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All Journal AL-ATHFAL : JURNAL PENDIDIKAN ANAK KIDDO: Jurnal pendidikan Islam Anak Usia Dini AT-THUFULY: Jurnal Pendidikan Islam Anak Usia Dini Jurnal Pendidikan Nusantara
Selfi Lailiyatul Iftitah
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Religion Arts Humanities Education

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Peran Kesehatan dan Gizi Anak terhadap Kemampuan Kognitif Anak Usia Dini Siti Fatimatuz Zahrah; Selfi Lailiyatul Iftitah
AT-THUFULY : Jurnal Pendidikan Islam Anak Usia Dini Vol. 4 No. 1 (2023): November
Publisher : Program Studi Pendidikan Islam Anak Usia Dini

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37812/rggyfk87

Abstract

Children who are malnourished will experience slow development, because the amount of nutritional intake received cannot meet the nutritional needs received by the body, especially the brain, as a result it will interfere with cognitive abilities. So that children will find it difficult to understand learning well, children get tired easily and get sick because of that, children really need good nutrition. The research method uses qualitative methods, which are taken from the phenomena that occur, the type of research uses descriptive analysis, which is directed to describe how the role of children's health and nutrition on the cognitive potential of AUD in RA Perwanida Brawijaya Pamekasan, the source of data in this study is the teacher at RA Perwanida Brawijaya Pamekasan, data collection techniques using observation, interviews and documentation, namely field notes, child development reports, children's photos and children's personal documents as data analysis used. The results showed that: the health condition of the children in RA Perwanida was good, this could be seen when the line activities in the school yard before entering the classroom, when the child was healthy it could be seen from his cheerful, enthusiastic and happy face, the level of his attendance to school and every month holding weight measurements, measuring height and head circumference, the nutritional condition of children at RA Perwanida is good, because the teacher always monitors it by giving vitamin C every day after eating, eating together and giving vitamin A and deworming that has been programmed every day. every month, at RA Perwanida, health and nutrition play an important role in children's cognitive potential, because after implementing health and nutrition, children's cognitive abilities increase.
Implementation of Montessori Method in Developing Freedom and Independence Values at TKS Islam YPAA Sumenep Danang Prastyo; Gunarti Dwi Lestari; Heryanto Susilo; Ardhana Reswari; Selfi Lailiyatul Iftitah
Kiddo: Jurnal Pendidikan Islam Anak Usia Dini Vol. 6 No. 1 (2025)
Publisher : Institut Agama Islam Negeri Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/kiddo.v6i1.17860

Abstract

This study aims to explore the application of the Montessori method in implementing values of freedom and independence in early childhood at TKS Islam YPAA Pangarangan Sumenep. The Montessori method was chosen because it is considered capable of accommodating children's learning needs personally, by providing directed freedom and an environment that supports independent exploration. This research uses a qualitative approach with observation and interviews as data collection techniques. The informants in this study consisted of the principal, classroom teachers, and students. The results indicate that the value of freedom is reflected in various activities such as collage, counting, and shape-building, which allow children to choose media and tools based on their interests. Children's independence is developed through practical activities such as wearing socks and washing vegetables. The teacher acts as a facilitator who supports exploration without reducing the children's freedom. The application of shaping techniques has also proven effective in developing independent skills. In conclusion, the Montessori method at TKS Islam YPAA Pangarangan Sumenep successfully supports the development of freedom and independence in children, in line with the principles formulated by Maria Montessori, although there are several supporting and inhibiting factors in its implementation.
KRITIK KONSEPTUAL TERHADAP MANAJEMEN PENDIDIKAN INDONESIA Masti Yanto; Nailatur Rizqiyah; Nisa’el Amala; Selfi Lailiyatul Iftitah
Jurnal Pendidikan Nusantara Vol. 10 No. 1 (2025): Jurnal Pendidikan Nusantara ( Febuari- Agustus)
Publisher : lembaga Sepercenter

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Abstract

    Education management in Indonesia faces various significant challenges, one of which is conceptual errors in its implementation. This article aims to analyze the misconceptions about educational management that often occur in Indonesia and their impact on the quality of education. The research method used is a literature study by collecting data from various related sources, including journals, books and educational reports. The results of the analysis show that errors in the concept of education management in Indonesia include inaccuracies in planning, organizing, implementing and supervising. This article concludes that serious efforts are needed to correct misconceptions about educational management through increased understanding, training and continuous evaluation. The recommendations put forward include strengthening the education management curriculum, increasing the capacity of teaching staff and managers, as well as implementing policies that are more relevant and contextual.  
Integrating Islamic Values and Madurese Local Wisdom in Early Childhood Financial Literacy: Evidence from a Qualitative Multi-Site Case Study Astuti, Ria; Ardhana Reswari; Muammar Qadafi; Fadilah; Selfi Lailiyatul Iftitah; Luthfatun Nisa'
Al-Athfal: Jurnal Pendidikan Anak Vol. 11 No. 2 (2025): Issue in Progress
Publisher : Islamic Early Childhood Education Study Program, Faculty of Tarbiyah and Education, UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/al-athfal.112-03

Abstract

Purpose – Financial literacy in Indonesia remains uneven, while early childhood financial education tends to emphasize cognitive skills and marginalize religious and cultural dimensions, particularly in Muslim-majority contexts. This study examines the integration of Islamic values and Madurese local wisdom through transformative learning in early childhood financial literacy education. Design/methods/approach – This qualitative multi-site case study involved 15 participants from two Islamic kindergartens in East Java, comprising eight teachers, two principals, and five parents. Data were collected over six months through non-participatory observation, semi-structured interviews, and document analysis. Data analysis followed Braun and Clarke’s reflexive thematic analysis. Trustworthiness was enhanced through methodological triangulation, member checking, and peer debriefing. Findings – The analysis identified three interrelated themes. The first concerns a pedagogical paradigm shift from teacher-centered to student-centered learning, mediated by the use of local wisdom as experiential learning resources, through the Beyond Centers and Circle Time model. The second theme highlights experiential entrepreneurship development through activities such as cooking classes, Market Day programs featuring Madurese products, and structured charitable practices. The third theme addresses the integration of values-based financial literacy, in which Islamic economic principles, including halal–haram considerations, charity, and social responsibility, are embedded in everyday financial learning activities. Across these themes, implementation was characterized by variation in children’s understanding, ongoing teacher mediation, and developmental constraints. Research implications/limitations – The findings indicate that values-integrated transformative learning can strengthen early childhood financial literacy by connecting economic concepts with ethical and cultural meanings. However, generalizability is limited by the small sample, Madurese cultural context, six-month duration, and qualitative design. Practical implications – Early childhood financial literacy in Muslim-majority settings may be enhanced through integrating Islamic values and local culture, supported by teacher capacity building, family–school collaboration, and pedagogical flexibility. Originality/value – This study contributes to values-integrated financial literacy and transformative pedagogy by showing that ethical, cultural, and economic learning develops through negotiated classroom practices rather than linear processes, with relevance across diverse sociocultural contexts.
Co-Authors Ardhana Reswari Ardhana Reswari Fadilah Gunarti Dwi Lestari Heryanto Susilo LUTHFATUN NISA Masti Yanto Muammar Qadafi Nailatur Rizqiyah Nisa’el Amala Prastyo, Danang Ria Astuti Siti Fatimatuz Zahrah