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PENINGKATAN KEMAMPUAN MENGHAFAL KOSAKATA BAHASA ARAB (MUFRODAT) DENGAN MENGGUNAKAN METODE BERNYANYI PADA SISWA KELAS IV B MADRASAH IBTIDAIYAH AL ISLAM TEMPEL SLEMAN Luk Luk Muniroh; Umi Faizah
ABDAU : Jurnal Pendidikan Madrasah Ibtidaiyah Vol 5 No 2 (2022): DESEMBER, ABDAU: Jurnal Pendidikan Madrasah Ibtidaiyah
Publisher : Prodi PGMI STPI Bina Insan Mulia Yogyakarta

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This research was conducted on the basis of the background of the problem, namely the presence of students who were less enthusiastic and seemed to have no interest in participating in learning Arabic in class because of the use of the lecture method which made students bored and less interested in Arabic subjects, considering that Arabic is a foreign language. then the main capital of class IV B students in working on questions is the provision of memorization. So it is important for teachers to equip their students with the capital to work on, namely memorizing Arabic vocabulary. The aim is to find out the implementation of mufrodat learning using the singing method and to increase the ability to memorize students' Arabic vocabulary. This research method uses Classroom Action Research, data collection techniques with observation techniques, interviews and documentation. The research subjects were 26 students of grade IV B at Madrasah Ibtidaiyah Al Islam Tempel Sleman. The results showed that: 1) Implementation of learning Arabic vocabulary (mufrodat) using the singing method for students of class IV B Madrasah Ibtidaiyah Al Islam Tempel, the learning stages are as follows: a. Video song playback, b. The teacher gives a quiz about mufrodat with the help of media images, c. Students follow the mufrodat reading that the teacher mentions to the end, d. The teacher gives rewards to students who have memorized that day. 2) Improving the ability to memorize Arabic vocabulary after using the singing method in class IV B students of Madrasah Ibtidaiyah Al Islam Tempel, it can be seen from the results of the actions taken, namely in the pre-cycle there was 0%, in cycle 1 that was 46%, and in cycle 2 that was by 81%. It can be said that the achievement of the singing method was very successful at 81% in increasing the ability to memorize mufrodat of class IV B students in Arabic subjects.

IMPLIKASI UNDANG-UNDANG SISTEM PENDIDIKAN NASIONAL DALAM PENYELENGGARAAN LEMBAGA PAUD Sri Mulyani; Umi Faizah
QURROTI Vol. 4 No. 2 (2022): OKTOBER, QURROTI: Jurnal Pendidikan Islam Anak Usia Dini
Publisher : STPI Bina Insan Mulia Yogyakarta

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The Indonesian government's attention to the world of education is increasing from time to time. Through the establishment of the Law on the National Education System, the government carried out the mandate of the opening of the 1945 Constitution in the context of the intellectual life of the nation. Early Childhood Education (PAUD) in Indonesia has finally got its own part in the National Education System Law which shows the commitment of the Indonesian people to organize early childhood education for children from birth to the age of 6 years. In Law no. 20 of 2003, namely in Chapter IV, the seventh part on Early Childhood Education, it is explained that early childhood education is held before basic education, either through formal channels (TK, RA, etc.), non-formal (KB, TPA, etc.), informal (family education or education organized by the environment). In addition, the implementation of early childhood education must also be adjusted to Chapter III concerning the principles of implementing education, article 4 paragraph 1-6 of Law no. 20 of 2003. This regulation is implicated in 4 principles of implementing PAUD, namely holistic and integrated, scientifically based, oriented to child development, and community oriented; without abandoning the principles of early childhood learning including playing while learning, oriented to children's needs, integrated stimulation, oriented to child development, conducive environment, using a thematic approach, PAKEM principles (Active, Creative, Effective, and Fun Learning), and using various media and learning resources.

PENINGKATAN KEMAMPUAN BERBAHASA ANAK USIA DINI MELALUI METODE BERCERITA DENGAN BONEKA TANGAN PADA KELOMPOK A DI BA AISYIYAH JOTON I JOGONALAN KLATEN Imas Hartati; Umi Faizah
QURROTI Vol. 4 No. 1 (2022): APRIL, QURROTI: Jurnal Pendidikan Islam Anak Usia Dini
Publisher : STPI Bina Insan Mulia Yogyakarta

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The problem's background was the low language skill for the children in group A in BA Aisyiyah Joton I Jogonalan Klaten. This can be seen from the limited use of vocabulary in children so that the child cannot speak properly. The formulation of the problems in this research are: 1) how to apply the storytelling method by using hand puppets to improve the language skills of early childhood. 2) how to improve the language skills of early childhood through the application of the storytelling method by using hand puppets. The purpose of this research are: 1) to determine the application of the storytelling method by using hand puppet media in improving early childhood language skills. 2) to determine the increase in language skills of early childhood through the application of the storytelling method using hand puppet media. The research method used in this research is Classroom Action Research (CAR) which is carried out in 2 cycles, each cycle consisting of four components, namely planning, implementing, observing, and reflecting. The data collection techniques used were observation, interview, and documentation. The research subjects were group A, the students at BA Aisyiyah Joton I, the academic year 2020/2021, totaling 10 children.The research results indicate that: 1) the application of the storytelling method by using hand puppets was carried out in the following stages: a) preparation, b) class conditioning, c) storytelling activities, d) question and answer and appreciation, e) conducting an assessment through observation of indicator items. 2) In the pre-cycle, the language skills of the children from group A were 30%, and when the first cycle was carried out, the children's language skills could increase to 60% then in the second cycle it increased to 76%. So it can be concluded that the increase in children's language skills with the storytelling method by using hand puppet media increased by 40%.

KEEFEKTIFAN MEDIA FLIP CHART UNTUK MENINGKATKAN KEMAMPUAN MEMBACA PERMULAAN ANAK USIA 5-6 TAHUN DI RA SALSABILA 7 BAKALAN Harni Sarinda Magibfa; Umi Faizah
QURROTI Vol. 3 No. 2 (2021): OKTOBER, QURROTI: Jurnal Pendidikan Islam Anak Usia Dini
Publisher : STPI Bina Insan Mulia Yogyakarta

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The background of this research problem is that students at RA Salsabila 7 Bakalan are less stimulated by the potential for early reading. In addition, the use of teaching aids is less varied, so that children are less interested and motivated in early reading skills. Therefore, it is necessary to conduct a study that aims to determine the effectiveness of flip chart media to improve early reading skills in children aged 5-6 years at RA Salsabila 7 Bakalan. The purpose of this study was to determine the differences in early reading skills between children who were taught using flip chart media and those who were not taught using flip chart media, and to find out how effective flip chart media is to improve early reading skills in children aged 5-6 years at RA Salsabila 7 Future Pendowoharjo Sewon Bantul. Data collection techniques in this study were observation, tests, and documents. This type of research is quantitative research with a quasi-experimental approach. The subjects used were students of RA Salsabila 7, aged 5-6 years, totaling 12 students. The results of this study indicate that: 1) There is a difference in initial reading ability between students who are taught using Flip Chart media and those who are not taught using Flip Chart media with the results of a significance level (p = 0.003) <0.05. 2) The use of flip chart media is proven to be effective in improving early reading skills with evidence that the results of increasing student learning in the experimental group are higher by 10.17 or 56.5% and the control group by 3.67 or 33.36%.

PENGEMBANGAN APLIKASI BERBASIS ANDROID BeMAU UNTUK MENINGKATKAN KEMAMPUAN MEMBACA PADA ANAK USIA DINI Noor Rokhmah Affifah; Umi Faizah
QURROTI Vol. 5 No. 1 (2023): APRIL, QURROTI: Jurnal Pendidikan Islam Anak Usia Dini
Publisher : STPI Bina Insan Mulia Yogyakarta

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The background of this research is the lack of learning media to improve AUD reading skills in the digital era. The formulation of the research problems are: 1) what is the design for the development of the "BeMAU" android application to improve AUD reading skills?; 2) how is the implementation of the android application "BeMAU" to improve AUD reading skills?; 3) what is the feasibility of the "BeMAU" android application to improve AUD reading skills? While the objectives are 1) to find out the design of the "BeMAU" android application development to improve the ability to read AUD; 2) to find out the application of the android application media "BeMAU" to improve the ability to read AUD; 3) to determine the feasibility of the "BeMAU" android-based application to improve AUD reading skills. This study uses the R&D method and produces the android application "BeMAU" to improve reading skills in AUD. The data collection technique used is the method of observation, questionnaires, documentation. The research subjects were RA Al Fitroh Tempel's children aged 5-6 years. The results of the study are: 1) Development design must be considered in the development of the "BeMAU" android application, namely: (1) display animation design, (2) font selection, (3) coloring, (4) word selection (5) clarity in each reading . 2) the procedure for implementing the "BeMAU" android application is as follows: (1) conditioning children with classical, (2) introducing letters by singing and playing guessing, (3) introducing the "BeMAU" android application, (4) inviting children to learn by â€œBeMAUâ€ application. 3) the feasibility and potential of developing the android application "BeMAU" to improve AUD reading skills is proven to be suitable for use in PAUD as evidenced by a media expert validation score of 4.4; material experts 4.3; practitioner 4,6; 4.7 grade teachers and children's questionnaires.

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