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All Journal Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan JURNAL PENDIDIKAN TAMBUSAI EARLY CHILDHOOD : JURNAL PENDIDIKAN Jambura Early Childhood Education Journal Community Development Journal: Jurnal Pengabdian Masyarakat Thufuli: Jurnal Ilmiah Pendidikan Islam Anak Usia Dini JURNAL TALENTA Al-Aulia: Jurnal Pendidikan dan Ilmu-Ilmu Keislaman MASALIQ: Jurnal Pendidikan dan Sains Aurelia: Jurnal Penelitian dan Pengabdian Masyarakat Indonesia Indonesian Research Journal on Education Jurnal Riset Multidisiplin dan Inovasi Teknologi Jurnal Pengabdian Masyarakat dan Riset Pendidikan
Swandra Rahayu
STKIP ‘Aisyiyah Riau
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemistry Computer Science & IT Control & Systems Engineering Economics, Econometrics & Finance Education Energy Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Nursing Physics Public Health Social Sciences Other

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Implementing deep learning approaches in storytelling methods for early childhood education Ningsih, Suria; Aryani, Nini; Rahayu, Swandra
Thufuli Vol 8 No 1 (2026): Jurnal Thufuli: Jurnal Ilmiah Pendidikan Islam Anak Usia Dini
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/thufuli.v8i1.25164

Abstract

The integration of deep learning approaches into storytelling methods represents a promising pedagogical innovation in early childhood education (ECE). This qualitative descriptive study examined how kindergarten teachers implement deep learning principles—specifically meaningful, mindful, and joyful learning—through storytelling activities. Data were collected through classroom observations, in-depth teacher interviews, and documentary analysis at a kindergarten in Indonesia. Findings indicate that lesson planning already reflects constructive alignment between learning objectives, material selection, and interactive activities. In implementation, meaningful learning and joyful learning aspects were well developed, as evidenced by children's capacity to retell stories and connect narratives to personal experience, and their high level of enthusiasm throughout the sessions. However, mindful learning—particularly reflective questioning and higher-order thinking—remained at an emerging stage and requires further reinforcement. The study concludes that storytelling, when scaffolded with deep learning principles, fosters holistic child development encompassing cognitive, linguistic, and socio-emotional domains. These findings contribute practical insights for ECE curriculum development and teacher professional training in implementing deep and meaningful learning approaches.
Analisis Pembelajaran Membaca Iqra’ dengan Metode Tilawah pada Anak Usia 4–5 Tahun Rohana, Rohana; Rahayu, Swandra; Rizka, Nelti
Jurnal Pendidikan Tambusai Vol. 10 No. 1 (2026)
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jptam.v10i1.37412

Abstract

Penelitian ini bertujuan untuk menganalisis pelaksanaan pembelajaran membaca Iqra’ dengan metode tilawah pada anak usia 4–5 tahun. Penelitian ini menggunakan pendekatan kualitatif dengan teknik pengumpulan data berupa observasi, wawancara, dan dokumentasi. Subjek penelitian terdiri dari satu kepala sekolah, tiga guru, dan 12 anak usia dini di TK IT Babussalam. Hasil penelitian menunjukkan bahwa pembelajaran membaca Iqra’ belum dilaksanakan secara optimal karena belum terstruktur dengan baik. Setelah diterapkan tahapan metode tilawah secara sistematis, yaitu tahap persiapan, talaqqi, membaca bersama, membaca bergiliran, teknik sadap, serta penguatan, terjadi peningkatan kualitas pembelajaran dan keterlibatan anak. Metode tilawah terbukti mampu membantu anak memahami bacaan secara bertahap dan lebih efektif dalam pembelajaran membaca Iqra’.
Kinerja Guru dalam Mewujudkan PAUD Berkualitas di TPA Hidayatus Shibiyan Kecamatan Pangean Kabupaten Kuantan Singingi Yerita Yerita; Swandra Rahayu; Nopa Wilyanita
MASALIQ Vol 6 No 2 (2026): MARET
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/masaliq.v6i2.9273

Abstract

Early Childhood Education (ECE) constitutes an important foundation in shaping children’s cognitive, social, emotional, and moral development, so the quality of its services is largely determined by teacher performance as the main implementer of the learning process. However, in practice, the optimization of teacher performance still faces various constraints, such as discipline, creativity in the use of learning media, flexibility in curriculum implementation, and parental involvement in supporting children’s educational process. These conditions were also found at TPA Hidayatus Shibiyan, Pangean Subdistrict, Kuantan Singingi Regency. This study aims to describe and analyze teacher performance in realizing quality ECE at the institution and to identify the supporting and inhibiting factors in its implementation. This study employed a descriptive qualitative approach with data collection techniques through observation, interviews, and documentation. The results showed that teacher performance was in the fairly good category, as reflected in the commitment to preparing lesson plans and implementing activities in accordance with the curriculum. Nevertheless, several aspects were still not optimal, especially the consistency of time management, the variety and creativity of learning media, the flexibility of curriculum implementation oriented toward children’s individual needs, and the partnership system with parents, which had not yet been structured. Thus, improving the quality of ECE requires strengthening supervision, continuous training, and the development of systematic partnership programs between the institution and families. These findings emphasize that the continuous improvement of teacher performance is an important prerequisite for realizing higher-quality ECE services.
Co-Authors Ananda Dwi Septianova Daulay, Henri Yanto Enni Sihombing Fadhilah, Aisyah Fadya Artamevia Fitriyana Fitriyana, Fitriyana Hariati, Mimi Herwina, Herwina Lola Irhas Mardiana, Dewi Mariaty Mariaty Melvi Lesmana Alim Mohammad Fauziddin Nasution, Rena Nelti Rizka Ningsih, Suria Nini Aryani Nopa Wilyanita Novita, Priska Nurhajijah, Nurhajijah Rahmah Rahmah Rahmah Rahmah Rahmah Rambe, Paijan ROHANA ROHANA Sandra, Yulfia Sari, Lili Suryani, Eti Susi Herlinda Utami, Dian Tri Yerita Yerita Yusmaniar Yusmaniar Zanra, Sri Wahyuni