Garuda - Garba Rujukan Digital

An Assistance in Making Educational Game Tools for Teacher Raudlatul Athfal in Developing Children's Scientific Literacy in Metro Lampung City Yuning Eka Rahma Wati; Suhono, Suhono; Najah Baroud; Yeasy Agustina Sari
International Journal of Community Engagement Payungi Vol. 5 No. 2 (2025): International Journal of Community Engagement Payungi
Publisher : Yayasan Payungi Smart Madani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58879/ijcep.v5i2.63

The lack of skills in utilizing environmentally friendly waste materials effectively and efficiently remains a challenge among early childhood educators. Many teachers in Raudlatul Athfal (RA) and Kindergarten have not yet received consistent and in-depth training on the optimization of interactive learning media. This study aims to identify concrete steps in the development of educational game tools (Alat Permainan Edukatif/APE) and to evaluate the impact of mentoring programs on the creation and implementation of APE in enhancing scientific literacy among early childhood learners in Metro, Lampung City. The mentoring program adopts the Asset-Based Community Development (ABCD) approach, which focuses on leveraging available assets—individual skills, natural resources, and existing infrastructure—to empower the community. The results show that the creation and use of APE by RA teachers play a strategic role in fostering children’s scientific literacy. These tools allow children to explore scientific concepts in an engaging, hands-on, and age-appropriate manner. Furthermore, the mentoring process significantly enhances teacher creativity and supports the implementation of interactive, child-centered learning strategies. This study contributes to early childhood education practices by demonstrating how locally available resources and structured mentoring can empower teachers to develop sustainable learning tools. It highlights the importance of contextualized, asset-based interventions in improving both teaching quality and children’s scientific literacy in under-resourced settings.

Enhancing Bilingual Literacy and Tawhid Values through Digital Islamic Parenting Workshops for Early Childhood Educators Dian Anggraini; Kholida Nur; Yuning Eka Rahma Wati
Karuna: Jurnal Pengabdian Masyarakat Multidisiplin Vol. 2 No. 2 (2025): Karuna: Jurnal Pengabdian Masyarakat Multidisiplin
Publisher : CV Yazri Aksara Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62238/karuna.v2i2.310

This community service program aimed to strengthen the integration of tauhid-based values within bilingual digital pedagogy for teachers in Early Childhood Education (ECE). The initiative was developed in response to the increasing linguistic and technological demands placed on Islamic educators, alongside the persistent fragmentation between language instruction and spiritual formation. Utilizing the Participatory Action Research (PAR) approach, the program engaged teachers in iterative cycles of collaborative planning, action, reflection, and refinement, enabling them to construct learning experiences that embed English and Arabic vocabulary within tauhid-oriented meaning-making. The results indicated substantial improvements in teachers’ pedagogical competence, conceptual understanding, and technological proficiency, evidenced by their ability to design and produce digital Islamic learning media such as e-posters, multimedia storytelling, and interactive vocabulary tools. Furthermore, the workshop fostered stronger partnerships between teachers and parents, leading to a unified educational ecosystem grounded in shared spiritual responsibility. The findings validate that bilingual literacy, when anchored in Islamic theology, functions not merely as a communicative skill but as an instrument of identity building and moral cultivation. The program demonstrates a scalable and contextually relevant model for Islamic early childhood pedagogy, offering a transformative direction for future curriculum development, institutional collaboration, and long-term educational reform.

PENINGKATAN MOTORIK KASAR MELALUI PERMAINAN TRADISIONAL CUKUT UNDOM PADA SEKOLAH DASAR NEGERI 10 METRO PUSAT Riyan Jaya Sumantri; Oktari Pradina Anggi; Ulfa Nurfitria Ardilla; Kusno Setiadi; Niki Tri Sakung; Yuning Eka Rahma Wati; Rahmawan Santoso
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 In Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.37326

Permainan tradisional memiliki posisi yang sangat penting bagi perkembangan motorik siswa sekolah. Pada tahap pekembangan setiap anak tidak sama dan sangat memiliki karakteristik berbeda dengan anak yang lebih muda. Tujuan penelitian ini guna mengetahui pengaruh permainan tradisional egrang batok terhadap kemampuan motorik kasar pada peserta didik SD kelas 4. Penelitian ini dilakukan di SDN 10 Metro Pusat. Penelitian ini menggunakan metode quasi eksperimen dengan desain One Group Pre-Test dan Post-Test Subjek yang digunakan sebanyak 35 peserta didik yang meliputi 17 kelompok kontrol dan 18 kelompok eksperimen, pembelajaran kelompok eksperimen menerapkan treatment berupa permainan tradisional egrang batok. Teknik pengumpulan data yang digunakan yaitu instrumen kemampuan motorik (kelincahan shuttle run) peserta didik kelas 4 SD. Berdasarkan uji hipotesis dengan Independent Sample t-Test pada kelincahan shuttle run thitung 4,235 > ttabel 1,692. Kesimpulan dari penelitian yang dilakukan yaitu bahwa permainan tradisional egrang dapat meningkatkan keterampilan motorik kasar. Permainan tradisional egrang dapat meningkatkan kelincahan. Maka permainan tradisional egrang dapat direkomendasikan sebagai permainan tradisional yang dapat digunakan untuk meningkatkan keterampilan motorik kasar peserta didik kelas 4 SDN 10 Metro Pusat.

EFEKTIVITAS DESAIN PEMBELAJARAN DENGAN PENDEKATAN DEEP LEARNING BERBASIS MODEL ADDIE TERHADAP HASIL BELAJAR SISWA SDIT PERMATA BUNDA BANDAR LAMPUNG Setiadi, Kusno; Anggi, Oktari Pradina; Ulfa Nurfitria Ardilla; Fernanda, Fitra Endi; Hidayat, Karyadi; Wati, Yuning Eka Rahma
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 2026
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i01.40634

This study aims to examine the effectiveness of instructional design based on the ADDIE model with a deep learning approach on students’ learning outcomes at SDIT Permata Bunda Bandar Lampung. The research employed a quantitative approach using a quasi-experimental method with a Nonequivalent Control Group Design. The research subjects consisted of two classes, namely an experimental class and a control class, each comprising 30 students. The experimental class was taught using an instructional design based on the ADDIE model integrated with a deep learning approach, while the control class received conventional instruction. Data were collected using a learning achievement test administered as pretest and posttest. The data were analyzed using descriptive statistics, Kolmogorov–Smirnov normality test, Levene’s homogeneity test, independent samples t-test, and N-Gain analysis. The results indicated that the average posttest score of the experimental class (86.00) was higher than that of the control class (68.83). The independent samples t-test showed a significance value of 0.000 (p < 0.05), indicating a statistically significant difference in learning outcomes between the two groups. Furthermore, the N-Gain analysis revealed that the experimental class achieved a moderate level of improvement (0.61), while the control class showed a low level of improvement (0.10). Therefore, it can be concluded that instructional design based on the ADDIE model with a deep learning approach is effective in improving elementary school students’ learning outcomes.

Improving Communication and Motor Development Through Sports: A Systematic Literature Review Riyan jaya Sumantri; Kartika Eka Eka Pertiwi; Fitria Hani Aprina; Dita Purnama; Yuning Eka Rahma Wati
International Journal on Advanced Science, Education, and Religion Vol 9 No 1 (2026): IJoASER (International Journal on Advanced Science, Education)
Publisher : Sekolah Tinggi Agama Islam Al-Furqan, Makassar - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33648/ijoaser.v9i1.1663

Communication is one of the most important aspects of human life. Without communication, interaction would not occur. Growth and development in early childhood are crucial because during this period—particularly between 0 and 12 months of age—children experience rapid growth and development. The purpose of this study is to determine the benefits of communication and motor development in enhancing physical activity based on a systematic literature review. The study employed the Systematic Literature Review (SLR) method. The database used to search for literature was Google Scholar. The results were presented by evaluating the quality of the documents in detail and in accordance with the scope of the study. Six relevant articles were identified out of 25 related articles. Based on search results aligned with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, engaging in physical activity can improve mental health. The documents sought in this study were those published within the last 10 years in nationally indexed Sinta journals and available as open access. Based on the results and discussion, the conclusion of this study states that exercise can improve motor development and communication.

Improving Communication and Motor Development Through Sports: A Systematic Literature Review Riyan jaya Sumantri; Kartika Eka Eka Pertiwi; Fitria Hani Aprina; Dita Purnama; Yuning Eka Rahma Wati
International Journal on Advanced Science, Education, and Religion Vol 9 No 1 (2026): IJoASER (International Journal on Advanced Science, Education)
Publisher : Sekolah Tinggi Agama Islam Al-Furqan, Makassar - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33648/ijoaser.v9i1.1663

Communication is one of the most important aspects of human life. Without communication, interaction would not occur. Growth and development in early childhood are crucial because during this period—particularly between 0 and 12 months of age—children experience rapid growth and development. The purpose of this study is to determine the benefits of communication and motor development in enhancing physical activity based on a systematic literature review. The study employed the Systematic Literature Review (SLR) method. The database used to search for literature was Google Scholar. The results were presented by evaluating the quality of the documents in detail and in accordance with the scope of the study. Six relevant articles were identified out of 25 related articles. Based on search results aligned with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, engaging in physical activity can improve mental health. The documents sought in this study were those published within the last 10 years in nationally indexed Sinta journals and available as open access. Based on the results and discussion, the conclusion of this study states that exercise can improve motor development and communication.

Improving Communication and Motor Development Through Sports: A Systematic Literature Review Riyan jaya Sumantri; Kartika Eka Eka Pertiwi; Fitria Hani Aprina; Dita Purnama; Yuning Eka Rahma Wati
International Journal on Advanced Science, Education, and Religion Vol 9 No 1 (2026): IJoASER (International Journal on Advanced Science, Education)
Publisher : Sekolah Tinggi Agama Islam Al-Furqan, Makassar - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33648/ijoaser.v9i1.1663

Communication is one of the most important aspects of human life. Without communication, interaction would not occur. Growth and development in early childhood are crucial because during this period—particularly between 0 and 12 months of age—children experience rapid growth and development. The purpose of this study is to determine the benefits of communication and motor development in enhancing physical activity based on a systematic literature review. The study employed the Systematic Literature Review (SLR) method. The database used to search for literature was Google Scholar. The results were presented by evaluating the quality of the documents in detail and in accordance with the scope of the study. Six relevant articles were identified out of 25 related articles. Based on search results aligned with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, engaging in physical activity can improve mental health. The documents sought in this study were those published within the last 10 years in nationally indexed Sinta journals and available as open access. Based on the results and discussion, the conclusion of this study states that exercise can improve motor development and communication.

Psycholinguistic Dynamics in Writing Instruction for Children with Special Needs at Tri Bhakti Al-Qudwah Inclusive Islamic Boarding School Kholida Nur; Jauharotun Nafisah; Yuning Eka Rahma Wati; Suhono Suhono
International Journal on Advanced Science, Education, and Religion Vol 9 No 2 (2026): IJoASER (International Journal on Advanced Science, Education)
Publisher : Sekolah Tinggi Agama Islam Al-Furqan, Makassar - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33648/ijoaser.v9i2.933

Writing is a fundamental literacy skill that involves complex cognitive, linguistic, motor, and socio-environmental processes, particularly for children with special needs (CSN). Research examining these psycholinguistic processes within inclusive Islamic boarding school contexts remains limited. This study aims to describe the psycholinguistic dynamics involved in writing instruction for children with special needs at Tri Bhakti Al-Qudwah Inclusive Islamic Boarding School in Metro City and to analyze the contribution of the inclusive boarding school environment to students’ writing processes. The study employed a qualitative case-study design. Participants consisted of six students with special needs, three accompanying teachers, and one boarding school administrator selected through purposive sampling. Data were collected through participant observation, in-depth interviews, document analysis, and stimulated recall, and analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings reveal that writing instruction involves four interconnected stages: planning, linguistic formulation, motor-tactile transcription, and monitoring and revision. Major challenges include high working-memory demands, difficulties converting phonological representations into Arabic Braille symbols, limited fine-motor coordination, and restricted revision opportunities. The inclusive boarding school environment, characterized by literacy habituation, peer tutoring, individualized assistance, and flexible learning accommodations, positively supports writing fluency and students’ confidence. The novelty of this study lies in integrating psycholinguistic analysis with the bilingual Arabic–Indonesian context of inclusive Islamic boarding school education. The findings provide pedagogical implications for developing adaptive and contextualized writing instruction models for children with special needs in inclusive Islamic educational settings.

Psycholinguistic Dynamics in Writing Instruction for Children with Special Needs at Tri Bhakti Al-Qudwah Inclusive Islamic Boarding School Kholida Nur; Jauharotun Nafisah; Yuning Eka Rahma Wati; Suhono Suhono
International Journal on Advanced Science, Education, and Religion Vol 9 No 2 (2026): IJoASER (International Journal on Advanced Science, Education)
Publisher : Sekolah Tinggi Agama Islam Al-Furqan, Makassar - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33648/ijoaser.v9i2.933

Writing is a fundamental literacy skill that involves complex cognitive, linguistic, motor, and socio-environmental processes, particularly for children with special needs (CSN). Research examining these psycholinguistic processes within inclusive Islamic boarding school contexts remains limited. This study aims to describe the psycholinguistic dynamics involved in writing instruction for children with special needs at Tri Bhakti Al-Qudwah Inclusive Islamic Boarding School in Metro City and to analyze the contribution of the inclusive boarding school environment to students’ writing processes. The study employed a qualitative case-study design. Participants consisted of six students with special needs, three accompanying teachers, and one boarding school administrator selected through purposive sampling. Data were collected through participant observation, in-depth interviews, document analysis, and stimulated recall, and analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings reveal that writing instruction involves four interconnected stages: planning, linguistic formulation, motor-tactile transcription, and monitoring and revision. Major challenges include high working-memory demands, difficulties converting phonological representations into Arabic Braille symbols, limited fine-motor coordination, and restricted revision opportunities. The inclusive boarding school environment, characterized by literacy habituation, peer tutoring, individualized assistance, and flexible learning accommodations, positively supports writing fluency and students’ confidence. The novelty of this study lies in integrating psycholinguistic analysis with the bilingual Arabic–Indonesian context of inclusive Islamic boarding school education. The findings provide pedagogical implications for developing adaptive and contextualized writing instruction models for children with special needs in inclusive Islamic educational settings.

Psycholinguistic Dynamics in Writing Instruction for Children with Special Needs at Tri Bhakti Al-Qudwah Inclusive Islamic Boarding School Kholida Nur; Jauharotun Nafisah; Yuning Eka Rahma Wati; Suhono Suhono
International Journal on Advanced Science, Education, and Religion Vol 9 No 2 (2026): IJoASER (International Journal on Advanced Science, Education)
Publisher : Sekolah Tinggi Agama Islam Al-Furqan, Makassar - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33648/ijoaser.v9i2.933

Writing is a fundamental literacy skill that involves complex cognitive, linguistic, motor, and socio-environmental processes, particularly for children with special needs (CSN). Research examining these psycholinguistic processes within inclusive Islamic boarding school contexts remains limited. This study aims to describe the psycholinguistic dynamics involved in writing instruction for children with special needs at Tri Bhakti Al-Qudwah Inclusive Islamic Boarding School in Metro City and to analyze the contribution of the inclusive boarding school environment to students’ writing processes. The study employed a qualitative case-study design. Participants consisted of six students with special needs, three accompanying teachers, and one boarding school administrator selected through purposive sampling. Data were collected through participant observation, in-depth interviews, document analysis, and stimulated recall, and analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings reveal that writing instruction involves four interconnected stages: planning, linguistic formulation, motor-tactile transcription, and monitoring and revision. Major challenges include high working-memory demands, difficulties converting phonological representations into Arabic Braille symbols, limited fine-motor coordination, and restricted revision opportunities. The inclusive boarding school environment, characterized by literacy habituation, peer tutoring, individualized assistance, and flexible learning accommodations, positively supports writing fluency and students’ confidence. The novelty of this study lies in integrating psycholinguistic analysis with the bilingual Arabic–Indonesian context of inclusive Islamic boarding school education. The findings provide pedagogical implications for developing adaptive and contextualized writing instruction models for children with special needs in inclusive Islamic educational settings.

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