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All Journal AS-SABIQUN: Jurnal Pendidikan Islam Anak Usia Dini Al-ATHFAL: Jurnal Pendidikan Anak AL-ATHFAL: Jurnal Pendidikan Anak Journal of Humanities, Social Sciences, and Education Jurnal Pendidikan Anak Usia Dini dan Kewarganegaraan Pijar Pelita: Journal of Early Childhood Education and Early Childhood Islamic Education Makkah: Journal Of Islamic Studies Al Kindi Jurnal Pendidikan Islam Multidisipliner Jurnal Ilmu Pendidikan
Ivo Sindia Nur Azizah
Institut Ahmad Dahlan Probolinggo
Religion Arts Humanities Decision Sciences, Operations Research & Management Education Library & Information Science Social Sciences Other

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Perkembangan Motorik Anak Usia Dini Berdasarkan Teori Perkembangan Dania Fithri Firdausyi; Heny Puji Lestari; Alfiyatur Rohmah; Ivo Sindia Nur Azizah
Jurnal Pendidikan Anak Usia Dini dan Kewarganegaraan Vol. 3 No. 3 (2026): Jurnal Pendidikan Anak Usia Dini dan Kewarganegaraan
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/paud.v3i3.1227

Abstract

Motor development is an essential aspect of early childhood growth because it supports children's physical, cognitive, social-emotional, and independent development. Understanding the stages of motor development is important to ensure that stimulation is provided according to children's developmental characteristics and needs. This study aims to describe the stages of movement and motor development in early childhood and identify the factors influencing this development. The study employed a qualitative approach using a library research method. Data were collected from scientific journal articles, books, and other relevant literature and analyzed using content analysis techniques. The findings indicate that motor development occurs gradually in accordance with the maturation of the nervous system, physical growth, and children's learning experiences. Motor development includes both gross motor and fine motor skills, which develop continuously and are influenced by internal and external factors, such as physical condition, family environment, parenting practices, opportunities for play, and stimulation provided by teachers and parents. Therefore, providing developmentally appropriate stimulation through play-based and enjoyable learning activities is essential to optimize movement and motor development in early childhood.
Pengaruh Permainan Halang Rintang terhadap Kemampuan Motorik Kasar Anak Usia Dini Khairunnisa Raniah; Nahdiyatul Hidayah; Dewi Anisa Rahayu; Ivo Sindia Nur Azizah
Pijar Pelita: Journal of Early Childhood Education and Early Childhood Islamic Education Vol. 2 No. 3 (2026): September
Publisher : PT Rizkarya Cendekia Pustaka

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Abstract

Penelitian ini bertujuan untuk menguji peningkatan kemampuan motorik kasar anak usia dini melalui permainan halang rintang di TK ‘Aisyiyah Bustanul Athfal I. Metode yang digunakan dalam penelitian ini adalah metode kuantitatif dengan One Group Pretest-Posttest Design dengan subjek sebanyak 4 orang anak. Data diperoleh melalui metode observasi menggunakan penilaian skala dari 1 sampai 4. Kegiatan permainan halang rintang yang dilakukan terdiri dari melompat dengan satu kaki, memindahkan bola dengan kaki, berlari sambil memindahkan gelas dan merayap. Pada hasil penelitian diperoleh tingkat peningkatan skor dari 24 pada pretest menjadi 58 pada posttest, rata-rata peningkatan dari 6 menjadi 14,5 dan persentase peningkatan dari 37,50% menjadi 90,63%. Hal ini menunjukan peningkatan kemampuan motorik kasar signifikan. 
STIMULASI PRA-MENULIS MELALUI KEGIATAN MENEBALKAN GARIS PADA ANAK USIA 4-5 TAHUN Iin Nur Fitria; Maryani; Yossi Sofia; Ivo Sindia Nur Azizah
Makkah: Journal Of Islamic Studies Vol. 2 No. 3 (2026): September
Publisher : Makkah: Journal Of Islamic Studies

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Abstract

Pre-writing skills are one of the essential aspects that need to be developed in early childhood as a foundation for preparing children for beginning writing. One form of stimulation that can be provided is line tracing (tracing), which plays an important role in developing fine motor skills, hand–eye coordination, and children's readiness to use writing tools. This study aims to describe the concept of pre-writing stimulation through line tracing activities for children aged 4–5 years, including the implementation stages, the teacher's role, the benefits of the activity, and its impact on children's writing readiness. This study employed a library research method with a descriptive qualitative approach. The data were collected from secondary sources, including scientific journal articles, books, conference proceedings, and relevant documents related to fine motor development, pre-writing skills, and line tracing activities in early childhood education. The data were analyzed using content analysis through the processes of data collection, classification, analysis, and synthesis of findings from previous studies. The results of the review indicate that line tracing activities are an effective form of pre-writing stimulation for improving hand–eye coordination, fine motor strength, pencil control, concentration, accuracy, and children's readiness for writing. The successful implementation of these activities is influenced by systematic instructional stages, the use of appropriate learning media, and the active role of teachers as facilitators, motivators, mentors, and evaluators. Therefore, line tracing activities can be considered an effective learning strategy for developing pre-writing skills and preparing children aged 4–5 years for beginning writing.
Analisis Teori Konstruktivistik sebagai Landasan Pembelajaran Aktif dan Bermakna: Studi Literatur Sabrinatur Rasyidah; Siti Aisyah; Ivo Sindia Nur Azizah
Jurnal Ilmu Pendidikan Vol. 1 No. 3 (2026): Mei
Publisher : Samudra Ilmu Indonesia

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Abstract

Transformasi paradigma pendidikan abad ke-21 mengharuskan diterapkannya metode pembelajaran yang berfokus pada siswa, sehingga diperlukan dasar teori yang mendukung proses belajar aktif dan bermakna. Penelitian ini bertujuan untuk menganalisis teori konstruktivisme sebagai dasar pembelajaran yang aktif dan berarti melalui kajian pustaka. Studi ini menerapkan pendekatan kualitatif melalui metode tinjauan pustaka terhadap 25 artikel ilmiah dari dalam dan luar negeri yang diterbitkan antara tahun 2021–2026. Artikel diakses melaui Google Scholar, Garuda, Crossref, dan DOAJ, kemudian dipilih berdasarkan keterkaitan dengan fokus penelitian, ketersediaan teks lengkap, dan kredibilitas jurnal. Data dianalisis dengan memanfaatkan metode analisis isi (content analysis). Penelitian menunjukkan bahwa teori konstruktivistik menempatkan siswa sebagai individu aktif dalam membangun pengetahuan lewat pengalaman, interaksi sosial, diskusi, eksplorasi, dan refleksi, sementara guru berfungsi sebagai fasilitator. Penerapan teori ini mendukung peningkatan partisipasi dalam belajar, pemahaman konsep, berpikir kritis, kreativitas, komunikasi, kerja sama, dan penyelesaian masalah. Teori konstruktivistik tetap penting dalam penerapan model pembelajaran kreatif untuk menghasilkan pembelajaran yang aktif dan berarti pembelajaran abad ke-21.
Co-Authors Agustiarini Eka Dheasari Alfiyatur Rohmah Chici Cahyaningrum Dania Fithri Firdausyi Defia Amalia Dewi Anisa Rahayu Dinda Itmawati Famela Septa Faradila Heny Puji Lestari Huzaimah Huzaimah Iin Nur Fitria Istanade Habibi Nasrullah Khairunnisa Raniah Kunti Malika Lailatul Ramadani Lia Fitriani M.Hasbiyalloh Ghoutsul Bourdan Martini Martini Maryani Nafisha Arifa Azahra Nahdiyatul Hidayah Nur Aini Nur Eisyatur Rodliyah Nur Qomariyah Puji Agustin Rahayu Nugraheni Rizka Maulidatun Nadifah Robiatul Adawiyah Sabrinatur Rasyidah Shinta Mariyatul Ulvy Siti Aisyah Siti Nur Halisaturrohma Tini Sri Rahayu Wahyu Musrifah Wahyu Musrifah Ramadani Yanah Yossi Sofia