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All Journal Bunayya : Jurnal Pendidikan Anak Jurnal CARE Jurnal Ilmiah Mahasiswa Pendidikan Anak Usia Dini Gender Equality: Internasional Journal of Child and Gender Studies Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini Jurnal Ilmiah Didaktika : Media Ilmiah Pendidikan dan Pengajaran AL-ATHFAL : JURNAL PENDIDIKAN ANAK Cyberspace: Jurnal Pendidikan Teknologi Informasi Jurnal Ilmiah POTENSIA Aulad : Journal on Early Childhood Jurnal Caksana: Pendidikan Anak Usia Dini Atfaluna: Journal of Islamic Early Childhood Education Journal of Early Childhood Education (JECE) MURHUM : JURNAL PENDIDIKAN ANAK USIA DINI Ceria: Jurnal Program Studi Pendidikan Anak Usia Dini Journal of Governance and Social Policy Journal of Islamic Education Students Journal of Community Service in Early Childhood Education ThufuLA: Jurnal Inovasi Pendidikan Guru Raudhatul Athfal Englisia
Dewi Fitriani
Universitas Islam Negeri Ar-Raniry Banda Aceh
Religion Arts Humanities Computer Science & IT Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Nursing Public Health Social Sciences Other

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Strategies of Early Childhood Teachers in Implementing the Pancasila Student Profile through Differentiated Learning: A Case Study Fitriani, Dewi; Zulfikar, Teuku; Habiburrahim, Habiburrahim
Al-Athfal: Jurnal Pendidikan Anak Vol. 11 No. 1 (2025)
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.2025.111-11

Abstract

Purpose – The COVID-19 pandemic has led to noticeable behavioural changes and negative character traits among Indonesian children, as evidenced by a decline in the national student character index. The Pancasila student profile, a framework for character and competency development within Indonesia's Merdeka Curriculum, aims to address these challenges. This study examines how the Pancasila student profile is implemented through differentiated learning in Early Childhood Education (ECE) Penggerak Schools in Banda Aceh, providing insights into effective strategies for holistic child development.Design/methods/approach –  This qualitative case study was conducted in two ECE institutions (one public, one private) participating in the Penggerak School Program. Data were collected through interviews with two kindergarten teachers, classroom observations, and document analysis. Thematic analysis was applied to identify key implementation strategies.Findings – The study revealed six key strategies for integrating the Pancasila Student Profile into ECE Penggerak schools through differentiated learning: (1) internalizing Islamic values in learning materials, (2) fostering child-led activity choices, (3) employing diverse teaching methods, (4) utilizing varied learning media, (5) engaging parents and the community (Tri-Sentra Pendidikan), and (6) adapting project-based learning flow to school contexts.Research implications/limitations – While the study provides valuable insights, its findings are limited to two schools in Banda Aceh, restricting generalizability. The short duration (two weeks) and reliance on teacher perspectives may also affect depth. Future research should expand to diverse regions, incorporate longitudinal designs, and include parent/child viewpoints to strengthen validity.Practical implications – The findings suggest that ECE educators should adopt differentiated learning tailored to children's interests and readiness, strengthen parental involvement, integrate local and digital resources, and flexibly adapt project-based learning to align with school capacities.Originality/value –This study addresses a gap in research on differentiated learning in Indonesian ECE, particularly within the Penggerak school program framework. It offers a practical model for embedding national character values into early childhood curricula, supporting Indonesia's goals for holistic student development.Paper type Case Study
DEVELOPING VIRTUAL TOUR REALITY–BASED LEARNING MEDIA FOR INTRODUCING THE LOCAL CULTURAL SITE OF THE PUTRI PUKES CAVE FOR YOUNG LEARNERS Sapitri, Eliza; Umar bin Abd Aziz; Fitriani, Dewi; M.Pd, Umar bin Abd Aziz
Bunayya Vol 12 No 1 (2026): Januari 2026
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/bunayya.v12i1.33515

Abstract

Introducing local culture to early childhood requires engaging and contextual learning media. The limited availability of learning media capable of visually and interactively presenting local cultural objects poses a challenge for teachers in introducing such local culture. This research aims to develop Virtual Tour Reality (VTR)-based learning media for early childhood children to introduce the local culture of Putri Pukes Cave located in Central Aceh. This study employs the Research and Development method with the ADDIE model, which includes the stages of analysis, design, development, implementation, and evaluation. The research involved 1 subject matter expert validator and 1 media expert validator, and was trialed with 39 children aged 5-6 years. The learning media was developed using the 360 Sphere Camera Foxpoi application and Lapentor software, which can be accessed via mobile phones and laptops. The results indicate validation feasibility scores of 90% from the subject matter expert, 82.5% from the media expert, and a child response test score of 90%; thus, the VTR learning media is deemed highly suitable for use as a learning medium to introduce the local culture of Gua Putri Pukes to early childhood learners.  
Analisis Pengasuhan Penuh Kesadaran (Mindful Parenting) dalam Menumbuhkan Kemandirian Anak di Aceh Selatan Faridy, Faizatul; Khairina; Dewi Fitriani; Khairina, Khairina
Bunayya Vol 12 No 1 (2026): Januari 2026
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/bunayya.v12i1.33109

Abstract

This study aims to analyze mindful parenting practices in fostering independence among children aged 5–6 years in South Aceh and to identify factors that hinder the implementation of these practices. A qualitative approach with a case study design was employed. The participants consisted of four mothers and four early childhood children selected through purposive sampling. Data were collected using structured observations, open-ended interviews, and documentation. Data analysis was conducted through triangulation to ensure the credibility of the findings. The results indicate that mindful parenting is practiced through attentive communication, parental emotional regulation, non-judgmental acceptance, and supportive involvement in children’s daily activities. These practices positively contribute to children’s independence, as reflected in their ability to perform self-care tasks, engage in social interactions, and demonstrate initiative in everyday activities. However, the implementation of mindful parenting is influenced by economic conditions, time constraints due to parental work demands, and the social environment. Despite these challenges, the findings highlight that the quality of parent–child interactions grounded in awareness and emotional presence remains a key factor in supporting children’s independence. This study provides valuable insights into the application of mindful parenting within a specific sociocultural context and contributes to the broader understanding of awareness-based parenting practices in early childhood education.
Play-Based Community Service Program to Develop Early Childhood Motor Skills Fitriani, Dewi; Rani; Arista, Arista; Binti Ismail, Mazeni
Journal of Comunity Service in Early Childhood Education Vol. 2 No. 1 (2026): Journal of Community Service in Early Childhood Education
Publisher : CV Berkah Syahdin Trust

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64840/jcosece.v2i1.119

Abstract

Background: Early childhood motor development is a fundamental aspect that supports children’s physical growth, coordination, and readiness for learning. However, limited stimulation through structured and engaging activities often results in suboptimal motor skill development in early childhood education settings, particularly in community-based environments. Aims: This community service program aims to improve early childhood motor skills through the implementation of play-based learning activities that are engaging, participatory, and developmentally appropriate. Methods: This program employed a Participatory Action Research (PAR) approach involving collaboration between lecturers, teachers, and children. The participants consisted of early childhood learners aged 4–6 years in a community-based educational setting. The intervention was conducted through structured play activities such as movement games, outdoor play, and guided physical exercises designed to stimulate gross motor skills. Data were collected through observation and documentation and analyzed descriptively across implementation stages. Results: The implementation of play-based activities showed a significant improvement in children’s motor skills, including balance, coordination, and body movement control. Children demonstrated higher participation, enthusiasm, and confidence during physical activities. In addition, teachers showed increased ability in designing and implementing interactive play-based learning strategies. Conclusion: The play-based community service program effectively enhanced early childhood motor development and strengthened teachers’ pedagogical capacity. The findings indicate that simple, contextual, and engaging play activities can provide meaningful stimulation for children’s physical development and can be sustainably implemented in early childhood education settings.
Enhancing Early Reading Skills in Young Children Through the Implementation of Alphabet Maze Game Samad, Munawwarah; Fitriani, Dewi; Fariza, Siti Rahma; Shidqi, Dzulfikar Sauqy
THUFULA Vol 12, No 2 (2024): 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.v12i2.26695

Abstract

Early reading ability is the initial ability of children in the form of the ability to recognize and voice letters. Based on the observations in TKN An-Nada Aceh Selatan, many children's early reading skills still do not recognize letters, have difficulty mentioning letters, are not able to recognize the sound of letters, are not able to mention letters, and are not able to recognize letter symbols. This study aims to determine the application of the letter maze to develop the early reading skills of children in TKN An-Nada Aceh Selatan. This type of research is an experiment with a one-group pretest-posttest design. The population in this study was 45 children, while the sample in this study was 15 children. Data collection techniques were done through observation and documentation. The pretest value obtained is 18.75, and the posttest value is 83.33. The value of tcount is 8.8, and the value of ttable is 1.745. This shows that the value of tcount> ttable is 8.8> 1.761, so there is a rejection of Ho and an acceptance of Ha. So, it can be concluded that there is a difference in the value between the tcount and the ttable, and it can be concluded that the application of the letter maze can develop the ability to read early childhood beginnings at TKN An-Nada Aceh Selatan.
Fostering Tsunami Preparedness in Early Childhood: A Gamified Learning Approach for Banda Aceh Fauzatul Uzma; Dewi Fitriani; Umar bin Abd Aziz
Journal of Islamic Education Students (JIES) Vol. 6 No. 1 (2026)
Publisher : Universitas Islam negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/jies.v6i1.16500

Abstract

  This study aimed to develop and assess the feasibility of a gamified digital learning media for tsunami disaster mitigation designed for early childhood education in Banda Aceh, a disaster-prone region. Using the Research and Development (R&D) method with the ADDIE model, the study involved 25 children from class A1 at TK IT Baitussalihin selected through total sampling. Data were collected through expert validation sheets and observation during field trials. The media, developed on the Educaplay platform as an interactive picture quiz titled “Fun Picture Quiz: Froggy Jumps,” obtained a final validation score of 100% from media and material experts, with an average expert score of 85% (Very Feasible). Field testing showed an overall feasibility score of 88% (Very Feasible), with 13 children achieving perfect scores and 12 scoring 75%. The findings indicate that the gamified media is engaging, visually appropriate, and pedagogically suitable for supporting early childhood cognitive development while addressing the need for interactive digital resources in tsunami preparedness. Further studies are recommended to examine its long-term effectiveness in enhancing children’s disaster preparedness knowledge.
Developing augmented reality flashcards for English vocabulary instruction in Indonesian early childhood education: An ADDIE model feasibility study Kosniawati; Dewi Fitriani; Umar Bin Abd Aziz; Azizah; Andriansyah
Englisia: Journal of Language, Education, and Humanities Vol. 13 No. 2 (2026): Englisia: Journal of Language, Education, and Humanities
Publisher : Universitas Islam Negeri Ar-Raniry

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/englisia.173

Abstract

This study was motivated by persistent challenges in early childhood English vocabulary acquisition, wherein conventional pedagogical tools remain widely used and frequently result in suboptimal learning outcomes. A preliminary problem analysis revealed that limited media diversity and minimal integration of digital technologies contribute to low learner engagement. A subsequent needs assessment further underscored the demand for visual, interactive learning media tailored to the developmental characteristics of early childhood learners. Market analysis indicated a notable scarcity of Augmented Reality (AR)-based flashcard media specifically designed for English vocabulary instruction at the early childhood education level. In response to these identified gaps, this research aimed to develop and evaluate the feasibility of AR-based flashcard learning media for early childhood English vocabulary acquisition. Employing a Research and Development (R&D) methodology structured around the ADDIE model, the study involved 16 children from Group TK B at a PAUD in Nagan Raya. Evaluation results demonstrated high feasibility, with validation scores from media experts (97.5%) and material experts (100%) exceeding the positive response rates from children, which ranged from 91.7% to 100%. All measured metrics fell within the "very feasible" category. Implementation challenges included unstable internet connectivity, prolonged AR scanning durations, and a shortage of supporting devices. Notwithstanding these limitations, the findings conclude that Augmented Reality-based flashcards constitute a highly viable and effective medium for introducing English vocabulary to young learners.
Co-Authors . . Khoiriyah, . . . Fakhriah . Fakhriah Agustia, Isra Aini, Safira ANDRIANSYAH Andriansyah Andriansyah Anisaturrahmi, Anisaturrahmi Anizar . Ahmad Anizar Ahmad Anjaliani, Lidia Arista, Arista Azizah Bahrun . . Binti Ismail, Mazeni Cut . Fitrah Daulay, Al-Aura Zahra Diana Putri Dwi Fadhil, Naufal Fahrizqa, Nursarirati Faizatul Faridy Fajriana, Isna Fakhri Yacob Farah . Almira Fariza, Siti Rahma Fauzatul Uzma Gracia Mandira Habiburrahim Habiburrahim Hafiz, Abdul Hasibuan, Rabitah Hanum Heliati Fajriah, Heliati Jamaliah Hasballah Julaika, Ayu Khairina Khairina Khairina, Khairina Khamim Zarkasih Putro Kholida Munasti Kosniawati Lidia Anjaliani Ludiana, Indah M.Yusuf Aziz Maulida Rahmah TM, Cut Mushaddiq Mushaddiq Mutia Afnida Mutmainnah . . Mutmainnah Mutmainnah Naja Naqia Najilla, Ulfa Nurkisah . Hayati Nurlaili . . Rahma Rahma Rahma, Rahma Rahmatun Nessa Rahmi Rahmi Rahmi Rahmi Rani Rani Puspa Juwita Rizka Marputri Rosmiati Rosmiati Rosmiati Rosmiati Rosmiati Rosmiati Safira Aini Safrul Muluk Salami Mahmud Samad, Munawwarah Sapitri, Eliza Saptiani Saptiani Shafira, Aulia Shidqi, Dzulfikar Sauqy Shovianda, Erika Sigit Purnama Sri Wahyuni Teuku Zulfikar Thayyibah, Zulfa Ultari . Ningsih Umar bin Abd Aziz Veryawan, Veryawan Wardani, Arnis Winarti Winarti Wirda Rahmita Yuhasriati . . Yusran Asnawi