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All Journal Indonesian Journal of Disability Studies Inklusi Journal of Disability Studies Pendas : Jurnah Ilmiah Pendidikan Dasar JMM (Jurnal Masyarakat Mandiri) Martabe : Jurnal Pengabdian Kepada Masyarakat Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Atfaluna: Journal of Islamic Early Childhood Education KIDDO: Jurnal pendidikan Islam Anak Usia Dini Annual Conference on Islamic Early Childhood Education JPI (Jurnal Pendidikan Inklusi) Jurnal Hasil Pengabdian Masyarakat (JURIBMAS) Journal of Islamic Education Students Indonesian Journal of Early Childhood Educational Research Atthiflah: Journal of Early Childhood Islamic Education AlBanna: Jurnal Pendidikan Islam Anak Usia Dini Jurnal Penelitian dan Pengkajian Ilmiah EDUJAVARE: International Journal of Educational Research Education Curiosity Tajdid Al-Athfal Pijar Pelita: Journal of Early Childhood Education and Early Childhood Islamic Education Science Get Journal
Uswatun Nisa
Universitas Muhammadiyah Banjarmasin
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Neuroscience Physics Public Health Social Sciences Other

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Interaksi Digital sebagai Alternatif Pembelajaran Bagi AUD Berkebutuhan Khusus di RA Ulumul Qur’an Al Madani Banjarbaru Uswatun Nisa
Annual Conference on Islamic Early Childhood Education (ACIECE) Vol 6 (2022): The 6th Annual Conference On Islamic Early Childhood Education
Publisher : Program Studi Pendidikan Islam Anak Usia Dini, Fakultas Ilmu Tarbiyah dan Keguruan, UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Interaksi antara guru dan peserta didik merupakan bagian yang tidak terpisahkan dalam kegiatan belajar mengajar. Bagi peserta didik berkebutuhan khusus, interaksi mempunyai peranan vital dalam mendorong kemampuan, keterampilan dan kepercayaan diri peserta didik secara matang. Pendidikan inklusi menjadi wadah yang saat ini dipandang visioner untuk membangun sistem interaksi yang positif melalui komunikasi, modeling hingga prinsip pengajaran diferensiasi atau berdasar kebutuhan peserta didik. Dalam keseharian di RA Ulumul Qur’an Al Madani, partisipasi aktif dari setiap peserta didik normatif maupun berkebutuhan khusus menjadi pondasi dasar dalam menciptakan sebuah sistem yang menginternalisasikan nilai-nilai kebaikan pengajaran seperti sikap saling menghargai, tidak diskriminatif, penerimaan, toleransi, kerjasama/ kolaborasi melalui peer teaching, akomodatif dan menghidupkan otak sosial atau sikap empati antar individu. Selama terjadinya situasi pandemi tahun lalu, peserta didik mengalami gap dalam loose teaching yang menyebabkan keharusan mereka untuk melaksanakan pembelajaran melalui sistem daring. Interaksi yang selama ini berjalan secara langsung melalui pengalaman dalam rentang pembelajaran yang menyatu, konkrit dan learning by doing lainnya digantikan sementara waktu oleh interaksi yang bersifat digital, dimana pembelajaran terjadi secara tidak langsung melalui platform digital dan transmisi komunikasi yang juga tidak senatiasa luwes. Interaksi digital bagi anak berkebutuhan khusus memangkas lebih banyak ruang dalam latihan, menanamkan kesan dan mengasah kemampuan bersosialiasi mereka di lingkungan yang inklusif. Interaksi digital memberikan pilihan yang cukup bias bagi sebagian peserta didik. kendati demikian, ketidakpuasan terhadap hasil dari proses interaksi digital ini dirasakan oleh orang tua dengan peserta didik berkebutuhan khusus. Ruang yang sebenarnya ingin menjadi praktek pengayaan tentang implementasi sikap kecakapan sosial, belajar nilai emosi-perilaku yang baik hingga kemandirian hanya terdapat pada wadah yang menghadirkan figur/ sosok guru dan teman sebaya secara riil. Oleh sebab itu, interaksi digital pada konteks ini dianggap sebagai sarana kompensatoris/ alternatif pendamping pembelajaran.
MENINGKATKAN PEMAHAMAN MITIGASI BENCANA PADA ANAK USIA DINI MELALUI KEGIATAN SAINS, VIDEO EDUKASI DAN PRAKTIK SIMULASI Firdha Hayati; Anwar Zain; Uswatun Nisa; Hanifah Hanifah; Anisa Fitri Syahida
Martabe : Jurnal Pengabdian Kepada Masyarakat Vol 6, No 5 (2023): martabe : jurnal pengabdian kepada masyarakat
Publisher : Universitas Muhammadiyah Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31604/jpm.v6i5.1533-1544

Abstract

Provinsi Kalimantan Selatan mengalami hujan berturut turut selama 14 hari dengan intensitas tinggi mengakibatkan bencana alam. Fenomena ini menimbulkan banjir, longsor, hilangnya pemukiman warga, gugurnya korban jiwa serta rusaknya lingkungan dan fasilitas umum. Sebanyak 10 dari 13 Kabupaten/ Kota terdampak banjir di Kalimantan Selatan. Selain orang dewasa yang menjadi korban, anak-anak juga menjadi kelompok masyarakat yang paling banyak terkena dampak segi materil dan juga dari segi psikologis/ traumatis.  Berlatar belakang tersebut maka peneliti tertarik untuk mengadakan kegiatan mitigasi bencana pada anak usia dini melalui kegiatan sains, video edukasi dan juga praktik simulasi bencana alam. Kegiatan ini bertujuan agar anak dapat mampu memahami dan mengurangi risiko bencana alam banjir dengan menjaga lingkungan dan sejenisnya. Kemudian anak diharapkan mampu menanggulangi bencana alam dengan menyelamatkan diri. Kegiatan ini dilaksanakan sebanyak 1 kali dengan memberikan materi pembelajaran melalui kegiatan sains, menunjukkan video edukasi dan mendampingi praktik simulasi dalam penanganan bencana. Hasil dari kegiatan ini ialah anak mampu memahami proses terjadinya hujan, penyebab timbulnya banjir maupun cara menjaga kelestarian lingkungan yang aman dari banjir dan anak mampu mempraktikan cara menyelematkan diri dari bencana setelah sebelumnya diberikan pengetahuan tentang mitigasi bencana.
EARLY DETECTION OF CHILDREN WITH SPECIAL NEEDS AND ADAPTIVE LEARNING DESIGN PROGRAM ON EARLY CHILDHOOD EDUCATION Uswatun Nisa; Akhmad Rifandi; Mardiah Mardiah; Anisa Fitri Syahrida
JMM (Jurnal Masyarakat Mandiri) Vol 7, No 5 (2023): Oktober
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jmm.v7i5.16615

Abstract

Abstrak: Realitas guru kerap kali dihadapkan dengan permasalahan anak yang tidak mampu mengikuti proses belajar mengajar dengan baik, adanya anak dengan gangguan inatensi dan hiperaktivitas, anak yang sangat dependen dengan guru, agresi/berperilaku impulsif hingga kondisi anak dengan lamban belajar, sulit mengikuti pembelajaran calistung dasar dan lain sejenisnya berimplikasi pada bertambahnya beban guru dalam mendidik anak-anak usia dini di sekolah. Minimnya sumber rujukan, informasi dan edukasi tentang perhatian terhadap sekelompok minoritas anak tersebut tidak jarang melahirkan stigma/label yang mengurangi konsep diri anak di masa depan. Anak kemudian di cap dengan ciri atau sebutan tertentu hanya karena paradigma yang keliru terhadap kebutuhan khusus anak. Bertolak dari gambaran permasalahan di atas, penulis berinisiatif untuk melakukan kegiatan pengabdian kepada masyarakat dengan lembaga mitra sekolah TK Aisyiyah Bustanul Athfal (ABA) sekota Banjarmasin dengan tujuan untuk meningkatkan keterampilan berpikir kritis tentang dunia pendidikan inklusi sebagai sebuah realitas yang semua guru tidak dapat lari darinya. Guru diorientasikan agar memiliki sikap yang positif terhadap keberadaan anak usia dini berkebutuhan khusus. Kegiatan ini akan mengajak 34 orang guru untuk belajar tentang materi pendidikan inklusi dengan metode sharing session, forum discussion group, refleksi dan evaluasi lingkungan belajar guna memetakan persoalan anak dengan indikasi kebutuhan khusus hingga tindakan investigasi dalam menyusun perencanaan pembelajaran yang tepat. Hasil dari kegiatan menunjukkan bahwa guru memperoleh insight yang inklusif, adanya perubahan perilaku negatif ke arah yang lebih baik dalam merangkul, menerima dan melayani anak dengan kebutuhan khusus yang tersebar di sekolah masing-masing. Keberhasilan kegiatan diukur melalui tracing knowledge peserta sebelum dan sesudah kegiatan yang meningkat dari angka 65% menjadi 95 persen.Abstract: The reality of teachers often faced with the issues of students that unable to participate proficiently in learning process. There are students with attention deficit and hyperactivity disorder, highly dependent on a teacher, aggression or impulsive behavior, slow learner and other similar challenges. These issues result to increase a burden on teachers in educate early children at schools. The lack of references, information, and education about preference to these minority groups are often leads to stigmatization and labels that devaluate of children self-concept in the future. Children are sometimes labeled or identified based on misconceptions about their special needs. Based on the previous issues, the author took the initiative to engage in community services collaboration with Aisyiyah Bustanul Athfal (ABA) kindergarten in Banjarmasin with a purpose to improve critical thinking skill and a positive attitude that every teacher could not escape. As a result found that teachers gained inclusive insights and experienced a positive changes in behavior of embracing, accepting, and serving children with special needs through their schools. This activity will invite 34 teachers to learn about inclusive education within sharing sessions, forum discussion groups, reflection, and evaluation of learning environment. The aim is to map the issues faced by children with special needs and take investigative actions in developing appropriate lesson plans that measure through tracing knowledge participants before and after which increased from 65% to 95% succeed.
The urgency of sexual education in early childhood: A portrait of children's curiosity towards their authority Nisa, Uswatun
Aṭfālunā Journal of Islamic Early Childhood Education Vol 7 No 1 (2024): January-June 2024
Publisher : Atfaluna: Journal of Islamic Early Childhood Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/atfaluna.v7i1.8418

Abstract

This study aims to explore the urgency of sexual education in early childhood that arises from children's curiosity about their authority. The informants in this qualitative research are five teachers and five parents from 5 different early childhood education units in Banjarmasin, South Kalimantan, Indonesia. The data were purposively selected based on the criteria of parents with girls or boys aged 5-6 years, heterogeneous background cluster, and integrated Islamic preschool. Data analysis using Miles and Huberman includes the process of data reduction, display, and verification with Jean Piaget's cognitive development theory and its relevance to Sigmund Freud's psychosexual. The results showed that sexual education for early childhood is urgent because children have a high curiosity about their authority. Children are formed from various stages in their psychosexual process, which corresponds to the level of their thinking ability. The sexual knowledge will determine the direction of the child's personality and behavior in the future. Parents and teachers can establish partnerships to create a basic sexual education program for children while developing socialization skills, independence, self-confidence, and positive self-concept and fostering children's religious and moral values. Although this study is still limited to a small scale, it can be an initial illustration for other regions in designing sexual education programs for children, and further program evaluation can be carried out.
Is Bullying a Moral Disability? Identification of Bullying Behavior In Kindergarten Uswatun Nisa
Kiddo: Jurnal Pendidikan Islam Anak Usia Dini SPECIAL EDITION: ARAKSA I
Publisher : Institut Agama Islam Negeri Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/kiddo.v1i1.12449

Abstract

The phenomenon of bullying is a crucial issue that invoked children’s daily lives in school environment. Bullying does not only occured at primary and secondary school levels, but generally its existence can be identified since children on the early educational stage. Understanding bullying behavior and actions carried out by children, both as actors and victims, required serious treatment. Children are in the early cognitive development phase and have a moral dilemma, which causes bullying to become a nature. This research is a qualitative study with a phenomenological approach to explore narratives of bullying behavior on early childhood in kindergarten schools spread across the Kalimantan region. Through obtaining informant data from teachers at schools, it was found that bullying usually happen in physical, verbal and relational forms. Gender differences between boys and girls also influence the tendency for forms of bullying. Teachers' mechanism efforts to overcome bullying are brought in many strategies that focus on both the perpetrator, target and mediator.
Parental Secure Attachment and Child Gender on Early Childhood Social-Emotional Development: A Quantitative Study Masyitah, Masyitah; Baiti, Noor; Nisa, Uswatun; Masuwd, Mowafg Abrahem
AlBanna: Jurnal Pendidikan Islam Anak Usia Dini Vol. 4 No. 2 (2024): Albanna: Jurnal Pendidikan Islam Anak Usia Dini
Publisher : Program Studi Pendidikan Islam Anak Usia Dini, Institut Agama Islam Negeri Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24260/albanna.v4i2.3469

Abstract

Penelitian ini dilatarbelakangi adanya asumsi bahwa anak mempunyai kedekatan dengan orang tua yang berlawanan jenis dan masih rendahnya aspek perkembangan sosial emosional anak seperti kemandirian, kepercayaan diri, dan belum mampu mengungkapkan emosi dengan tepat. Kelekatan aman dan gender merupakan salah satu yang mempengaruhi sosial emosional anak. Penelitian ini bertujuan untuk mengetahui pengaruh secure attachment orang tua dan gender anak terhadap perkembangan sosial emosional anak. Penelitian ini menggunakan pendekatan deskriptif kuantitatif, teknik pengumpulan data melalui kuesioner dan ceklis observasi dijabarkan melalui tabulasi kemudian diolah menggunakan software IBM SPSS23. Hasil penelitian menunjukkan bahwa secara parsial variabel secure attachment orang tua (X1) berpengaruh terhadap perkembangan sosial emosional anak (Y) dengan nilai thitung 11,028 > ttabel 1,670 dan Sig. sebesar 0,000 < 0,05. Variabel gender anak (X2) berpengaruh terhadap perkembangan sosial emosional anak (Y) dengan nilai thitung 2,907 > ttabel 1,670 dan nilai Sig. sebesar 0,005 < 0,05. Hasil penelitian menunjukkan bahwa secara simultan variabel secure attachment orang tua (X1) dan gender anak (X2) berpengaruh positif terhadap perkembangan sosial emosional anak (Y). Hal ini dapat dilihat dengan nilai Fhitung sebesar 61,710 > Ftabel 3,145 dan Sig. sebesar 0,000 < 0,05 dengan pengaruh 66,9% yang termasuk dalam kategori moderat dilihat dari uji koefisien determinasi. This research is based on the assumption that children have closeness with parents of the opposite sex and still have low aspects of children’s social-emotional development, such as independence and self-confidence, and are not able to express emotions properly. Secure attachment and gender are two of the things that affect children’s social and emotional health. This study aims to determine the influence of the secure attachment of parents and the gender of children on children’s social-emotional development. This study uses a quantitative descriptive approach; data collection techniques through questionnaires and observation checklists are described through tabulation and then processed using IBM SPSS 23 software. The results showed that, partially, the parental secure attachment variable (X1) had an effect on the social-emotional development of children (Y), with a tcal value of 11.028 > ttable 1.670 and a sig. of 0.000 < 0.05. The child gender variable (X2) had an effect on the social-emotional development of children (Y), with a tcal value of 2.907 > ttable 1.670 and a Sig. value of 0.005 < 0.05. The results of the study showed that simultaneously, the variables of parental secure attachment (X1) and child gender (X2) had a positive effect on the socio-emotional development of children (Y). This can be seen with an Fcal value of 61.710 > Ftable 3.145 and a sig. of 0.000 < 0.05 with an influence of 66.9%, which is included in the moderate category as seen from the determination coefficient test.
The Role of Shadow Teachers For Supporting Learning Assistance on Children with Special Needs in Inclusive Early Childhood Education Uswatun Nisa; Anwar Zain; Aulia Rahmah
Journal of Islamic Education Students (JIES) Vol 4, No 1: Mei 2024
Publisher : Universitas Islam negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/jies.v4i1.12298

Abstract

Inclusive education is an implementation of the international consensus of providing education for all. Every child is given the rights as a citizen, including the right to access adequate and quality education. Inclusive education rejects dichotomies and discrimination because children are seen as having equal dignity and worth. Likewise with children with special needs such as autism, down syndrome, attention deficit hyperactivity disorder and other physical, mental and neurological obstacles. Differences in treatment encourage the presence of accompanying teachers for children with special needs at every school level. This qualitative study uses a narrative descriptive approach to explore the importance of accompanying teachers in supporting learning assistance for children with special needs. Data was obtained through field observations, interviews and documentation of 4 accompanying teachers with social work laboratory backgrounds and 2 class teachers at the school. The findings were obtained in conjunction with the data analysis process by the author as the main research instrument, seeing that accompanying teachers reflect each child's profile to accommodate needs, support learning and improve children's self-development skills activities.
Questioning The Role Of Supervisors In Supporting The Advance And Quality Of Islamic Education Teacher’s Performance In Satui Area Of Tanah Bumbu Regency Uswatun Nisa; Selamat Maulana
Tajdid Al-Athfal Vol. 1 No. 1 (2021)
Publisher : Universitas muhammadiyah Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35747/taj.v1i1.70

Abstract

Supervisors are one of education component that play a role in ensuring and encouraging the advance of early childhood teacher’s about Islamic education performance in both Madrasah and early childhood istitute units. In practice, supervisors do not only function as supervisors but also as facilitators, counselors and motivators in order to create a conducive teaching and learning situation under their supportive environment. This paper is a field type research with a qualitative descriptive that focuses on exploring the role of supervisors including aspects of guidance Islamic education for early childhood teacher in Satui area, Tanah Bumbu regency. Through narratives, words, notes, reports that collected from several selected respondend representations, then enriched with the result of observations, interviews and documentation, also the analysis was conducted through data triangulation techniques; reduction, coding and display. The findings reveal that the duties, roles and functions of supervisors have been carried out regularly/routinely, formally with the specified standards. Especially the implementation of coaching and mentoring in preparing the completeness of learning tools, advancing teacher competence to escorting supervision. However, there are a number of internal and external constraints that can hinder the monitoring process, such as the availability of time, the presence of supervisory resources, and dissemination for the broader forum.
Studi Fenomenologis Resiliensi dan Karakter Survive Peserta Didik di Sekolah Bantaran Sungai Kota Banjarmasin Selamat Maulana; Sarbaini; Nisa, Uswatun Nisa
CENDEKIA : Jurnal Penelitian dan Pengkajian Ilmiah Vol. 2 No. 4 (2025): CENDEKIA : Jurnal Penelitian Dan Pengkajian Ilmiah, April 2025
Publisher : Lembaga Pendidikan dan Penelitian Manggala Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62335/cendekia.v2i4.1133

Abstract

This study aims to understand the phenomenon of resilience and survival character of students in schools located along the riverbanks of Banjarmasin City. The unique geographical characteristics and diverse environmental challenges, including flood risks and limited access, have drawn authors' attention to explore students’ direct experiences in facing these obstacles and factors that support their persistence and achievements. Data were collected through in-depth interviews, participatory observations, and document analysis, involving students, teachers, and parents as key informants. The findings reveal that students’ resilience is formed through social support from families and communities, adaptation to the environment, and internalisation of local values such as cooperation and perseverance. Students' survival character is evident in their ability to overcome physical limitations, such as long journeys using wooden boats (jukung) to go to school, and psychological challenges, such as social stigma associated with their living environment. Additionally, the role of teachers as motivators and facilitators of creative learning is key to fostering students' optimism. This study highlights the importance of a holistic approach to support education in marginalized areas. Its practical implications include the development of locally-based inclusive education policies, teacher training to enhance competencies in unique environments, and the improvement of school infrastructure along riverbanks. This study contributes to the literature on educational resilience, particularly in regions with geographical and social challenges, while also serving as an inspiration for educational development in similar areas.
Humanistic Principal Leadership in Inclusive Early Childhood Education: A Qualitative Exploration Maulana, Selamat; Aslamiah, Aslamiah; Noorhapizah, Noorhapizah; Novitawati, Novitawati; Nisa, Uswatun; Thai, Aom
Indonesian Journal of Early Childhood Educational Research (IJECER) Vol 4, No 1 (2025)
Publisher : Universitas Islam negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/ijecer.v4i1.15046

Abstract

Humanistic principal leadership is essential for fostering inclusive Early Childhood Education (ECE), yet remains underexplored in Indonesia’s inclusive schools. This study examined how principals practice humanistic leadership in two inclusive kindergartens in Banjarmasin, South Kalimantan, to support diverse learning environments. Using a descriptive qualitative design, data were gathered through observation, in-depth interviews with two principals, eight teachers, four parents, and document analysis at Pelita Hati and Bina Sejahtera Kindergartens. Thematic analysis followed Miles and Huberman’s framework. Results show humanistic leadership is reflected in embracing diversity, building supportive environments, and facilitating collaboration. Principals lead through participatory decision-making, empathy, care, and promoting each child’s potential, shaping an inclusive, humanistic school culture. The study offers insights into how humanistic leadership operates in inclusive ECE, providing a practical reference for principals and policymakers to strengthen inclusive, child-centered education. 
Co-Authors Ahmad Saidi Ahmad Suriansyah Akhmad Rifandi Alifah Anisa Fitri Syahida Anisa Fitri Syahrida Anita Anwar Zain Aom Thai Aslamiah Aslamiah Aslamiah Aslamiah Aulia Rahmah Aulia Rahmah Baiti, Noor Hanifah Hanifah Hayati, Firdha Herman Taufik Ismaniah Isnaniah Kadariah Kusairiyah Mardiah Mardiah Maryanti Maryanti Masyitah Masyitah Maulana, Selamat Mowafg Abrahem Masuwd Muflihah Muhammad Anshari Muhammad Yusuf Muhammad Yusuf Muhammad Yusuf Muhammad Zulkarnaen Muhammad Zulkarnaen Murni, Farida Naylah Ghina Nafsia Noor Habibah Noorhapizah Noot Baiti Nor'aida Novitawati Novitawati Nurfa Sarah Nurul Hazma Pina Yulan Sari Putri, Laizha Widiya Rahmi Safitri Rif’ah Rika Rizkiani, Lina Salbiah Agustini Sarbaini Selamat Maulana Selamat Maulana Siti Aisyah Siti Fatimah Soraya Soraya Suci Fitri Rahayu Suci Lestari Suci Lestari Sulistiyana Thai, Aom Tika Anfalyani Yusuf , Muhammad Zahro, Nur'aini Hanifah Zain, Anwar Zulkarnaen, Muhammad