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All Journal AKSIOLOGIYA : Jurnal Pengabdian Kepada Masyarakat Jurnal Pelita PAUD INTERNATIONAL JOURNAL OF NURSING AND MIDWIFERY SCIENCE (IJNMS) Procedia of Social Sciences and Humanities Indonesian Journal of Islamic Studies Jurnal Pelita PAUD Academia Open
Agus Salim
Universitas Muhammadiyah Sidoarjo
Religion Humanities Computer Science & IT Decision Sciences, Operations Research & Management Education Health Professions Medicine & Pharmacology Neuroscience Nursing Public Health Social Sciences Other

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Journal : Academia Open

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Improving Early Childhood Cooperation Ability Through Whirlwind Games at Rodhatul Athfa: Meningkatkan Kemampuan Kerjasama Anak Usia Dini Melalui Permainan Angin Puyuh Di Rodhatul Athfa Iqvina Hima; Agus Salim
Academia Open Vol. 6 (2022): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.6.2022.2333

Abstract

Developing the cooperative ability of preschoolers is an important milestone for a child's social development process. Experiences at school become a place for students to discuss agreements with groups of children or their peers. Based on the research there are 70% of the students are still not capable in terms of social skills so that this research aims to increase the ability of cooperation in students. The approach used in this research is Classroom Action Research which is carried out in three stages, namely Pre-cycle, Cycle I and Cycle II in order to obtain results in accordance with the assessment. At the Pre-cycle stage, the average score obtained by students was 42%, while at the Cycle I stage an average score was increased by 63%, which means that the average value is still not in accordance with the achievement target of the assessment, so the research is continued in the Cycle stage. II, after the Cycle II stage, the average value increased significantly, which was 87%. This can be seen from the comparison at each stage of the cycle during the research carried out. From the results obtained there is an increase which proves that through the Whirlwind Game can improve the ability of cooperation in children.
Improving The Learning Concentration Of Children Aged 4-5 Years Through The Tebona Game Method (Patting Colored Balls) In TK Aisyiyah Bustanul Athfal 3 Bulusidokare: Meningkatkan Konsentrasi Belajar Anak Usia 4-5 Tahun Melalui Metode Permainan Tebona (Tepuk Bola Warna) Di TK Aisyiyah Bustanul Athfal 3 Bulusidokare Izatul Fikro; Agus Salim
Academia Open Vol. 8 No. 2 (2023): December
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.8.2023.8157

Abstract

Learning concentration is an important component in the learning process, with high learning concentration for each child, it will be able to support the child to be ready for further education. This research aims to increase the learning concentration of children aged 4-5 years through the tebona game method (patting colored balls) at Aisyiyah Bustanul Athfal 3 Bulusidoakre Kindergarten. This type of research uses classroom action research (PTK), the design used in this research is the Kemmis and Mc Taggrat model of classroom action research design. The subjects of this research were 10 students in group A3 aged 4-5 years, children. Data collection techniques by means of observation, documentation and interviews. The results of the research show that children's learning concentration increases in each cycle. Before the action, the concentration percentage only reached 46% in the pre-cycle, 66.5% in cycle 1 and 94.5% in cycle II. So it can be concluded that increasing the learning concentration of children aged 4-5 years through the tebona playing method at Kindergarten Aisyiyah Bustanul Athfal 3 Bulusidokare was declared successful. Highlights: Importance of Learning Concentration: Learning concentration is crucial for children's readiness for further education. Tebona Game Method: Tebona game method involves patting colored balls to enhance concentration. Classroom Action Research (PTK): PTK design allows for systematic observation and assessment of educational interventions. Keywords: Learning Concentration, Tebona Games, Early Childhood
Bridging Gaps in Government Policies for Inclusive Education in Indonesia: Menjembatani Kesenjangan dalam Kebijakan Pemerintah untuk Pendidikan Inklusif di Indonesia Nyoman Suwarta; Ahmad Nurefendi Fradana; Dwi Astutiek; Agus Salim; Joko Susilo; Bambang Koesbandriyo
Academia Open Vol. 10 No. 1 (2025): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.10.2025.10485

Abstract

Background: Inclusive education ensures equitable access for students with special needs, yet implementation in Indonesia faces challenges like limited resources, insufficient teacher training, and societal stigma. Knowledge Gap: While studies examine teacher attitudes and institutional challenges, the role of government policy remains underexplored. Aim: To analyze the implementation of government policies on inclusive education. Results: Qualitative analysis revealed gaps in training and funding, contrasting with successful policy instruments supporting inclusion. Novelty: This study identifies disparities between policy frameworks and their practical application. Implications: Collaborative efforts among stakeholders and enhanced cultural support are crucial for effective policy implementation and better educational outcomes. Highlights: Policy Implementation: Gaps exist between inclusive education policies and their practical application, particularly in teacher training and funding. Community Perspectives: Societal stigma toward students with special needs remains a critical barrier to inclusivity. Collaboration Required: A multi-stakeholder approach is essential to align policy objectives with ground-level execution and cultural integration. Keywords: Inclusive Education, Government Policy, Teacher Training, Societal Stigma, Resource Allocation
Macro Role Playing Supports Adaptive Behaviour in Early Childhood: Permainan Peran Makro Mendukung Perilaku Adaptif pada Masa Kanak-kanak Awal Qurrota A`yunin; Agus Salim
Academia Open Vol. 10 No. 1 (2025): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.10.2025.12216

Abstract

Adaptive behaviour is fundamental for early childhood adjustment to school and social environments, requiring learning experiences that mirror real-life social situations. In the observed kindergarten context, role-playing activities had been implemented regularly, yet a focused analysis of their contribution to children’s adaptive behaviour had not previously been conducted. Existing literature highlights the developmental benefits of symbolic play, but specific evidence from this institutional setting remained limited. This study addresses that gap by examining how role-playing activities contribute to adaptive behaviour among children aged 5–6 years in a classroom environment. The research aims to analyse the contribution of the role-playing method to adaptive behaviour and identify the types of role play that produce positive outcomes. Using a descriptive qualitative approach, data were collected from 35 children, teachers, and parents through observation, interviews, and documentation, with source triangulation ensuring validity and interactive analysis guiding interpretation. Findings indicate that macro role-playing activities—such as simulations of shopping, transportation, museum visits, and professional roles—are associated with improved adjustment, social interaction, cooperation, emotional regulation, and basic problem solving. Supporting conditions include teacher facilitation, adequate play facilities, environmental support, and high child engagement, while limitations relate to equipment availability and individual differences. The study’s novelty lies in documenting context-specific implementation of macro role play using realistic props within everyday learning themes. These findings imply that structured experiential play can serve as a practical strategy for fostering adaptive behaviour in early childhood education settings. Highlights: Realistic simulations encourage cooperation, discipline, and rule-following during classroom activities. Structured scenarios facilitate emotional control and adjustment in new situations. Teacher guidance and supportive environments are essential for successful implementation. Keywords: Role Playing; Adaptive Behaviour; Macro Role Play; Early Childhood Education; Social Skills
Structured Play Program Supports Gross Motor Development in Early Childhood: Program Bermain Terstruktur Mendukung Perkembangan Motorik Kasar pada Masa Kanak-kanak Awal Aisyha Nur Aini; Agus Salim
Academia Open Vol. 10 No. 1 (2025): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.10.2025.12335

Abstract

General Background Early childhood education prioritizes holistic child development, including physical and gross motor abilities that support children’s daily activities and learning readiness. Specific Background Play-based learning is widely implemented in kindergarten settings, yet the organization of structured play programs to systematically stimulate large muscle coordination remains varied across schools. Knowledge Gap Limited empirical descriptions explain how daily play activities are implemented and what practical barriers teachers face in facilitating gross motor stimulation in real classroom contexts. Aims This study analyzes the implementation of a structured play activity program and identifies challenges experienced by teachers in developing gross motor skills among children at TK Aisyiyah Bustanul Athfal III Candi. Results Using a descriptive qualitative approach with observation, interviews, and documentation, findings show that activities such as running and jumping along lines, throwing and catching balls, kicking to goals, balancing objects, group exercises, and modified games foster muscle strength, balance, agility, coordination, and concentration, while constraints include limited space and varying child readiness, addressed through game modification and small-group strategies. Novelty The study provides contextual evidence of daily structured play practices aligned with national developmental indicators in one kindergarten setting. Implications The results suggest that consistent and well-managed play programs with adaptive strategies can support gross motor stimulation in early childhood classrooms. Keywords: Structured Play, Gross Motor Skills, Early Childhood Education, Kindergarten Program, Physical Development Key Findings Highlights: Daily movement sessions build strength, balance, agility, coordination, and focus Game modification and grouping address limited facilities and space constraints Teacher facilitation shapes children’s active participation during learning routines
Parental Parenting Patterns and Early Childhood Social Emotional Development: Pengaruh Penggunaan Aplikasi Grammarly terhadap Prestasi Menulis Teks Narasi Siswa Sekolah Menengah Atas Agustin Deliya Sari; Agus Salim
Academia Open Vol. 10 No. 1 (2025): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.10.2025.12641

Abstract

General Background Early childhood represents a critical period for the formation of social and emotional competencies that shape children’s behavior and future learning readiness. Specific Background Family environments and parenting practices play a central role in guiding children’s emotional regulation, cooperation, and social interaction. Knowledge Gap Despite numerous discussions on early childhood development, contextual evidence describing how different parenting patterns relate to children’s social emotional behavior in local settings remains limited. Aims This study aims to analyze the relationship between parental parenting patterns and the social emotional development of early childhood learners. Results Findings indicate that democratic and supportive parenting is associated with positive behaviors such as confidence, empathy, and cooperation, while inconsistent or permissive approaches correspond with lower emotional control and social difficulties. Novelty The study provides field-based qualitative insights that integrate observations, interviews, and documentation to portray parenting practices within a specific educational community. Implications The results suggest that strengthening parent involvement and informed caregiving practices can support balanced social emotional growth in early childhood education settings. Keywords: Parenting Patterns, Social Emotional Development, Early Childhood Education, Family Environment, Qualitative Study Key Findings Highlights: Supportive caregiving linked with cooperative and confident behaviors Inconsistent supervision associated with weaker emotional regulation Home practices aligned with classroom social readiness
Fatherless Condition and Early Childhood Social Emotional Development: Kondisi Tanpa Ayah dan Perkembangan Sosial Emosional pada Masa Kanak-kanak Awal Lailatul Ramadhina; Agus Salim
Academia Open Vol. 10 No. 1 (2025): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.10.2025.13358

Abstract

General Background: Early childhood social emotional development constitutes a foundational aspect of personality formation and future adjustment within family and educational environments. Specific Background: The phenomenon of fatherless families has increasingly drawn scholarly attention due to concerns regarding children’s behavioral regulation, emotional expression, and social interaction patterns. Knowledge Gap: Despite growing discussions on parental roles, limited qualitative exploration has focused specifically on how father absence relates to social emotional characteristics in early childhood within contextual family settings. Aims: This study aims to analyze the social emotional development of early childhood experiencing fatherless conditions and to describe observable behavioral patterns in daily interactions. Results: The findings indicate variations in emotional regulation, social responsiveness, self-confidence, and peer interaction, reflecting the centrality of paternal presence in shaping children’s socio-emotional experiences. Novelty: The study provides contextualized qualitative evidence highlighting the lived experiences of children in father-absent families within early childhood education settings. Implications: These results contribute to the discourse on parental involvement and offer practical considerations for educators and families in supporting children’s socio-emotional growth in father-absent contexts. Keywords: Fatherless, Early Childhood, Social Emotional Development, Parental Involvement, Qualitative Study Key Findings Highlights: Children displayed distinct emotional regulation patterns in father-absent families. Peer interaction tendencies varied according to family structure conditions. Self-confidence and social responsiveness reflected differences in paternal presence.
Co-Authors Agustin Deliya Sari Ahmad Nurefendi Fradana Aisyha Nur Aini Bambang Koesbandriyo Choirun Nisak Aulina Dwi Astutiek Eni Wahyuni Evie Destiana Fitria Wulandari Iqvina Hima Izatul Fikro Joko Susilo Lailatul Ramadhina Meis Andhiarini, Rugaya Nur Fransiska Maulidia Putri Qurrota A`yunin Siti Sumiani Sri Mukhodim Faridah Hanum Suwarta, Nyoman Widowati, Hesty