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PROGRAM PANGGUNG CERIA: PENGENALAN DRAMA SEDERHANA UNTUK MENUMBUHKAN KARAKTER DAN IMAJINASI ANAK USIA DINI Khaerunnisa Khaerunnisa; Mutiarani Mutiarani; Puan Dinaphia Yunan; Rina Nuryani; Tiara Savitri; Anzily Rahma Alia
Jurnal Abdi Insani Vol 13 No 6 (2026): Jurnal Abdi Insani
Publisher : Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/abdiinsani.v13i6.4067

Abstract

The Panggung Ceria Program: An Introduction to Simple Drama to Cultivate Character and Imagination in Early Childhood is motivated by the importance of providing creative, fun learning media that are in accordance with the developmental characteristics of early childhood. At this stage of development, children have a high curiosity and imagination, so they need stimulation through visual experiences, stories, and meaningful interactive activities. However, learning in some early childhood education institutions is still dominated by basic academic activities so that the space for developing imagination, empathy, and understanding of character values ​​is not optimal. This community service activity aims to introduce simple drama as an educational medium to foster children's imagination and strengthen character values ​​through the stories and characters presented. The implementation method is carried out through a participatory approach with the stages of needs observation, preparation of materials and drama staging, implementation of simple drama performances, and interactive activities in the form of light discussions and reflections with children. The drama presented raises the theme of honesty, courtesy, caring, and compassion with language and storylines that are easily understood by early childhood. The results of the activity show that children show high enthusiasm while watching the performance, are able to understand the moral messages conveyed, and demonstrate the development of imagination through responses, questions, and retellings that they tell after the activity. This program also provides a fun and meaningful learning experience in supporting the strengthening of early childhood character education.
Developing contextual-based BIPA teaching materials integrating muhammadiyah values to enhance learners’ communicative competence Khaerunnisa Khaerunnisa; Mutiarani Mutiarani; Wika Soviana Devi; Apri Utami Parta Santi; Rina Nuryani; Halimah Halimah; Anzily Rahma Alia; Muraina Kamilu Olanrewaju
BAHASTRA Vol. 46 No. 2 (2026): BAHASTRA (In Progress)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/bs.v46i2.2141

Abstract

This study aims to develop and evaluate contextual-based Indonesian language teaching materials for foreign speakers (BIPA) within the Muhammadiyah university setting. Addressing the limitations of existing culture-based materials, the study proposes an institution-based approach that integrates Muhammadiyah values, academic practices, socio-religious perspectives, and authentic campus communication contexts into instructional design. A mixed-method research design was employed within a research and development (R&D) framework guided by the ADDIE model. The study involved 15 BIPA learners, 2 instructors, and 3 experts. The needs analysis revealed that learners required instructional materials integrating linguistic, communicative, academic, socio-cultural, and institutional dimensions, with institutional context emerging as the most important component. The developed materials were validated by experts and were rated highly appropriate due to their alignment with learners’ communicative needs, authentic learning situations, and integration of institutional cultural values. The effectiveness test demonstrated a statistically significant improvement in learners’ communicative competence between the pre-test and post-test, with a large effect size indicating substantial learning gains. The findings suggest that the integration of authentic campus interactions and Muhammadiyah-based contextual content can enhance learners’ ability to communicate effectively in academic and social environments. This study contributes to BIPA pedagogy by extending contextualization beyond local cultural representation toward an institution-based framework that integrates cognitive, cultural, and contextual dimensions. The findings provide a practical model for developing context-sensitive BIPA materials in Islamic higher education institutions and other educational settings with distinctive institutional identities.