Article Per Year (5 Year)
p-Index From 2021 - 2026
3.833
P-Index
This Author published in this journals
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) 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

Published : 24 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 24 Documents
Search

 1   2   3 
Peran Kegiatan Sehari-hari dalam Mendorong Aktivitas Bicara Anak Andini, Shifa Jasyira; Farica, Meshcah Claula; Hastuti, Isnaini Budi
Early Childhood Research Journal (ECRJ) Vol. 8 No. 1 (2025)
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ecrj.v8i1.8791

Abstract

Perkembangan bahasa anak usia dini sangat dipengaruhi oleh stimulasi dari lingkungan, khususnya melalui kegiatan sehari-hari yang dilakukan bersama orang tua atau pengasuh. Penelitian ini bertujuan untuk mengeksplorasi bagaimana kegiatan harian seperti makan bersama, bermain, dan membaca dapat meningkatkan kemampuan bicara anak. Metode penelitian yang digunakan adalah metode kualitatif deskriptif dengan pendekatan studi kasus. Data dikumpulkan melalui observasi langsung terhadap 10 anak usia 3-5 tahun di lingkungan keluarga dan lembaga PAUD, serta melalui wawancara mendalam dengan orang tua dan guru. Hasil penelitian menunjukkan bahwa interaksi verbal yang konsisten, dukungan emosional, dan lingkungan yang kaya bahasa secara signifikan mempercepat perkembangan keterampilan berbicara anak. Temuan ini memberikan rekomendasi praktis bagi orang tua dan pendidik dalam menciptakan lingkungan stimulatif untuk perkembangan bahasa anak.
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.
Improving Sensory-Motor Skills in 4-5 Year Old Children through Natural Material Center Learning Azmi, Farida Nurul; Hastuti, Isnaini Budi
Proceeding ISETH (International Summit on Science, Technology, and Humanity) 2025: Proceeding ISETH (International Summit on Science, Technology, and Humanity)
Publisher : Universitas Muhammadiyah Surakarta

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

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.
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.
Co-Authors Andini, Shifa Jasyira Anniez Rachmawati Musslifah Azmi Khusnani Azmi, Farida Nurul Choiriyah Widyasari Desti Kirana Destita Shari Faizatulfitriyah, Qonitah Farica, Meshcah Claula Hastuti Rifayani Junita Dwi Wardhani Kartika Ananda Musslifah, Annies Rachmawati Nailil Muna Nurtina Irsad, Rusdiani Priyantiningsih, P Qonitah Faizatul Fitriyah Raden Mohamad Herdian Bhakti Rahmawati, R Rini Fatmawati Rita Rahmaniati 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