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All Journal ABNA : Journal of Islamic Early Childhood Education Journal of Educational Studies Southeast Asian Journal of Islamic Education Management
Latifah Permatasari fajrin
Sekolah Tinggi Ilmu Tarbiyah Madina Sragen
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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The Effect of Using Project Methods and Lecture Methods on Early Childhood Science Knowledge in Nurul Iman Islamic Kindergarten Karanganyar Academic Year 2020/2021 Suci Indah Sayekti; Sukamdi; Latifah Permatasari fajrin
ABNA : Journal of Islamic Early Childhood Education Vol. 3 No. 1 (2022): ABNA : Journal of Islamic Early Childhood Education
Publisher : UIN Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (436.456 KB) | DOI: 10.22515/abna.v3i1.5233

Abstract

ABSTRACT The problem in this study is the ability to recognize color mixing in children is still low. The purpose of this study was to determine the effect of using the project method and the lecture method on early childhood science knowledge. This research used experimental quantitative research, carried out at Nurul Iman Islamic Kindergarten Karanganyar in July-November 2020. The population in this study were 53 B grade children in Islamic Kindergarten. Nurul Iman Karanganyar, a sample of 17 children. The sampling technique in this study used a simple random sampling technique. The data collection method used a test in the form of a project carried out by children. Data analysis used unit analysis and prerequisite tests, namely normality test, homogeneity test, and hypothesis testing. The results showed that there were differences in the effect of using the project method on early childhood science knowledge in Nurul Iman Islamic Kindergarten Karanganyar. The project method has an effect on early childhood science knowledge, with the project method the average score is 21.35, which is greater than the lecture method, the average value is 15.47. Keywords: Project Method, Science Knowledge and Early Childhood   Abstrak Permasalahan dalam penelitian ini adalah kemampuan mengenal pencampuran warna pada anak masih rendah. Tujuan penelitian ini untuk mengetahui pengaruh penggunaan metode proyek dan metode ceramah terhadap pengetahuan sains anak usia dini Penelitian ini menggunakan penelitian kuantitatif eksperimen, dilaksanakan di TK Islam Nurul Iman Karanganyar pada Juli-November 2020. Populasi dalam penelitian ini adalah 53 anak kelas B di TK Islam Nurul Iman Karanganyar, sampel 17 anak. Teknik sampling dalam penelitian menggunakan teknik sampling simple random sampling. Metode pengumpulan data menggunakan tes berupa proyek yang dilakukan anak. Analisis data menggunakan analisis unit dan uji prasyarat yaitu uji normalitas, uji homogenitas, dan uji hipotesis. Hasil penelitian menunjukkan bahwa terdapat perbedaan pengaruh penggunaan metode proyek terhadap pengetahuan sains anak usia dini di TK Islam Nurul Iman Karanganyar. Metode proyek berpengaruh pada pengetahuan sains anak usia dini, dengan metode proyek diperoleh nilai rata-rata 21,35 lebih besar dari metode ceramah diperoleh nilai rata-rata 15,47. Kata Kunci : Metode Proyek, Pengetahuan Sains dan Anak Usia Dini
Manajemen Strategis Penerimaan Peserta Didik melalui Sinergi Humas dan Kesiswaan pada Pendidikan Anak Usia Dini Subar Junanto; Mila Faila Shofa; Latifah Permatasari Fajrin
Southeast Asian Journal of Islamic Education Management Vol. 6 No. 2 (2025): Manajemen Pendidikan Islam
Publisher : Universitas Islam Negeri Kiai Ageng Muhammad Besari Ponorogo (previously known as IAIN Ponorogo)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/sajiem.v6i2.543

Abstract

The management of new student admission (PPDB) is a strategic aspect in ensuring the sustainability of schools, as it determines both the quantity and quality of student intake. The increasing competition between public and private educational institutions requires schools to implement systematic and adaptive PPDB strategies. This study aims to describe the management of PPDB at BA Aisyiyah Mayang, Sukoharjo Regency, in the 2024/2025 academic year through the optimization of the roles of public relations and student affairs. The research employed a descriptive qualitative approach with data collected through observation, interviews, and documentation. The research subjects included the principal, the public relations team, and the student affairs team. The findings reveal that PPDB implementation began with comprehensive planning, including determining student capacity, setting registration requirements, and preparing promotional strategies. The organizational stage involved forming a committee, distributing tasks, and ensuring internal and external coordination. During implementation, the school provided both online and offline registration, conducted student readiness observations, uniform measurements, parent briefings, and the Masa Ta’aruf Siswa Madrasah (Matsama) program. Supervision was carried out at multiple levels by the foundation, principal, and committee through regular meetings, daily reports, and parent satisfaction surveys. The study concludes that the synergy between public relations and student affairs played a crucial role in the success of PPDB, as evidenced by the fulfillment of student admission quotas and the strengthening of the school’s positive public image.
Management of Pancasila Value Internalization in Strengthening Students’ Civic Disposition in Madrasah Ibtidaiyah Latifah Permatasari Fajrin; Subar Junanto; Mila Faila Shofa; Putri Rizqiyah Rahmawati
Journal of Educational Studies Vol. 3 No. 2 (2025): Agustus
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/jes.v3i2.4040

Abstract

This study aims to analyze the management of Pancasila value internalization in strengthening students’ civic disposition in Madrasah Ibtidaiyah. The urgency of this study lies in the need to transform Pancasila values from cognitive understanding into students’ daily attitudes and behaviors. This research employed a qualitative approach with a case study design at MI Muhammadiyah Karanganyar. Data were collected through observation, semi-structured interviews, and documentation involving the head of the madrasah, teachers, character program coordinators, and fourth-grade students. The data were analyzed using the interactive model of Miles, Huberman, and Saldaña, consisting of data condensation, data display, and conclusion drawing. The findings indicate that Pancasila value internalization is managed through four interconnected processes: planning, organizing, actuating, and controlling. Planning is reflected in the determination of priority values and behavioral indicators. Organizing involves collaboration among school leaders, teachers, students, and parents. Actuating is implemented through learning activities, habituation, teacher role modeling, and social practices. Controlling is conducted through behavioral observation, teacher reflection, and continuous evaluation. The internalization process strengthens students’ civic disposition through moral knowing, moral feeling, and moral action. This study concludes that effective management of Pancasila value internalization requires an integrated educational ecosystem that connects leadership, school culture, character education, and sustainable evaluation.
Early Childhood Digital Literacy Gaps for Deep Digital Play-Based Learning Mila Faila Shofa; Subar Junanto; Rosida Nur Syamsiyati; Putri Rizqiyah Rahmawati; Latifah Permatasari Fajrin
Journal of Educational Studies Vol. 3 No. 1 (2025): April
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/jes.v3i1.4153

Abstract

Digital technology in early childhood education often remains limited to watching and repetitive practice, although digital literacy requires critical, creative, ethical, and contextually meaningful participation. This study mapped young children's digital literacy, examined teachers' pedagogical practices, and identified design requirements for a Deep Digital Play-Based Learning model. A cross-sectional descriptive survey with dual-source needs analysis was conducted. The initial child dataset contained 87 records; five were excluded because reported ages fell outside the 4-to-under-7 criterion, leaving 82 valid records. The teacher dataset comprised 17 educators. The child instrument included 15 items across five dimensions on a four-point scale, whereas the teacher instrument included 14 items across seven dimensions on a five-point scale. Data were analyzed using means, standard deviations, 95% confidence intervals, low-score proportions, Cronbach's alpha, and Friedman tests. Children's overall digital literacy averaged 3.06 (SD = 0.42), with digital creativity as the lowest dimension (M = 3.01). Using camera or recording features to document ideas was the weakest child indicator (M = 2.99; 15.9% low scores). Teachers' pedagogical practices averaged 3.18 (SD = 0.38), but creative production was the weakest dimension (M = 2.82), followed by collaborative sharing (M = 3.00). Facilitating original digital products was the lowest teacher indicator (M = 2.63; 35.3% low scores). The findings reveal a consistent gap between basic device use and productive, reflective, critical, and collaborative digital practices. The model should integrate meaningful triggers, guided exploration, digital creation, critical-ethical dialogue, reflective pauses, and digital-unplugged transfer.
Co-Authors Junanto, Subar Mila Faila Shofa Putri Rizqiyah Rahmawati Rosida Nur Syamsiyati Suci Indah Sayekti Sukamdi