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All Journal Jurnal Pendidikan Anak Usia Dini Undiksha KUMARA CENDEKIA Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini FENOMENA Southeast Asian Journal of Islamic Education Pendas : Jurnah Ilmiah Pendidikan Dasar Primatika : Jurnal Pendidikan Matematika Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) EDUCASIA : Jurnal Pendidikan, Pengajaran, dan Pembelajaran Pendagogia: Jurnal Pendidikan Dasar Al-Rabwah : Jurnal Ilmu Pendidikan Indo-MathEdu Intellectuals Journal Indonesian Journal of Education Methods Development Jurnal Tarbiyah dan Ilmu Keguruan Borneo Instruktur: Jurnal Pendidikan Guru Madrasah Ibtidaiyah Borneo International Journal of Islamic Studies Southeast Asian Journal of Islamic Education FENOMENA: Jurnal Penelitian Borneo Journal of Primary Educaton Borneo Journal of Islamic Education BOCAH: Borneo Early Childhood Education and Humanity Journal Journal of Educational Management Research Educational Studies: Conference Series Tafani
Lina Revilla Malik
Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda
Religion Arts Humanities Chemistry Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Physics Public Health Social Sciences Other

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Implementasi Model Pembelajaran Berbasis Gamifikasi untuk Meningkatkan Minat Belajar Anak Usia Dini Nurnaningsih, Sri Maya; Malik, Lina Revilla
Indo-MathEdu Intellectuals Journal Vol. 5 No. 6 (2024): Indo-MathEdu Intellectuals Journal
Publisher : Lembaga Intelektual Muda (LIM) Maluku

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54373/imeij.v5i6.2318

Abstract

This research aims to increase early childhood interest in learning at Nur Hikmah Samarinda Kindergarten through a gamification-based learning model. The background to this research is children's low interest in learning caused by less interesting learning methods. This research uses a qualitative approach with a classroom action research design carried out in two cycles. Data was collected through observation, interviews and documentation. The research results show that the application of gamification can increase children's attention, enthusiasm, active involvement and independence in learning. The discussion shows that gamification is effective in increasing learning motivation based on learning theories. In conclusion, gamification is an effective learning model for increasing early childhood interest in learning at Nur Hikmah Samarinda Kindergarten
Strategi Penyesuaian Kurikulum Inklusi melalui Pendekatan Fleksibel dan Adaptif Nurul Hidayanti Qomariah; Lina Revilla Malik; Imma Syakiro
Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Vol. 5 No. 4 (2025): Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI), 2025 (4)
Publisher : Yayasan Pendidikan Bima Berilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53299/jppi.v5i4.2605

Abstract

Penelitian ini bertujuan untuk mengkaji strategi penyesuaian kurikulum inklusi dengan pendekatan yang fleksibel dan adaptif di TKIT Mardhatillah Balikpapan. Fokus utama penelitian ini adalah untuk menggali motivasi pendirian sekolah inklusif, proses transformasi menuju sistem pembelajaran inklusif, tantangan yang dihadapi dalam implementasi, dan strategi konkret yang digunakan untuk memenuhi kebutuhan siswa yang beragam, termasuk anak-anak berkebutuhan khusus. Metode penelitian yang digunakan adalah pendekatan kualitatif dengan teknik pengumpulan data melalui wawancara mendalam. Informan penelitian terdiri dari 8 orang, yaitu satu kepala sekolah, lima guru, dan dua staf pendukung. Hasil penelitian menunjukkan bahwa pembentukan Unit Stimulasi Anak merupakan landasan penting dalam memberikan layanan pendidikan yang adaptif dan responsif. Strategi seperti pembelajaran yang diferensiasi dan penyusunan Rencana Pembelajaran Individu (PPI) diterapkan untuk menyesuaikan pembelajaran dengan karakteristik siswa. Meskipun masih ada tantangan dalam membangun persepsi bersama tentang inklusivitas di antara semua pihak, dukungan dari orang tua dan masyarakat merupakan faktor kunci dalam keberhasilan program ini. Budaya toleransi dan nilai-nilai empati juga diperkuat sebagai bagian dari lingkungan belajar yang inklusif. Penelitian ini menekankan bahwa penyesuaian kurikulum yang fleksibel dan adaptif merupakan upaya strategis dalam mewujudkan pendidikan yang adil dan merata bagi seluruh anak.
PERAN GURU PAUD DALAM MENANAMKAN MORAL SEBAGAI FONDASI PENDIDIKAN KEWARGANEGARAAN SEJAK DINI Sofiyati, Ely; Syakiro, Imma; Malik, Lina Revilla
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 2026 Produce
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i01.42488

Abstract

Instilling moral values from an early age is an important foundation in civic education to shape the character and personality of children as future citizens. Technological developments and the dynamics of children as future citizens. Technological developments and social dynamics in the digital age have also given rise to challenges in the form of moral degradation that need to be anticipated through education from an early age. This study aims to describe the role of early childhood teachers in instilling moral values as the foundation of early civic education, as well as to examine the learning strategies used in the process. This study uses a literature review method by analyzing various scientific sources in the form of journal articles, books, and academic publications relevant to moral education, civic education, and early childhood education. Data analysis techniques were carried out using content analysis to identify themes, patterns, and key findings from the literature reviewed. The results of the study show that PAUD teachers have a very important role as moral role models, designers of value-based learning, and facilitators of meaningful play activities. This study confirms that strengthening the role of PAUD teachers and applying appropriate learning strategies are the main keys to instilling moral values as the foundation of civic education from an early age.
Tantangan Manajerial dan Problematika Pelaksanaan Kurikulum Merdeka: Studi Kualitatif pada TK di Desa Teluk Dalam Ratih, Sri; Fajriani, Kartika; Malik, Lina Revilla
Pendagogia: Jurnal Pendidikan Dasar Vol 6 No 1: April 2026
Publisher : Educational Consultant & Counseling Career (EC3) Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66653/pendagogia.v6i1.278

Abstract

The Merdeka Curriculum is designed to foster independent potential in students by strengthening Pancasila character, though its implementation still faces various obstacles and is best executed through school-based management. This qualitative study aims to identify the aspects requiring improvement and the specific challenges encountered in implementing the Merdeka Curriculum at kindergartens in Teluk Dalam Village, Tenggarong Seberang District, Kutai Kartanegara Regency, with respondents comprising teachers, principals, and parents. The results indicate that the management and administration of education based on the Merdeka Curriculum are the most vital components to address; furthermore, implementation is hindered by the teachers' need for a more comprehensive understanding of the curriculum and the requirement for more complete infrastructure tailored to school needs. Consequently, it is recommended that the government evaluate the curriculum's success to ensure its long-term effectiveness.
Holistic Integrative PIAUD Curriculum Meets Early Childhood Needs: Kurikulum PIAUD Holistik Integratif Memenuhi Kebutuhan Anak Usia Dini Susilawati Maulid; Lina Revilla Malik; Kartika Fajriani
Indonesian Journal of Education Methods Development Vol. 21 No. 2 (2026): May
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v21i2.1062

Abstract

General Background Early childhood education requires a comprehensive curriculum that supports children’s cognitive, affective, psychomotor, moral, spiritual, health, nutritional, care, protection, and welfare needs. Specific Background In Islamic early childhood education, the PIAUD curriculum is expected to adapt to modern realities while maintaining Islamic values through child-centered and faith-based learning. Knowledge Gap However, the implementation of holistic integrative curriculum practices remains constrained by limited teacher competence, inadequate facilities, weak coordination, and the lack of practical examples for learning implementation. Aims This study aims to collect and analyze previous literature on the development of the holistic integrative PIAUD curriculum. Results The literature shows that holistic integrative PIAUD is necessary because early childhood learning requires comprehensive services involving education, health and nutrition, parenting, protection, and welfare. The findings also indicate that teachers, parents, communities, stakeholders, and academic actors have complementary roles in supporting curriculum implementation. Curriculum development can be carried out through guidebook preparation, expert validation, revision, and continuous evaluation. Novelty This study synthesizes recent literature to position holistic integrative PIAUD as a collaborative curriculum framework that connects Islamic values, child-centered learning, and multisector participation. Implications The findings provide a conceptual basis for strengthening curriculum planning, teacher readiness, institutional collaboration, and child-friendly Islamic early childhood education practices. Highlights• Comprehensive services include education, health, nutrition, care, protection, and welfare.• Teachers, parents, communities, and stakeholders share implementation responsibilities.• Guidebooks, expert validation, revision, and evaluation structure curriculum development. KeywordsPIAUD Curriculum; Holistic Integrative; Early Childhood; Islamic Education; Curriculum Development
Addressing Burnout Through Spiritual Mentorship: Enhancing Motivation and Well-Being of Islamic Education Teachers Laura Paramita; Fathul Jannah; Lina Revilla Malik
Journal of Educational Management Research Vol. 5 No. 3 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v5i3.1758

Abstract

This study aims to analyze the implementation of spiritual mentoring as an effort to address burnout among Islamic Education teachers, with specific attention to its forms, mechanisms, and impact on teachers’ psychological well-being. Using a qualitative case study approach, data were collected through in-depth interviews, participatory observation, and documentation involving Islamic Education teachers, school leaders, and relevant stakeholders. The data were analyzed using thematic analysis to identify recurring patterns related to spiritual mentoring practices and teacher burnout. The findings reveal that spiritual mentoring was implemented through structured and routine activities, including collective dhikr, Qur’anic recitation, morning spiritual gatherings, and ruhiyah mentoring integrated into the school culture. These practices contributed to reducing emotional exhaustion, fostering inner calm, strengthening professional motivation, and helping teachers rediscover deeper meaning in their educational roles. The success of the program was supported by spiritually oriented leadership, a supportive organizational culture, and institutional commitment to teacher well-being. Theoretically, this study reinforces the relevance of tazkiyatun nafs within Islamic psychotherapy as a holistic framework for addressing burnout, while also expanding the discourse on the integration of spirituality and educational psychology. Practically, the findings imply that Islamic educational institutions should systematically incorporate spiritual mentoring into human resource management to enhance teachers’ well-being, resilience, and professionalism.
Islamic Family Education in Developing Early Childhood Literacy: A Study of Parental Involvement in an Islamic Elementary School Indrawati Amrullah Tajrin; Lina Revilla Malik; Syarifah Kurniaty Kahar; Muhammad Asrul Sultan
Borneo International Journal of Islamic Studies Vol 8 No 1 (2026): Borneo International Journal of Islamic Studies, Vol. 8(1), May 2026
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/bijis.v8i1.13545

Abstract

Biliteracy development during early childhood is increasingly recognized as an important educational goal in multilingual societies. While previous studies have highlighted the role of parental involvement in supporting children's literacy development, limited research has examined these practices through the lens of Islamic Family Education. This study investigates how Islamic Family Education is implemented through parental involvement and explores its contribution to early childhood biliteracy development in an Islamic elementary school. Employing a qualitative case study design, the research was conducted at an Islamic elementary school in Indonesia involving 52 first-grade students and their parents. Data were collected through biliteracy assessments, including Running Records, Deep Dive, Translanguaging, and Dictation Tasks, as well as semi-structured interviews with parents. The findings reveal that Islamic Family Education was enacted through literacy habituation, educational assistance and supervision, language support, and the creation of literacy-supportive home environments. These practices provided children with continuous opportunities to engage in literacy and bilingual learning beyond formal schooling. Assessment results showed that most students had reached the emergent biliteracy stage, with reading fluency representing the strongest dimension of biliteracy development, while translanguaging remained the most challenging. The study further demonstrates that parental involvement contributed to children's reading fluency, comprehension, vocabulary acquisition, phonological awareness, and emerging bilingual competencies. Theoretically, the study extends biliteracy research by conceptualizing parental involvement as an enactment of Islamic Family Education rather than merely a home literacy practice. It concludes that biliteracy development can be understood as an educational outcome of family-based Islamic educational practices and parental tarbiyah.
QUALITATIVE STUDY OF THE IMPLEMENTATION OF PROJECT BASED LEARNING IN URBAN FARMING ACTIVITIES OF CHILDREN AGED 5-6 YEARS Lestari, Endah Sri; Fajriani, Kartika; Malik, Lina Revilla
Kumara Cendekia Vol 14, No 1 (2026): KUMARA CENDEKIA
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/kc.v14i1.104347

Abstract

Activity urban farming is a project-based learning approach that can foster character and active involvement in early childhood through real-life experiences in the surrounding environment. The purpose of this study is to explain how the project-based learning (PjBL) model is implemented and to understand the role of teachers in these activities urban farming conducted by children aged five to six years. This study used a qualitative methodology and was designed as a case study. Data were collected through interviews with the principal and teachers, as well as observing students during activities. Data were analyzed using interactive analysis techniques through data reduction, data presentation, and drawing conclusions. The results of the study indicate that three main stages, namely planning, implementation, and assessment, are used to implement PjBLThe results indicate that teachers do not fully understand all stages of PjBL, especially the stages of child care and reflection. Therefore, training and mentoring are needed for teachers so that PjBL implementation can take place more systematically and optimally.
Co-Authors Abd. Rasyid Syamsuri Abdul Razak Afia, Sariah Aji Dinda Amelia Kartika Akhmad Ramli Alya Fadila Anis Komariah Chairul Anwar Devi Yulia Wulandari Dwi Nugroho Hidayanto Fahmi Fajrin Fajriani, Kartika Fathul Jannah Fathul Jannah, Fathul Febrianti, Aulia Hasbi Sjamsir Hilmiah Imma Syakiro Indrawati Amrullah Tajrin Indriana Rahmawati Kartika Fajriani Kartika, Aji Dinda Amelia Khairul Saleh Laras Retno Widyastuti Laura Paramita Lestari, Endah Sri Maulida Ulfa Hidayah Mirsa Damayun Montika, Reza Muhammad Asrul Sultan, Muhammad Asrul Nasiah, Siti Norjannah, Siti Nur Anah Syafitri Nurlina Nurlina Nurnaningsih, Sri Maya Nurul Annikmah Nurul Hidayanti Qomariah Rasyid, Nurbiah Ratih, Sri Robingatin Robingatin RR. Ella Evrita Hestiandari Rukiah Siti Julaiha Sofiyati, Ely Sudadi Susilawati Maulid Syafei, Abdillah Syakiro, Imma Syarifah Kurniaty Kahar Toni, Toni Venny Oktaviany Wildan Saugi Zakiyah Ulfah Zannah, Raudatul