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All Journal AWLADY Jurnal Pendidikan Anak Jurnal Ilmiah Peuradeun Indonesian Journal of Islamic Early Childhood Education Pendas : Jurnah Ilmiah Pendidikan Dasar JMM (Jurnal Masyarakat Mandiri) Martabe : Jurnal Pengabdian Kepada Masyarakat JPF : JURNAL PENDIDIKAN FISIKA JAPRA (Jurnal Pendidikan Raudhatul Athfal) Hikmah Al-Fikru: Jurnal Ilmiah AL IHSAN: Jurnal Pendidikan Islam Anak Usia Dini Al-Hanif: Jurnal Pendidikan Anak dan Parenting Proceeding International Seminar of Islamic Studies Journal of Education Research AUD Cendekia: Journal of Islamic Early Childhood Education Buhuts Al Athfal Journal of Educational Sciences Cendekiawan: Jurnal Pendidikan dan Studi Keislaman Abdi Cendekia: Jurnal Pengabdian Masyarakat Journal of International Conference Proceedings Buhuts Al Athfal : Jurnal Pendidikan dan Anak Usia Dini Edutainment : Jurnal Ilmu Pendidikan dan Kependidikan Madani: Multidisciplinary Scientific Journal Indonesian Journal of Early Childhood : Jurnal Dunia Anak Usia Dini DZURRIYAT : Jurnal Pendidikan Islam Anak Usia Dini Inspirasi: Jurnal Pengabdian Masyarakat Journal Of Community Sustainability Karakter: Jurnal Riset Ilmu Pendidikan Islam Musyawarah: Jurnal Pengabdian Masyarakat Al Ihsan : Jurnal Pendidikan Islam Anak Usia Dini
Nurul Zahriani Jf
Universitas Muhammadiyah Sumatera Utara
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Implementasi Model Problem Based Learning dalam Pembelajaran Sains Anak Usia Dini di Taman Kanak-Kanak (TK) Jf, Nurul Zahriani
Indonesian Journal of Islamic Early Childhood Education Vol 3 No 2 (2018): Indonesian Journal of Islamic Early Childhood Education (IJIECE)
Publisher : Association of Indonesian Islamic Kindergarten Teachers Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (3104.435 KB)

Abstract

Basic competency to be achieved in early childhood science learning is to provide understanding, knowledge, thinking and curiosity skills, problem solving skills, and communication skills with what children need in their lives. At present there are still many teachers in early childhood education who lack understanding of science learning for children and difficulties in achieving these learning goals. Because it lacks the ability and / or mastery of the teacher in applying this learning to children. This study aims to contribute to how to implement Learning-based models in learning, in order to achieve learning objectives that are in accordance with the curriculum. The research method used is literature study. Learning in the literature on learning in early childhood and project-based learning learning models is then analyzed and explained by explaining how to implement it. The results of the study were obtained by implementing a problem-based learning model (problem-based learning model), so that some appropriate basic competencies can be obtained.
Tindak Lanjut Hasil Asesmen Terhadap Pelaksanaan Pembelajaran Anak Usia Dini di Taman Kanak-Kanak (TK) Reiska Primanisa; Nurul Zahriani Jf
Jurnal Pendidikan Raudhatul Athfal Vol 3, No 1 (2020): Jurnal Pendidikan Raudhatul Athfal
Publisher : Jurusan Pendidikan Islam Anak Usia Dini UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/japra.v3i1.8100

Abstract

Follow-up on the results of the assessment of the implementation of early childhood learning in kindergarten (TK) is a research that aims to improve the quality of education such as improving the competence of educators, to improve children's abilities through collaboration with parents of students, as well as to improve the implementation of program planning more accurately, either making something new or modifying an existing one. The methodology of scientific articles based on the results of this study uses a literature study approach (Library Research), data collection techniques namely documentation methods, and for data analysis usingmethods content analysis. . The results of this study indicate that the follow-up results of the assessment contribute to PAUD educators in kindergarten as an effort of educators in order to conclude all children's activities as materials to improve the competence of PAUD educators, improve children's development abilities, and make planning learning programs that are even better going forward. So that the child's growth and development can be optimized according to the expectations and goals of education.
PENGEMBANGAN MEDIA FLIPCHART BERTEMAKAN KELESTARIAN ALAM UNTUK MENGOPTIMALKAN KECERDASAN NATURALIS ANAK DI TKIT ZIA SALSABILA MEDAN Nurul Zahriani Jf; Sukiman Sukiman
AWLADY : Jurnal Pendidikan Anak Vol 6, No 1 (2020)
Publisher : Jurusan PIAUD IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/awlady.v6i1.5880

Abstract

The focus of this research is the development of a natural sustainability-themed Flipchart media conducted to optimize the child's naturalistic intelligence. The research model is R&D (Research and Development) by Borg and Gall. The implementation procedure uses six steps. The results of the development of Flipchart media in the theme of natural sustainability are generally declared feasible. It is based on the validation results of material experts acquired value of 92%, the media experts are 78%, and a learning practitioner (class teacher) 86%. The results of the effectiveness test gained from field trials were obtained average pretests score of 56.53 and average posttest score of 87.73. Then, based on the results of the analysis Test t acquired t observes of 16.965 and t table of 1.761 (t observation > t table). The results showed a significant difference in the level of optimization of the naturalistic intelligence development of child B Group in TK IT Zia Salsabila Medan before and after using Flipchart media. So, it was concluded that flipchart media with the theme of natural preservation was appropriate and effective as a medium to optimize the naturalistic intelligence of early childhood in TKIT Zia Salsabila Medan.Keywords:  Development, flipchart, naturalistic intelligence of children
PROBLEMS OF EARLY CHILDHOOD DEVELOPMENT IN THE ERA OF DISRUPTION Nurul Zahriani Jf
Proceeding International Seminar of Islamic Studies INSIS 3 (February 2022)
Publisher : Proceeding International Seminar of Islamic Studies

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Abstract

This study aims to analyze the problems of early childhood development in the era of disruption. The research method used is descriptive qualitative with a library study approach. The results of the study found that the use of technology in this era of disruption raises problems which affect the development of early childhood. This happens because of the lack of assistance, supervision, direction and knowledge from parents and teachers on technological developments and conditions in the learning process for early childhood. This study suggests that in an effort to face the era of disruption, parents and educators must be able to master technology and be more creative and innovative in providing better and more appropriate education, assistance, and control for the education and teaching process of children.Keywords: Development; problematic; the era of disruption
STRATEGI PEMBELAJARAN AKTIF PADA ANAK USIA DINI Nurul Zahriani Jf; Khairul Azmi
BUHUTS AL-ATHFAL: Jurnal Pendidikan dan Anak Usia Dini Vol 2, No 1 (2022)
Publisher : UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24952/alathfal.v2i1.5312

Abstract

Penelitian ini bertujuan untuk menganalisis mengenai strategi pembelajaran aktif pada anak usia dini. Metode penelitian yaitu kualitatif deskriptif dengan pendekatan library research. Teknik pengumpulan data: menelaah sumber yang releven sesuai kajian penelitian yang dilaksanakan. Adapun analisis data yang digunakan content analisys. Hasil temuan menunjukkan strategi pembelajaran aktif peserta didik dapat memahami dengan mudah maupun menyerap pembelajaran dengan cepat sehingga mereka tidak merasa bosan. Karena belajar merupakan suatu kesenangan yang besar bagi mereka. Strategi pembelajaran aktif memungkinkan peserta didik berperan aktif dalam pembelajaran, baik dalam bentuk interaksi antara peserta didik maupun peserta didik-guru dalam proses pembelajaran. Strategi pembelajaran positif untuk anak usia dini meliputi: (1) Strategi BCCT; (2) Lempar Bola; (3) Strategi Brainstorming; (4) Strategi Pengulangan Cerita Aktif; (5) Strategi Rekam Jejak;(6) Strategi Berbasis masalah. Pentingnya strategi pembelajaran aktif bagi anak usia dini agar anak memperoleh rangsangan atau situmulus dengan lebih baik dimana dalam prosesnya anak terlibat secara langsung mengkontruksikan pengetahuannya.
Strategi Pembelajaran Aktif Pada Anak Usia Dini Nurul Zahriani Jf; Khairul Azmi
BUHUTS AL-ATHFAL: Jurnal Pendidikan dan Anak Usia Dini Vol 2, No 1 (2022)
Publisher : UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (609.306 KB) | DOI: 10.24952/alathfal.v2i1.5312

Abstract

Penelitian ini bertujuan untuk menganalisis mengenai strategi pembelajaran aktif pada anak usia dini. Metode penelitian yaitu kualitatif deskriptif dengan pendekatan library research. Teknik pengumpulan data: menelaah sumber yang releven sesuai kajian penelitian yang dilaksanakan. Adapun analisis data yang digunakan content analisys. Hasil temuan menunjukkan strategi pembelajaran aktif peserta didik dapat memahami dengan mudah maupun menyerap pembelajaran dengan cepat sehingga mereka tidak merasa bosan. Karena belajar merupakan suatu kesenangan yang besar bagi mereka. Strategi pembelajaran aktif memungkinkan peserta didik berperan aktif dalam pembelajaran, baik dalam bentuk interaksi antara peserta didik maupun peserta didik-guru dalam proses pembelajaran. Strategi pembelajaran positif untuk anak usia dini meliputi: (1) Strategi BCCT; (2) Lempar Bola; (3) Strategi Brainstorming; (4) Strategi Pengulangan Cerita Aktif; (5) Strategi Rekam Jejak;(6) Strategi Berbasis masalah. Pentingnya strategi pembelajaran aktif bagi anak usia dini agar anak memperoleh rangsangan atau situmulus dengan lebih baik dimana dalam prosesnya anak terlibat secara langsung mengkontruksikan pengetahuannya.
Penerapan Strategi Pembelajaran Jigsaw Learning untuk Meningkatkan Hasil Belajar Akidah Akhlak Siswa Tingkat Dasar Rahmat Rifai Lubis; Nurul Zahriani Jf; Dairina Yusri
Hikmah Vol. 19 No. 1 (2022): Januari-Juni 2022
Publisher : Sekolah Tinggi Agama Islam Sumatera Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (533.412 KB) | DOI: 10.53802/hikmah.v19i1.146

Abstract

This study aims to determine student learning outcomes in the Aidah Akhlak lesson in the Final Day material before and after the application of the Jigsaw Learning Learning Strategy for Class V MIS Pendidikan Agama Islam Students. This study uses a classroom action research method consisting of 2 cycles, where each cycle consists of planning , action, observation and reflection. The results of the study explain that (1) The results of student learning before the application of the Jigsaw Learnig learning strategy were from 20 students there was only 1 student who could achieve the KKM score while 19 students were categorized as incomplete. (2) Student learning outcomes in the first cycle of the application of the Jigsaw Learnig learning strategy from the total number of students, namely 20 students, there were only 15 students who could achieve the KKM score while 5 students were categorized as incomplete. (3) Student learning outcomes in the second cycle of the application of the Jigsaw Learnig learning strategy from the total number of students, namely 20 people have completed, and 20 students are in very good grades. Of the 20 people, none were in the good or sufficient and less categories. (4) The students' response to the application of the Jigsaw Learning learning strategy was that they admitted that they were very happy with this method. The reason is that with this method they will not be monotonous just listening to the teacher lecture.
Teacher Professionality Development Strategy in Basic Education Units Based on Independent Learning-Teaching Policy Zuliana Zuliana; Nurul Zahriani Jf; Muhd. Hayyanul Damanik
Al-Fikru: Jurnal Ilmiah Vol. 16 No. 2 (2022): Desember (2022)
Publisher : STAI Serdang Lubuk Pakam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51672/alfikru.v16i2.89

Abstract

Freedom to learn and teaching is a priority policy for the ministry of education in improving the quality of education. Of course there are many things that must be adjusted to this policy, including the professional development of teachers. Because there are many educational units that have not harmonized them. This study aims to analyze teacher professionalism development strategies based on the independent learning policy, and the obstacles they face. This research was conducted at SDIT Zia Salsabila as a school that implements an independent learning policy. The research method used is qualitative with a case study approach. The results of the study show that independent learning-based teacher professional development is divided into four keys, namely independence, competence, collaboration, and career. The development strategy is humanizing relationships, understanding concepts, building sustainability, choosing challenges, empowering contexts. The obstacles faced in the professional development of teachers are the lack of socialization by the government regarding the independent learning policy, the emergence of negative perceptions about the orientation of the independent learning policy, the lack of understanding of the concept of independent learning, the absence of driving teachers, low teacher competence, especially teacher who is still a student.
THE USE OF PROJECTS IN THE LEARNING PROCESS IN EARLY CHILDHOOD EDUCATION Nurul Zahriani Jf; Muhd Hayyanul Damanik
Proceeding International Seminar of Islamic Studies INSIS 5 (March 2023)
Publisher : Proceeding International Seminar of Islamic Studies

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Abstract

This paper was created with the aim of knowing about the use of visual aids in the learning process in early childhood education. The method used is literature review with a qualitative descriptive approach. The findings show that in early childhood education, visual aids can be expressed as learning tools that are influential in advancing aspects of child development. This is because through the use of teaching aids the subject matter conveyed by the teacher can be more easily accepted by students. Teaching aids transform abstract teaching materials into concrete and realistic ones. Procurement can help students to learn more effectively and efficiently and this can certainly improve their learning outcomes. Proper and appropriate use of teaching aids helps optimize the function of all five senses in children to increase the effectiveness of children learning by hearing, seeing, feeling, and using their minds logically and realistically. Because learning is not just dreaming in abstract areas, but as a concrete empirical process that is realistic and becomes a part of life that is not easily forgotten. The use of teaching aids in learning is adjusted between the main functions of the teaching aids and the learning objectives.
IMPLEMENTATION OF THE PRINCIPLES OF INCLUSIVE EARLY CHILDHOOD LEARNING AND MANAGEMENT IN INDONESIA Marnita Bancin; Nurul Zahriani Jf; Hani Putri
Proceeding International Seminar of Islamic Studies INSIS 5 (March 2023)
Publisher : Proceeding International Seminar of Islamic Studies

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Abstract

This paper aims to find out the principles of inclusive early childhood education as well as strategies to develop management planning for inclusive early childhood education so that children get maximum educational opportunities, and make it easier for institutions to implement inclusive early childhood principles according to children's needs. The method used is a qualitative research method with a library research approach (library study) with techniques and data analysis obtained from books, journals, articles, theses and other sources. The results of this study indicate that the principles and management of inclusive PAUD education must be considered properly in accordance with the strategies implemented, starting from identifying children's needs, children's potential, and obstacles that occur in children according to the principles and management of inclusive PAUD. This is very well taken care of so that its management runs according to the standard goals to be achieved by the Institution, seeing the many conditions of children with special needs by the government in Inclusive PAUD. Management or management of inclusive education in PAUD cannot be separated or cannot be separated from education management in general.  
Co-Authors Abdurrohman Chapakiya Abu Yazid Raisal Ahmad Affandi Angga Kurniawan Anggita Deswina Putri Arya Firmansyah Dairina Yusri Dela Safira Endang Dwi Hartati Faizi, Afifa Nur Fatoni, Ahkmad Fitri Ghina Lubis Hani Putri Hasrian Rudi Setiawan Iriawan, Bambang Isra Hayati Khairul Azmi Kiki Utami Mahrani, Nana Marnita Bancin Masitah, Widya Mavianti, Mavianti Mawaddah Nasution Muhammad Abdul Latif Muhammad Hidayat Muhammad Qorib Muhd Hayyanul Damanik Muhd. Hayyanul Damanik Naffati, Abdel Kadir Nanda Arifa Albi Nur Ainun Nur Ainun Mukhrimah Pratama, Irvan Dwi Putri Ayu Lestari Qaulan Raniyah Rahimah Rahimah, Rahimah Rahman Rahmat Rifai Lubis Rahmayani, Cut Reiska Primanisa Rezaldy Azhary Irvan Rizka Harfiani Saflitha, Widya Sari Kiswah Rambe Shoumi, Putri Nur Sitepu, Julimaini Sri Wahyuni Sukiman Sukiman Sunarti Syahputri, Diana Syahrul Amsari Tari Cantika Lubis Wardani, Anita Widya Saflitha Yudho Pratama yuminah, Yuminah Zuliana, Zuliana Zuliana, Zuliana