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All Journal Journal of Education and Learning (EduLearn) Jurnal Teknologi Pendidikan PIONIR: Jurnal Pendidikan Suska Journal of Mathematics Education AL-ATHFAL : JURNAL PENDIDIKAN ANAK RAUDHAH Tribakti: jurnal pemikiran keIslaman Atfaluna: Journal of Islamic Early Childhood Education Child Education Journal JURNAL RAUDHAH EduTeach: Jurnal Edukasi dan Teknologi Pembelajaran English Teaching and Linguistics Journal (ETLiJ) International Journal of Social Learning (IJSL) PENCERAHAN JURNAL TEKNOLOGI INFORMASI & KOMUNIKASI DALAM PENDIDIKAN Saree : Research in Gender Studies Asghar: Journal of Children Studies Journal of Islamic Education Students Tribakti: Jurnal Pemikiran Keislaman Sekolah Dasar: Kajian Teori dan Praktik Pendidikan
Sari, Dwhy Dinda
Institut Agama Islam Negeri Lhokseumawe
Religion Arts Humanities Computer Science & IT Education Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Mathematics Physics Social Sciences Other

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The Implementation Learning Media Based on a Culture to Develop Student Character Sari, Dwhy Dinda; Ilham, Muhammad; Fuadi, Noval; Nurviani, Rahima
Journal of Islamic Education Students (JIES) Vol. 4 No. 1: May 2024
Publisher : Universitas Islam negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/jies.v4i1.12109

Abstract

The research aims to find out how culture-based learning media to develop student character at Srikandi Kindergarten in Lhokseumawe City and what obstacles teachers find in the implementation in the classroom. This research uses a descriptive qualitative research approach. The subjects in the study were students at Srikandi Kindergarten Lhokseumawe City, class teachers and principals. Data analysis techniques in this study include data collection, data reduction, data presentation and conclusion drawing. The results of this study found that culture-based learning media significantly contribute to students' character development by encouraging a deeper awareness and appreciation of diverse cultural perspectives, beliefs and practices, culture-based learning media foster empathy and understanding of others by exposing children to the traditions, practices and ways of life of other cultures. Kindergarten children learn to recognize and respect human differences and similarities through stories, music and visual representations of different cultures. The barriers found were the students' different knowledge and viewpoints regarding culture.
Unveiling The Linguistic Journey: Investigating Word Class Acquisition In 3-5 Year Old Children Through A Qualitative Approach Iqbal, Muhammad; Auliana, Auliana; Dinda Sari, Dwhy; Rahman, Fadhlur; Haekal, Muhammad
Jurnal Pendidikan Anak Vol 5 No 1 (2023): Child Education Journal: April
Publisher : Universitas Nahdlatul Ulama Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33086/cej.v5i1.4234

Abstract

Early childhood language development is a multifaceted and intricate process that includes the acquisitionof various linguistic components. However, occurrence of language delays or disorders among 3-5-years-old children is a significant challenge that can impede this progression. These delays or disorders can have asignificant impact on word class acquisition, which is a fundamental aspect of language development. Thisstudy aims to elucidate the diverse types of word classes observed in the language acquisition process ofchildren aged 3-5 years in North Aceh. Specifically, the investigation focuses on noun, verb, and adjectiveword classes. Employing a qualitative approach within a descriptive research framework. Thus, variousdata collection techniques including observation, listening, recording, note-taking, and documentation,were utilized in this study. Purposive sampling was employed, resulting in a sample size of 5 participants.These five participants were selected based on their age criteria, research site location, language proficiency,active engagement in interactions, as well as their availability and willingness to participate. The primarydata source encompassed children aged 3-5 years, with a particular emphasis on nouns, verbs, and adjectivesderived from conversational interactions. The results revealed three distinct types of word classes in thelanguage acquisition process of children aged 3-5 years. Firstly, the noun word class encompassed a rangeof entities, such as people, animals, fruits, flowers, food and drinks, tableware, sports equipment, clothing,plants, transportation equipment, and other nouns typically associated with the child’s environment.Secondly, the verb word class comprised verbs accompanied by objects and verbs without objects. Thirdly,the adjective word class characterized the state of nouns or objects, encompassing descriptors relatedto mental attitude, shape, size, color, mileage, temperature and humidity, power of energy, and senseimpressions. This study sheds light on the diverse nature of language learning in children aged 3-5 yearsby evaluating and analyzing these distinct word classes. Equally significant, by examining the linguisticpatterns and structures that emerged during this time period, this study contributes to our understanding of how children acquire language during the preschool years.
The Effect of Individual Learning Programs on Self-Efficacy and Learning Motivation of Students With Special Needs at Inclusive Schools Dwhy Dinda Sari
Sekolah Dasar: Kajian Teori dan Praktik Pendidikan Vol. 32 No. 1 (2023)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um009v32i12023p47-56

Abstract

The study's objectives were as follows: 1) to identify the difference between self-efficacy of students with special needs before (pretest) and after (post-test) being taught with the PPI; 2) to determine the difference in learning motivation of students with special needs before (pretest) and after (post-test) being taught with the PPI; and 3) to determine the effect of the Individual Learning Program in inclusive schools. The research method used is a pre-experimental design of the type One Group Pretest-Posttest Design. Further, non-probability sampling is used in this particular study with the sample consisted of ten students with special needs from Srikandi Elementary School. This study used a questionnaire to measure student self-efficacy and motivation as a non-test data collection technique. The results indicate a significant increase in self-efficacy and learning motivation among children with exceptional needs after being taught using the PPI. These findings suggest that the PPI is an effective instructional approach for enhancing the self-efficacy and learning motivation of children with exceptional needs. Furthermore, the value of Fcount is 101.871 larger than the value of Ftable 2.90, hence, Ha is acceptable. Individual learning programs can be shown to have an effect on the self-efficacy and learning motivation of children with special needs.
Co-Authors Annisaturrahmi, Annisaturrahmi Auliana, Auliana Elfiadi, Elfiadi Ella Yuzar Fadhlur Rahman Haekal, Muhammad Kholid, Mohammad Mahrizki, Fika Mansyur Hidayat Pasaribu, Mansyur Hidayat Muhammad Anggung Manumanoso Prasetyo Muhammad Fadhli Muhammad Fuad Zaini Muhammad Ilham Muhammad Ilham Muhammad Iqbal Noval Fuadi Nuraina, Nuraina Nurviani, Rahima Sarah Fazilla, Sarah Yasmin, Aina Yusra, Yusra Zanzibar Zulkhairi Zulkhairi