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All Journal Mimbar Sekolah Dasar Metodik Didaktik Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini Proceedings of the 1st UR International Conference on Educational Sciences Pendas : Jurnah Ilmiah Pendidikan Dasar Martabe : Jurnal Pengabdian Kepada Masyarakat Aulad : Journal on Early Childhood Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Jurnal Caksana: Pendidikan Anak Usia Dini Abdimas Galuh: Jurnal Pengabdian Kepada Masyarakat Al Basirah Jurnal Smart Paud Socius: Social Sciences Research Journal Darma Diksani: Jurnal Pengabdian Ilmu Pendidikan, Sosial, dan Humaniora EduInovasi: Journal of Basic Educational Studies Jurnal Parenting dan Anak Jurnal Pelita PAUD
Suci Utami Putri, Suci Utami
Universitas Pendidikan Indonesia
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Nursing Public Health Social Sciences Other

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Implementasi Program “PBL at School” dan “PBL At Home” dalam Membantu Perkembangan Life Skills Anak di TK Penyemai Maf'tuhatun, Teris; Putri, Suci Utami; Maranatha, Jojor Renta; Utami, Lintang Tiara
Jurnal Caksana : Pendidikan Anak Usia Dini Vol 8, No 2 (2025): Jurnal Caksana: Pendidikan Anak Usia Dini
Publisher : Prodi PG-PAUD, FKIP, Universitas Trilogi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31326/jcpaud.v8i2.2411

Abstract

Penelitian ini bertujuan untuk mengkaji implementasi program "PBL at School" dan "PBL at Home" dalam membantu perkembangan keterampilan hidup (life skills) anak usia dini di TK Penyemai. Penelitian ini menggunakan pendekatan kualitatif dengan desain studi kasus. Teknik pengumpulan data dilakukan melalui wawancara, observasi, dan dokumentasi yang melibatkan kepala sekolah, guru, orang tua, serta anak-anak di kelompok A dan B. Hasil penelitian menunjukkan bahwa perencanaan program dilakukan secara sistematis dan terstruktur melalui penyusunan kalender pendidikan dan tema kegiatan yang kontekstual. Implementasi program PBL dilakukan bergantian setiap minggu antara di sekolah dan di rumah, dengan guru berperan aktif dalam pelaksanaan di sekolah dan orang tua berperan dalam pendampingan di rumah. Evaluasi program dilakukan secara rutin untuk meningkatkan kualitas pembelajaran. Program ini terbukti dapat menstimulasi berbagai aspek life skills anak, seperti kemandirian, minat belajar, komunikasi, interaksi sosial, aspek perilaku. Kolaborasi antara sekolah dan orang tua menjadi kunci utama keberhasilan program. Program "PBL at School" dan "PBL at Home" memberikan pengalaman belajar yang bermakna, menyenangkan, serta relevan dengan kehidupan nyata anak, sehingga mendukung kesiapan anak menghadapi tantangan abad ke-21.
Stimulasi Kecerdasan Interpersonal melalui Penerapan Model Sentra di TK Penyemai Bungursari Fauziah, Jihan; Putri, Suci Utami; Utami, Tiara Lintang
EduInovasi:  Journal of Basic Educational Studies Vol. 5 No. 3 (2025): EduInovasi:  Journal of Basic Educational Studies
Publisher : Intitut Agama Islam Nasional Laa Roiba Bogor

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Abstract

This study aims to explore the implementation of the center-based learning model in stimulating interpersonal intelligence among early childhood learners at TK Penyemai Bungursari. The research focuses on supporting factors, required resources, and challenges encountered in implementing the center-based model. Using a qualitative approach with a case study method, the study involved 21 children from Groups A and B, teachers, and the school principal as participants. Data were collected through observation, semi-structured interviews, and documentation. The findings indicate that the stimulation of interpersonal intelligence was carried out through the Small Circle Big Impact (SCBI) approach, which emphasizes intensive interaction within small groups. Key supporting factors included Circle Time activities, the arrangement of a democratic play environment, and the reinforcement of positive communication through the use of magical words. Despite challenges related to limited facilities and infrastructure, the model proved effective in enhancing children’s cooperation, empathy, and communication skills.
Supporting Moral and Religious Development in Early Childhood Through a Scientific Approach: Evidence from an Indonesian Kindergarten Putri, Suci Utami; Jayadinata, Asep Kurnia; Putri, Aries Legita Permana; Yuliyanto, Aan
Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Vol. 11 No. 1 (2026)
Publisher : Program Studi Pendidikan Islam Anak Usia Dini, Fakultas Ilmu Tarbiyah dan Keguruan, UIN Sunan Kalijaga, Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jga.2026.111-09

Abstract

Moral and religious development in early childhood remains a significant pedagogical concern, particularly in classroom settings where values are often introduced through routine instruction rather than through active meaning-making. This study examined whether a scientific approach could support children’s moral and religious development in an early childhood classroom in Indonesia. A quantitative pre-experimental design with a one-group pre-test post-test format was employed in Group B1 at Tunas Harapan Kindergarten, Purwakarta. The analytic sample consisted of 24 children aged 5 to 6 years. Data were collected through an observation sheet covering five indicators: mentioning important religious days, demonstrating polite behavior, identifying places of worship and religion, demonstrating patience, and respecting peers in ways consistent with religious teachings. The data were analyzed using descriptive statistics, N-gain analysis, and a paired-samples t-test. The findings showed an increase in the mean score from 12.62 at pre-test to 17.79 at post-test. The mean N-gain score of 0.70 indicated a moderate level of improvement, and the paired-samples t-test revealed a statistically significant difference between the two measurements (p < 0.001). Sub-indicator analysis further showed that improvement in the moral domain was stronger than in the religious domain. These findings suggest that a structured sequence of observing, asking, trying, reasoning, and communicating can provide a meaningful pedagogical pathway for values-oriented learning in early childhood education. Although the evidence is context-bound, the study contributes to wider global discussions on how inquiry-oriented pedagogy can be extended beyond cognitive learning to support moral and religious development in culturally and religiously plural early childhood settings across diverse educational contexts worldwide today.
Co-Authors Ani Rosani, Ani Aulia Syakinah Maulani Aulia Syakinah Maulani Bayuni, Tia Citra Danella Kharismatika Desy Sulistyowati, Desy Dian Safitri Eliana Wahyu Anggraini Enes Oryza Sativa Fadhila Dwi Rahman Farida, Himmah Fauziah, Jihan Fauziah, Sarah Nur Finita Dewi Fitriyah Handayani Helen Legi Sasdini Heni Puspita Sari Idat Muqodas Izza, Miftakhul Jayadinata, Asep Kurnia Kurnia Sary Maf'tuhatun, Teris Maranatha, Jojor Renta Mariah Ulfah Maulani, Aulia Syakinah Miftakhul Izza Miftakhul Izza Azhari Mubiar Agustin Muklis, Firda Alfira Nahrowi Adjie Nikawanti, Gia Pitria, Pitria Pristiana, Firdanita Purwoko, Agus Putri, Aries Legita Permana Putri, Khairunnisa Aulia Rafifah, Fairuz Afra Rahmi, Yosita Nadila Rani Maulidina Regina Best Tiara Restya, Dhifa Noor Rini, Khansa Pramesti Sulistyo Riska Yuniar Risty Justicia RISTY JUSTICIA, RISTY Sartika Putri Sindi Dzakiyah Afrah Siti Rosidah Somantri, Fajar Surya Suko Pratomo Syahrani, Syanindita Sifa Syakurah Salma Taqiudin, Abdurrohman Ahmad Tati Sumiati Trisnawati, Khansa Dinah Utami, Lintang Tiara Utami, Tiara Lintang Widianingsih, Fitri Yuyu Hendawati, Yuyu