rusdiani Nurtina Irsad Rusnandari Retno Cahyani Sholeha, Vera Sri Katoningsih Sri Slamet Suherman, Suherman Suherman, Suherman Sunarni, Anik Dwi Sunaryo, Ilham Thifal Alhatiri, Ghaisani Tri Asmawulan Wati, Dwi Purnomo