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All Journal Al-Madrasah: Jurnal Ilmiah Pendidikan Madrasah Ibtidaiyah Jurnal Yudistira
Septi Ayu Harahap
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Education Languange, Linguistic, Communication & Media Library & Information Science

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Permainan Ular Tangga Dalam Meningkatkan Kemampuan Perilaku Hormat Bagi Anak Khadijah Khadijah; Fadilah Sani; Nova Sari; Alia Rohali; Septi Ayu Harahap
Al-Madrasah: Jurnal Pendidikan Madrasah Ibtidaiyah Al-Madrasah Vol. 6, No. 4 (Oktober 2022)
Publisher : Sekolah Tinggi Ilmu Al-Qur'an (SIQ) Amuntai Kalimantan Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35931/am.v6i4.1266

Abstract

Penelitian ini berisi tentang penerapan islamic games dalam mengembangkan nilai agama anak usia dini pada era pandemi covid-19. Jenis metode penelitian ini menggunakan penelitian eksperimen dengan desain yaitu experimental design dengan jenis non-equivalent control group design. Penelitian ini dilaksanakan pada bulan Mei 2022 dengan subjek yaitu anak-anak usia 4-5 tahun di desa laut Dendang, dengan jumlah subjek penelitian sebanyak 14 anak. Indikator penilaian dalam penilaian ini adalah (1) mengetahui agama yang dianutnya, (2) berdoa sebelum dan sesudah melakukan kegiatan, (3) mengenal Tuhan dan Ciptaan-Nya, (4) membedakan perilaku baik dan buruk, (5) menirukan gerakan ibadah dengan urutan yang benar. Hasil penelitian ini yaitu pada kelompok kontrol diperoleh nilai rata-rata (mean) pretest 1,28 dan posttest 1,42, nilai t paired t-test sebeesar -2,534. Sedangkan pada kelompok eksperimen diperoleh nilai rata-rata (mean) sebesar 1,42 pada pretest dan posttest 3,28. Nilai t paired t-test sebesar -12,790. Dari hasil kedua kelompok tersebut (kontrol dan eksperimen) diperoleh nilai t independt t-test sebesar -11,277 dan nilai signifikansi sebesar 0,000 Sehingga dapat dikatakan bahwa penerapan islamic games mampu mengembangkan nilai agama anak usia dini (4-5 tahun) secara signifikan.
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.  
Co-Authors Ahmad Syukri Sitorus Alia Rohali Fadilah Sani Khadijah Khadijah Nova Sari Rustam Pakpahan