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All Journal AL-ATHFAAL : JURNAL ILMIAH PENDIDIKAN ANAK USIA DINI Pendas : Jurnah Ilmiah Pendidikan Dasar Dinamika Sosial: Jurnal Pengabdian Masyarakat Dan Transformasi Kesejahteraan
Fadhilah Latief
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Agriculture, Biological Sciences & Forestry Humanities Economics, Econometrics & Finance Education Law, Crime, Criminology & Criminal Justice Other

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STRATEGI GURU DALAM MENDIDIK ANAK BERKEBUTUHAN KHUSUS DI TKIT UMMUL MU’MININ MAKASSAR Madjid, Nadyah; Romba, Sri Sufliati; Fadhilah Latief
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 9 No. 04 (2024): Volume 09, No. 04 Desember 2024
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v9i04.23067

Abstract

Penelitian ini bertujuan untuk mengetahui strategi yang diterapkan oleh guru dalam proses pembelajaran anak berkebutuhan khusus (autisme dan keterlambatan bicara) di TKIT Ummul Mu’minin Makassar. Fokus penelitian adalah memahami strategi yang digunakan guru dalam menciptakan kesiapan belajar, pemberian tugas dan penguatan, pengamatan perilaku anak, serta pemberian kesempatan untuk latihan mandiri guna memaksimalkan hasil belajar anak. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan metode observasi, wawancara, dan dokumentasi. Hasil penelitian menunjukkan bahwa guru menggunakan berbagai strategi yang berfokus pada penciptaan lingkunganbelajar yang inklusif, personalisasi pembelajaran sesuai kebutuhan individu anak, serta pemberian penguatan positif untuk meningkatkan motivasi belajar. Proses pembelajaran anak berkebutuhan khusus dilakukan melalui interaksi yang konsisten, latihan bertahap, serta metode yang disesuaikan dengan kemampuanmasing-masing anak, sehingga mampu mendukung pencapaian hasil belajarsecara optimal. Temuan ini memberikan wawasan penting dalam pengembangan strategi pembelajaran inklusif di pendidikan anak usia dini.
Pendampingan Pendidikan Inklusi Untuk Guru PAUD pada Taman Kanak-Kanak Aisyiyah Arie Martuty; Fadhilah Latief; Musfira Musfira; Sri Sufliati Romba
Dinamika Sosial : Jurnal Pengabdian Masyarakat dan Transformasi Kesejahteraan Vol. 2 No. 4 (2025): Desember : Dinamika Sosial : Jurnal Pengabdian Masyarakat dan Transformasi Kese
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62951/dinsos.v2i4.2704

Abstract

This community service activity aims to improve the knowledge and skills of Aisyiyah Kindergarten teachers in developing their potential and professional competence related to the implementation of inclusive education. Inclusive education requires teachers to have a sufficient understanding of the characteristics of children with special needs (ABK) and the ability to manage diverse students in the classroom. This activity was implemented in the form of systematically designed and applicable workshops and seminars. The training materials covered four main components: recognizing the characteristics of children with special needs, the concepts and principles of inclusive education, curriculum accommodations and assessments in inclusive classrooms, and techniques for identifying and evaluating learning for children with special needs. The results of the activity showed a significant increase in teachers' understanding and skills in managing inclusive classrooms, particularly in developing Individual Learning Plans (ILPs) tailored to the needs of the children. Teachers also became more confident in implementing adaptive and responsive learning strategies to the diversity of students. However, the sustainability of the program still faces several challenges, including limited supporting resources and minimal parental involvement and support. Therefore, ongoing synergy between schools, parents, and other stakeholders is needed to support the optimal implementation of inclusive education.
The effect of implementing mini crafty on the cognitive abilities of children aged 5-6 years Ghina Aqilah, Nur; Fadhilah Latief; Intisari
Al-Athfaal: Jurnal Ilmiah Pendidikan Anak Usia Dini Vol. 9 No. 1 (2026): Al-Athfaal: Jurnal Ilmiah Pendidikan Anak Usia Dini
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/al-athfaal.v91.31140

Abstract

Background: Cognitive abilities are essential for supporting children's logical thinking, pattern recognition, symbolic thinking, and problem-solving skills. However, initial observations at Al-Ikhsan Kindergarten Bontojai indicated that children aged 5–6 years experienced difficulties in recognizing patterns, grouping objects, and solving simple problems, highlighting the need for more meaningful learning strategies. Objective: This study aimed to examine the effect of mini craft activities on the cognitive abilities of children aged 5–6 years. Methods: This study employed a quantitative approach using a pre-experimental one-group pretest–posttest design. The novelty of this research lies in the use of mini craft activities as a structured manipulative learning strategy that simultaneously stimulates pattern recognition, logical thinking, symbolic thinking, and problem-solving skills. The participants consisted of 15 children aged 5–6 years (6 boys and 9 girls) selected through purposive sampling. The treatment was conducted in eight learning sessions over four weeks. Data were collected using a validated and reliable cognitive development observation sheet and analyzed through descriptive statistics and the Wilcoxon Signed Rank Test using IBM SPSS version 25. Results: The findings revealed a significant improvement in children's cognitive abilities following the implementation of mini craft activities. The mean score increased from 8.93 in the pretest to 14.80 in the posttest. The Wilcoxon Signed Rank Test showed a significant difference between pretest and posttest scores (Z = -3.430, p = 0.001). All participants demonstrated score improvement (positive ranks = 15; negative ranks = 0). Conclusion: Mini crafty activities effectively improve the cognitive abilities of children aged 5–6 years and can serve as an innovative manipulative learning strategy to support cognitive development in early childhood education.
The effect of Forest School implementation on the intelligence of naturalists aged 5-6 years Roihanatus Salsabila; Intisari; Fadhilah Latief
Al-Athfaal: Jurnal Ilmiah Pendidikan Anak Usia Dini Vol. 9 No. 1 (2026): Al-Athfaal: Jurnal Ilmiah Pendidikan Anak Usia Dini
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/al-athfaal.v91.31238

Abstract

Background: The development of early childhood naturalist intelligence has not been optimal due to the limited implementation of nature-based learning within the school environment, resulting in children having fewer opportunities to interact directly with nature and develop environmental awareness. Objective: This study aims to examine the effect of the Forest School approach on improving early childhood naturalist intelligence. Methods: This research employed a quantitative approach with an experimental method using a one-group pretest-posttest design. The participants consisted of 15 children from group B at Akhlakul Karimah Kindergarten, Gowa Regency, selected through purposive sampling. Data were collected through observation and documentation using instruments that had been tested for validity and reliability. Data analysis was conducted using descriptive statistics and the Wilcoxon Signed Rank Test, with a significance value (Asymp. Sig. 2-tailed) of 0.001. This significance value is less than 0.05 (0.001 < 0.05). Results: The findings indicate that the implementation of the Forest School approach has a significant effect on children’s naturalist intelligence. This is evidenced by improvements in children’s abilities to recognize, observe, classify, and demonstrate care for the environment after receiving the treatment. Additionally, during the learning process, children showed increased activeness, independence, and a higher level of curiosity. Conclusion: The Forest School approach is proven to be an effective learning strategy in enhancing early childhood naturalist intelligence through direct, meaningful, and nature-based learning experiences, thereby supporting more holistic child development
Co-Authors Arie Martuty Ghina Aqilah, Nur Hijriah Hijriah Intisari Madjid, Nadyah Musfira Musfira Roihanatus Salsabila Romba, Sri Sufliati Sri Sufliati Romba