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All Journal Jurnal Pendidikan Anak Usia Dini Undiksha Bunayya : Jurnal Pendidikan Anak Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini Jurnal Ilmiah POTENSIA Edukasi Islami: Jurnal Pendidikan Islam RAUDHAH Nizhamiyah Ijtimaiyah: Jurnal Ilmu Sosial dan Budaya Jurnal Pelita PAUD Jurnal Basicedu Ta'dib: Jurnal Pendidikan Islam JURNAL RAUDHAH Jurnal Kajian Anak (J-Sanak) Tarbiatuna: Journal of Islamic Education Studies Al-Hanif: Jurnal Pendidikan Anak dan Parenting PAKDEMAS : Jurnal Pengabdian Kepada Masyarakat Kurikula Jurnal Pendidikan Ta'rim: Jurnal Pendidikan dan Anak Usia Dini Jurnal Yudistira Khirani: Jurnal Pendidikan Anak Usia Dini Jurnal Pengabdian Masyarakat dan Riset Pendidikan EduInovasi: Journal of Basic Educational Studies Fatih: Journal of Contemporary Research Jurnal Pelita PAUD Inovasi Pendidikan dan Anak Usia Dini Jurnal Pendidikan Anak Usia Dini dan Kewarganegaraan Journal of New Trends in Sciences Edumaspul: Jurnal Pendidikan
Ahmad Syukri Sitorus
Universitas IsIam Negeri Sumatera Utara
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Pembuatan Alat Permainan Edukatif Tikar Pelangi: Pengabdian Ahmad Syukri Sitorus; Ilham Yunus; Velissa Amelia Batubara; Siti Fadhilah Harahap; Hervani Anggraini Sefia Maja; Rekha Dyta Amelia
Jurnal Pengabdian Masyarakat dan Riset Pendidikan Vol. 4 No. 1 (2025): Jurnal Pengabdian Masyarakat dan Riset Pendidikan Volume 4 Nomor 1 (Juli 2025 -
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jerkin.v4i1.1931

Abstract

Pengabdian ini bertujuan untuk mengembangkan APE (Alat Permainan Edukatif) Tikar Pelangi sebagai media pembelajaran yang mendukung perkembangan holistik anak usia dini. Tikar Pelangi dirancang dengan mempertimbangkan enam aspek perkembangan anak yaitu fisik motorik, kognitif, bahasa, moral dan agama, sosial emosional, serta seni dan kreativitas. Pengabdian menggunakan pendekatan kualitatif dengan metode PAR (Participatory Action Research)yang melibatkan partisipasi aktif mahasiswa sebagai pengabdian dan guru TK sebagai praktisi lapangan. Kegiatan dilaksanakan di TK Kurnia melalui tahap koordinasi, perancangan dan pembuatan tikar, serta pelatihan guru. Meskipun observasi langsung terhadap anak tidak dapat dilakukan karena masa libur sekolah, pelatihan kepada guru berhasil dilaksanakan dengan fokus pada teknik penggunaan media dalam berbagai kegiatan pembelajaran. Hasil Pengabdian menunjukkan bahwa APE Tikar Pelangi memiliki potensi besar dalam merangsang perkembangan anak melalui permainan yang menarik secara visual dan interaktif. Desain yang fleksibel memungkinkan penggunaan dalam berbagai aktivitas kelompok, mengenalkan variasi pola warna, serta merangsang komunikasi dan pergerakan anak. Evaluasi informal melalui diskusi dengan guru menunjukkan kesiapan dan antusiasme dalam menggunakan media edukatif ini ketika pembelajaran kembali aktif. This study aims to develop Educational Game Tools (APE) Rainbow Mat as a learning medium that supports the holistic development of early childhood. The Rainbow Mat is designed by considering six aspects of child development: physical motor, cognitive, language, moral and religious, social emotional, and arts and creativity. The research uses a qualitative approach with Participatory Action Research (PAR) method involving active participation of students as researchers and kindergarten teachers as field practitioners. Activities were carried out at Kurnia Kindergarten through coordination, design and mat making, and teacher training stages. Although direct observation of children could not be conducted due to school holidays, teacher training was successfully implemented with focus on media usage techniques in various learning activities. The research results show that Rainbow Mat APE has great potential in stimulating child development through visually and interactively engaging games. The flexible design allows use in various group activities, introduces color pattern variations, and stimulates children's communication and movement. Informal evaluation through discussions with teachers showed readiness and enthusiasm in using this educational media when learning becomes active again.
Peran Guru dalam Membangun Keterampilan Sosial Emosional Anak Usia 5-6 Tahun di TK Islam Terpadu Nurul Ilmi Septi Ayu Harahap; Rustam Pakpahan; Ahmad Syukri Sitorus
Jurnal Yudistira : Publikasi Riset Ilmu Pendidikan dan Bahasa Vol. 3 No. 4 (2025): Jurnal Yudistira : Publikasi Riset Ilmu Pendidikan dan Bahasa
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/yudistira.v3i4.2394

Abstract

Socio-emotional skills are an essential aspect that must be developed from an early age because they directly influence children’s ability to interact, regulate emotions, understand themselves, and adapt to their environment. The age of 5–6 years is a very strategic period for instilling these skills, as at this stage children begin to learn how to express feelings, build relationships with peers, and understand prevailing social norms. Therefore, early childhood education should not only focus on cognitive development, but also on character formation and strengthening socio-emotional skills. This study aims to describe in depth the role of teachers in developing socio-emotional skills of children aged 5–6 years at TK Islam Terpadu Nurul Ilmi. The research employed a qualitative approach with a descriptive method. Data were collected through classroom observations of children’s activities, in-depth interviews with teachers, and documentation of learning processes. The data were analyzed using Miles and Huberman’s interactive model, which consists of data reduction, data display, and conclusion drawing. The findings revealed that the socio-emotional skills of children at TK Islam Terpadu Nurul Ilmi were categorized as good, covering aspects of self-awareness, emotional regulation, prosocial behavior, cooperation, and responsibility. Teachers played a central role through their functions as educators, motivators, communicators, and supervisors. The strategies used included habituation of positive behavior, role modeling, warm communication, and monitoring children’s social interactions. This study emphasizes the importance of integrating socio-emotional development into daily learning activities, as well as the need for collaboration between teachers and parents to create consistent parenting patterns at home and school. The implications of this research are expected to serve as input for early childhood teachers in designing learning strategies that holistically support children’s growth and development.  
Kegiatan Manasik Haji dalam Pengembangan Agama dan Moral Anak Usia Dini di RA Cinta Bunda Huta Boluk Simalungun Ahmad Syukri Sitorus; Raisah Armayantih Nasution; Aulia Ananda Putri Suhada Saragih
Journal of New Trends in Sciences Vol. 3 No. 4 (2025): November: Journal of New Trends in Sciences
Publisher : CV. Aksara Global Akademia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59031/jnts.v3i4.742

Abstract

The implementation of Hajj rituals for children is a significant practice in early childhood education, focusing on religious and moral development. This study aims to assess the impact of performing Hajj rituals on children's religious and moral growth. Using a qualitative research approach, the study describes findings from field research conducted at RA Cinta Bunda Huta Boluk Simalungun, which holds annual Hajj ritual activities for children. Data collection was done through observation and documentation. The study found that the Hajj rituals at RA Cinta Bunda are carried out through several steps: (1) Setting the departure date in alignment with the Hajj Manasik schedule, (2) notifying parents to obtain permission for their child’s participation, (3) registration with IGRA Simalungun, (4) gathering all students for the ritual, (5) reading the talbiyah, (6) receiving guidance from a supervisor upon arrival, (7) wukuf at Arafah and overnighting in Mina, (8) throwing seven small stones during stoning, (9) performing Tawaf around the Kaaba, (10) performing sa'i or jog, (11) tahallul (cutting a little hair), and (12) resting to eat dates and drink zam-zam water. The study identified seven indicators of religious and moral development resulting from these activities: (1) Recognizing the Creator and His commands, (2) Memorizing the Pillars of Islam, (3) Learning Hajj intentions, (4) Memorizing the Talbiyah reading, (5) Learning the Yemeni Rukun readings, (6) Understanding the Hajj process, and (7) Developing patience and perseverance. This study highlights the importance of religious rituals in shaping young children’s understanding of their faith and moral character.
Pengaruh Pembelajaran Berbasis STEAM Terhadap Kemampuan Matematika Awal Anak Usia Dini 5-6 Tahun di TK Aisyiyah Busthanul Athfal 18 Medan Area Nur Aisyah; Salim; Ahmad Syukri Sitorus
Fatih: Journal of Contemporary Research Vol. 2 No. 2 (2025): July-December
Publisher : Yayasan Zia Salsabila

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61253/tajsmt42

Abstract

STEAM (Science, Technology, Engineering, Arts, and Mathematics) terhadap kemampuan matematika awal anak usia 5–6 tahun di TK Aisyiyah Bustanul Athfal 18 Medan Area. Latar belakang penelitian ini didasarkan pada pentingnya pengembangan kemampuan matematika sejak usia dini sebagai dasar berpikir logis, kritis, dan sistematis. Metode penelitian yang digunakan adalah kuantitatif dengan pendekatan eksperimen semu (quasi experiment). Sampel dalam penelitian ini terdiri dari dua kelompok, yaitu kelompok eksperimen yang diberikan pembelajaran berbasis STEAM dan kelompok kontrol yang menggunakan metode pembelajaran konvensional. Instrumen yang digunakan untuk mengukur kemampuan matematika awal anak berupa lembar observasi dan tes unjuk kerja. Hasil analisis data menunjukkan bahwa terdapat perbedaan yang signifikan antara kemampuan matematika awal anak yang mengikuti pembelajaran berbasis STEAM dibandingkan dengan anak yang mengikuti pembelajaran konvensional. Dengan demikian, pembelajaran berbasis STEAM berpengaruh positif terhadap peningkatan kemampuan matematika awal anak usia 5–6 tahun. Penelitian ini merekomendasikan penerapan pendekatan STEAM sebagai strategi pembelajaran yang inovatif dan efektif di pendidikan anak usia dini.
Analysis of Learning Evaluation at TKIT Nurul Ilmi in Children’s Emotional Aspect Lily Sardiani Daulay; Nurmawati Nurmawati; Ahmad Syukri Sitorus; Nur Elmi
Edumaspul: Jurnal Pendidikan Vol 7 No 2 (2023): Edumaspul: Jurnal Pendidikan
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/edumaspul.v7i2.6369

Abstract

In childhood there are six areas of life development, including emotional development, so that the assessment of emotional development in children must be evaluated early. An objective assessment can properly monitor a child's emotional development. This research was conducted at TKIT Nurul Ilmi, Percut Sei Tuan District, Deli Serdang Regency. The research method used is qualitative research using interview, observation, and documentation data collection techniques. The activities used by TKIT Nurul Ilmi in developing children's emotional intelligence are playing puzzles and coloring, training queues, and getting used to sharing.
Co-Authors Achnes Oktavia Rambe Alya Zahro Azhari Aulia Ananda Putri Suhada Saragih Della Alfitriyah Dinul Akbar Nasution Enny Nazrah Pulungan Fauziah Nasution Hafizah Herdini Hervani Anggraini Sefia Maja Idris Siregar Ilham Yunus Intan Syahdila Hasibuan Intan Wahyuni Hasibuan Irma Qurata Aini juwita sari Keysa Zalia Amanda Khadijah Khadijah Khairani Tambunan Lidya Sofiana Lily Sardiani Daulay Liza Robiatul Maryanti Maryanti Miftahul Jannah Muhammad Basri Muhammad Nazri P Harahap Muhibbah Suraiya Irham Munastiwi, Erni Nayla Anastasia Ni Komang Nandhita Dharma Santy Novia Aldana Nur Afifa Daulay Nur Aisyah Nur Elmi Nur Hidayah Dayah Nur Maulida Nurmawati Nurmawati Oisthina Hasibuan Putri Alyumi Amin Raisah Armayantih Nasution Rekha Dyta Amelia Ria Santika Risky Ayu Permata Rizka Hasanah Nasution Rustam Pakpahan Rustam Rustam Salim Salsabila Matondang Sapri Sapri Septi Ayu Harahap Silvia Anggraini Siti Fadhilah Harahap Siti Khodijah Nasution Siti Khodijah Nst Suri Rahmadhani Suriani Sitorus Syazkia Salsabila Rais Tasya, Putri Salsabila tasya, putri_salsabila Tety Eviaty Harahap Tiara Angelly Tien Rafida Tien Rafida Ulvia Nisa Ansari Velissa Amelia Batubara wahyuni wahyuni Yogi Karmelta Ketaren