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Ayunda Sayyidatul Ifadah

Universitas Muhammadiyah Gresik

Author-ID : 3341532

Religion Arts Humanities Education Electrical & Electronics Engineering Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Neuroscience Public Health Social Sciences Other

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IMPLEMENTASI EDUPRENEUR ANAK DALAM PEMBELAJARAN KEWIRAUSAHAAN DI TK AISYIYAH ABA KONANG GLAGAH-LAMONGAN Id'ha Tutfi Ulkhatiata; Ayunda Sayyidatul Ifadah; Alvin Nur Qurrota Ayun
JURALIANSI: Jurnal Lingkup Anak Usia Dini Vol. 7 No. 2 (2026): JURALIANSI (JURNAL LINGKUP ANAK USIA DINI)-ON PROGRESS
Publisher : Program Studi Pendidikan Islam Anak Usia Dini (PIAUD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35897/juraliansi.v7i2.2716

Fostering an "edupreneurial" spirit in children can prepare them to face 21st-century challenges by grounding them in edupreneurial values. This study aims to describe children's edupreneurial capabilities as developed through entrepreneurship-focused learning at Aisyiyah ABA Konang Kindergarten in Glagah, Lamongan. A qualitative descriptive research methodology was employed, utilizing data collection techniques such as observation, interviews, Focus Group Discussions (FGD), and activity documentation. The findings and discussion outline the execution process and the results of the edupreneur program's implementation. The results indicate that the edupreneur development program successfully enhanced the understanding among teachers and parents regarding the importance of instilling entrepreneurial values from an early age. Edupreneurship is understood here as a learning approach that goes beyond merely introducing entrepreneurial concepts; it also cultivates traits such as independence, creativity, self-confidence, and responsibility, while fostering social skills through meaningful learning experiences. The program's successful implementation was supported by collaboration between the school and families, although certain challenges remained—specifically, limited time for parental guidance and a need for a better understanding of strategies to integrate edupreneurship into daily instruction. In conclusion, the study highlights the importance of reinforcing integrity within the implementation of edupreneurship, which can be further developed through active learning experiences for children.

IMPLEMENTASI EDUPRENEUR ANAK DALAM PEMBELAJARAN KEWIRAUSAHAAN DI TK AISYIYAH ABA KONANG GLAGAH-LAMONGAN Id'ha Tutfi Ulkhatiata; Ayunda Sayyidatul Ifadah; Alvin Nur Qurrota Ayun
JURALIANSI: Jurnal Lingkup Anak Usia Dini Vol. 7 No. 2 (2026): JURALIANSI (JURNAL LINGKUP ANAK USIA DINI)-ON PROGRESS
Publisher : Program Studi Pendidikan Islam Anak Usia Dini (PIAUD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35897/juraliansi.v7i2.2716

Fostering an "edupreneurial" spirit in children can prepare them to face 21st-century challenges by grounding them in edupreneurial values. This study aims to describe children's edupreneurial capabilities as developed through entrepreneurship-focused learning at Aisyiyah ABA Konang Kindergarten in Glagah, Lamongan. A qualitative descriptive research methodology was employed, utilizing data collection techniques such as observation, interviews, Focus Group Discussions (FGD), and activity documentation. The findings and discussion outline the execution process and the results of the edupreneur program's implementation. The results indicate that the edupreneur development program successfully enhanced the understanding among teachers and parents regarding the importance of instilling entrepreneurial values from an early age. Edupreneurship is understood here as a learning approach that goes beyond merely introducing entrepreneurial concepts; it also cultivates traits such as independence, creativity, self-confidence, and responsibility, while fostering social skills through meaningful learning experiences. The program's successful implementation was supported by collaboration between the school and families, although certain challenges remained—specifically, limited time for parental guidance and a need for a better understanding of strategies to integrate edupreneurship into daily instruction. In conclusion, the study highlights the importance of reinforcing integrity within the implementation of edupreneurship, which can be further developed through active learning experiences for children.

Pemilihan Metode Pembelajaran sebagai Pendukung Implementasi Kurikulum Merdeka di Taman Kanak-kanak Diva Loveydiyani Fernanda; Ayunda Sayyidatul Ifadah; Rr. Agustien Lilawati
Aulad: Journal on Early Childhood Vol. 7 No. 3 (2024): September - December 2024
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/aulad.v7i3.809

Metode pembelajaran merujuk pada cara yang dipakai guru guna menjalankan rencana pembelajaran yang sudah disusun demi mencapai tujuan kegiatan belajar mengajar yang diinginkan. Penelitian ini mempunyai tujuan guna memahami dan menggambarkan Pemilihan Metode Pembelajaran sebagai Pendukung Implementasi Kurikulum Merdeka di Taman Kanak-kanak. Pendekatan deskriptif-kualitatif, melalui teknik pengumpulan data dari observasi, wawancara, serta dokumentasi dipakai pada penelitian ini. Untuk menganalisis data, penelitian ini menerapkan model Miles dan Huberman yang meliputi tiga tahapan: reduksi data, penyajian data, dan penarikan kesimpulan. Penelitian ini menelaah bagaimana lembaga mengintegrasikan antara rencana metode pembelajaran yang dirancang dan penerapannya di lapangan, serta keselarasan dengan prinsip-prinsip dalam Kurikulum Merdeka. Hasil penelitian menunjukkan bahwasanya ada lima metode yang diterapkan oleh guru dalam periode tiga bulan, yaitu metode bercakap-cakap, eksperimen, demonstrasi, pemberian tugas, serta bermain peran. Berdasarkan penelitian di lapangan metode demonstrasi menunjukkan efektivitas tertinggi saat diterapkan guru, di antara lima metode pembelajaran tersebut.

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