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Penggunaan Tepuk dan Lagu dalam Penanaman Nilai-Nilai Agama Anak di KB Nurul Ibadah Desa Antasan Senor Ilir Siti Saadah; Noor Baiti; Muhammad Yusuf
Social Science Academic Vol. 4 No. 1 (2026)
Publisher : Institut Agama Islam Sunan Giri Ponorogo

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

Pengenalan nilai-nilai agama sejak usia dini memainkan peran penting dalam membentuk karakter anak. Observasi awal menunjukkan bahwa banyak anak usia 4-5 tahun di KB Nurul Ibadah belum secara konsisten mempraktikkan perilaku keagamaan dasar, seperti berdoa sebelum beraktivitas, menyapa orang lain, mengungkapkan rasa syukur, dan menunjukkan sopan santun. Kondisi ini menyoroti kebutuhan akan kegiatan pembelajaran yang menarik dan sesuai dengan karakteristik perkembangan anak usia dini. Studi ini bertujuan untuk mengeksplorasi bagaimana kegiatan tepuk tangan dan lagu dapat mendukung perkembangan nilai-nilai agama di kalangan anak usia 4-5 tahun. Studi ini menggunakan pendekatan kualitatif dengan metode Aksi Kelas. Partisipan terdiri dari 12 anak yang terdaftar di KB Nurul Ibadah di Desa Antasan Senor Ilir. Data dikumpulkan melalui observasi dan dokumentasi serta dianalisis secara deskriptif. Hasil penelitian menunjukkan bahwa pengintegrasian kegiatan tepuk tangan dan lagu ke dalam pembelajaran di kelas memberikan kontribusi pada peningkatan yang nyata dalam nilai-nilai agama anak. Sebelum intervensi, sebagian besar partisipan diklasifikasikan sebagai Belum Berkembang, sedangkan pada akhir siklus kedua, mayoritas telah mencapai kategori Berkembang Sesuai Harapan dan Sangat Berkembang. Selain itu, anak-anak menjadi lebih antusias, aktif terlibat dalam pembelajaran, lebih percaya diri, dan secara bertahap terbiasa mempraktikkan nilai-nilai agama dalam rutinitas sehari-hari mereka. Temuan ini menunjukkan bahwa kegiatan tepuk tangan dan nyanyian memberikan strategi yang efektif dan menyenangkan untuk menumbuhkan nilai-nilai agama pada masa kanak-kanak.

Improving Children's Learning Outcomes in Recognizing Letters of the Alphabet Using Active Student Learning for Group B Students Maulidah Maulidah; Muhammad Zulkarnaen; Noor Baiti; Muhammad Yusuf
EDUJAVARE: International Journal of Educational Research Vol. 3 No. 2 (2025): EDUJAVARE: International Journal of Educational Research
Publisher : CV. Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/edujavare.v3i2.1162

Early childhood literacy development is a fundamental aspect of education because the ability to recognize alphabet letters forms the basis for reading and writing skills. However, many kindergarten children still experience difficulties in identifying and pronouncing letters due to limited engagement and monotonous teaching methods. This study aimed to improve children’s learning outcomes in recognizing alphabet letters through the implementation of Student Active Learning (SAL) in Group B students at ABA Sei Besar Kindergarten. The research employed a Classroom Action Research (CAR) design using the Kemmis and McTaggart model conducted in two cycles involving 12 children aged 5–6 years. Data were collected through observation, learning outcome assessments, field notes, and documentation, then analyzed descriptively using percentage techniques. The findings revealed a significant improvement in children’s alphabet recognition skills after the application of SAL. Learning mastery increased from 42% in the pre-action stage to 79.1% in Cycle I and reached 95.1% in Cycle II. Children became more active, motivated, confident, and collaborative during learning activities involving games, group discussions, and hands-on letter recognition tasks. The study concludes that SAL is an effective and engaging approach for improving early childhood literacy outcomes, particularly alphabet recognition. This research contributes to the development of active learning strategies in early childhood education by emphasizing participatory and child-centered literacy instruction.

Improving Children's Literacy Through Wayang Media at Assalam Martapura Kindergarten Noor Habibah; Uswatun Nisa; Herman Taufik; Noor Baiti
EDUJAVARE: International Journal of Educational Research Vol. 3 No. 2 (2025): EDUJAVARE: International Journal of Educational Research
Publisher : CV. Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/edujavare.v3i2.1163

Early childhood literacy development is a crucial foundation for children’s future academic achievement and communication skills, yet literacy learning in many early childhood institutions remains conventional and less engaging for young learners. This study aimed to improve children’s literacy skills through the use of wayang media at TK Assalam Martapura. The research employed a collaborative Classroom Action Research (CAR) design conducted in two cycles involving 15 children in Group A. Data were collected through observation, documentation, and assessment of teacher activities, student participation, and literacy outcomes covering listening, speaking, letter recognition, and early writing skills. The findings revealed significant improvement in children’s literacy development after the implementation of wayang-based learning activities. In the pre-intervention stage, 66.7% of children were categorized as “Not Yet Developed,” while by the end of Cycle II, 66.7% reached the “Very Well Developed” category and 33.3% achieved “Developing as Expected,” resulting in 100% classical completeness. The study concludes that wayang media effectively enhances children’s literacy skills by creating interactive, culturally relevant, and enjoyable learning experiences. This research contributes to the development of innovative early childhood literacy instruction by integrating local cultural heritage into meaningful educational practices that support children’s language, creativity, and active participation.

Improving Children's Independence Through the Project Based Learning Model Group A Normila Normila; Muhammad Yusuf; Noor Baiti; Herman Taufik
EDUJAVARE: International Journal of Educational Research Vol. 3 No. 2 (2025): EDUJAVARE: International Journal of Educational Research
Publisher : CV. Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/edujavare.v3i2.1164

Early childhood is a critical period in which foundational aspects of personality and character are established. This research aims to enhance the independence of early childhood learners through the application of the Project Based Learning (PjBL) model in Group A at Raudhatul Athfal Harapan Ibu, Desa Labat Muara, Kecamatan Aluh-Aluh, Kabupaten Banjar. Independence is a crucial aspect of early childhood development, reflecting a child's ability to perform tasks without relying on others. The PjBL model was chosen because it provides meaningful, contextual, and active learning experiences through project activities that directly involve children. The research employed a Classroom Action Research (CAR) method conducted in two cycles. Each cycle consisted of planning, action, observation, and reflection. The subjects were 15 children in Group A, while data were collected through observation, documentation, and field notes. Project activities in Cycle I involved making pencil holders from used cardboard and straws, while Cycle II involved creating pencil holders decorated with flannel fabric. The results indicated a significant increase in children's independence after implementing the PjBL model, as evidenced by the shift in children’s independence categories and improvement in key indicators such as initiative, responsibility, and decision-making. Therefore, it can be concluded that the PjBL model is effective in enhancing independence in early childhood education settings.

Improving Children's Cognitive Skills Through Project-Based Science Hydroponic Planting Nurul Hazma; Noor Baiti; Herman Taufik; Uswatun Nisa
EDUJAVARE: International Journal of Educational Research Vol. 3 No. 2 (2025): EDUJAVARE: International Journal of Educational Research
Publisher : CV. Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/edujavare.v3i2.1165

This research is motivated by the importance of developing early childhood cognitive abilities through engaging and meaningful learning experiences. The aim of this study is to enhance children's cognitive skills through science-based hydroponic planting projects at Handayani Kindergarten, Awang Bangkal Barat Village. The method used is Research and Development (R&D), consisting of the stages of design, validation, revision, and limited implementation. The research subjects are children aged 5–6 years. Data collection techniques include observation, interviews, and questionnaires, while data analysis employs both quantitative and qualitative descriptive analysis. The results show that the developed hydroponic learning media received a feasibility score of 100% from material and media experts, categorized as highly feasible, and a practicality score of 85% from teachers, categorized as very good. Furthermore, the use of this media is able to improve children's cognitive abilities, particularly in observation, logical thinking, and drawing simple conclusions. Therefore, science learning based on hydroponic planting projects is effective in enhancing the cognitive abilities of early childhood learners

Implementation of the At-Tibyan (Tahajji) Method in Improving Al-Quran Recitation in Kindergarten Syelvia Wulandari; Noor Baiti; Herman Taufik
EDUJAVARE: International Journal of Educational Research Vol. 3 No. 2 (2025): EDUJAVARE: International Journal of Educational Research
Publisher : CV. Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/edujavare.v3i2.1245

Early Humans are born without knowledge but are endowed with innate potential (fitrah) that enables development through the process of education. The Qur'an is the primary guideline in the life of Muslims; therefore, the ability to read the Qur'an needs to be introduced from an early age. A common problem found is children's inability to pronounce hijaiyah letters correctly. This study aims to describe the implementation of the tahajji method using the At-Tibyan book in improving Qur'anic reading (qira’ah) skills of early childhood students at TK TAUD SaQu Ar-Raudah, Marabahan District. This research employed a qualitative approach with a field research design. Data were collected through observation, interviews, and documentation, then analyzed descriptively. The results indicate that the implementation of the At-Tibyan method improves children's ability to read the Qur'an, particularly in recognizing hijaiyah letters and improving pronunciation accuracy. In addition, this method increases students' learning interest and assists teachers in delivering learning materials effectively. Therefore, the At-Tibyan method is considered effective for teaching Qur'anic reading to early childhood learners.

Development of Flipbook Art Media in Improving Early Childhood Reading Skills at RA Tika Anfalyani; Noor Baiti; Herman Taufik; Uswatun Nisa
EDUJAVARE: International Journal of Educational Research Vol. 3 No. 2 (2025): EDUJAVARE: International Journal of Educational Research
Publisher : CV. Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/edujavare.v3i2.1246

Early childhood education (ECE) forms a vital foundation for children’s cognitive, linguistic, emotional, and social development. This study aims to develop and evaluate Flipbook Art as a digital learning media to enhance early reading skills among children aged 5–6 years at RA Al-Mushallun, Kecamatan Alalak. Employing a Research and Development (R&D) approach with the Four-D (Define, Design, Develop, Disseminate) model, the research produced an interactive flipbook tailored for early learners. Validation was conducted by material and media experts as well as classroom teachers, followed by small and large-scale trials involving 100 children. Results indicate that Flipbook Art is highly feasible (validated at >80% by all validators) and effective in improving children’s ability to recognize letters, decode sounds, comprehend words, and develop reading fluency. The integration of visual design, interactive features, and curriculum alignment proved vital in fostering literacy engagement. The study recommends Flipbook Art as an innovative, accessible solution for addressing early reading challenges and supporting teachers in early childhood education settings.

Enhancing Children's Creativity Through Ecoprint Activities in Arts Learning at Pembina Tamban Baru State Kindergarten Maslihat Maslihat; Noor Baiti; Muhammad Zulkarnaen
EDUJAVARE: International Journal of Educational Research Vol. 4 No. 02 (2026): EDUJAVARE: International Journal of Educational Research
Publisher : CV. Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/edujavare.1735

Creativity is one of the essential competencies that should be developed in early childhood because it supports children's ability to think imaginatively, solve problems, and express ideas through meaningful learning experiences. This study aimed to improve children's creativity through the implementation of ecoprint activities in arts learning. The research employed a Classroom Action Research (CAR) design using the Kemmis and McTaggart model, consisting of two cycles with four stages: planning, action, observation, and reflection. The participants were 15 children in Group B. Data were collected through observation, interviews, and documentation and analyzed using descriptive quantitative and qualitative techniques. The findings demonstrated a continuous improvement in children's creativity throughout the intervention. Creativity achievement increased from 25.00% in the pre-cycle to 31.67% in Cycle I Meeting I, 60.48% in Cycle I Meeting II, 65.95% in Cycle II Meeting I, and finally 82.38% in Cycle II Meeting II, exceeding the predetermined success criterion of 75%. Overall, children's creativity improved by 57.38 percentage points. The findings indicate that ecoprint-based arts learning effectively promotes children's creativity by encouraging exploration, imagination, originality, and active participation through direct interaction with natural materials. Therefore, ecoprint can be considered an innovative and environmentally based learning strategy for fostering creativity in early childhood education.

Exploring the Implementation of the Montessori Practical Life Area at Home and School for Children Aged 3–4 Years Norliani Norliani; Muhammad Zulkarnaen; Noor Baiti
EDUJAVARE: International Journal of Educational Research Vol. 4 No. 02 (2026): EDUJAVARE: International Journal of Educational Research
Publisher : CV. Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/edujavare.1747

Montessori Practical Life activities play an important role in promoting young children's independence, responsibility, and everyday life skills through meaningful real-life experiences. This study aimed to explore the implementation of Montessori Practical Life activities at school, their continuation at home, and the continuity of these practices between the two learning environments for children aged 3–4 years at KB Anggrek, Aluh-Aluh Kecil Muara Village, Banjar Regency, South Kalimantan, Indonesia. This study employed a qualitative descriptive design. Participants were selected through purposive sampling and consisted of one principal, three classroom teachers, and six parents. Data were collected through observations, semi-structured interviews, and documentation. The data were analyzed using the interactive model of Miles, Huberman, and Saldaña, including data condensation, data display, and conclusion drawing. The findings revealed that Montessori Practical Life activities have been consistently integrated into daily routines at school and reinforced through similar activities at home. Teachers implemented the activities by preparing learning environments, demonstrating tasks, and encouraging children to perform them independently, while parents extended these experiences through daily household routines. Effective communication between teachers and parents supported the continuity of implementation across both settings. Although challenges such as limited learning materials, time constraints, and differences in children's developmental readiness were identified, participants adapted available resources and maintained consistent practice. The study concludes that the continuity of Montessori Practical Life activities between school and home reflects a collaborative partnership between teachers and parents in supporting children's independence, responsibility, confidence, and everyday life skills.

Development of a Local Wisdom-Based VideoScribe Learning Media to Enhance Children's Ecoliteracy in Banjarmasin City Muhammad Zulkarnaen; Noor Baiti; Nahdya Addien
EDUJAVARE: International Journal of Educational Research Vol. 4 No. 02 (2026): EDUJAVARE: International Journal of Educational Research
Publisher : CV. Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/edujavare.1837

The low level of environmental awareness among young children remains a significant challenge to achieving sustainable development. This study aimed to develop a local wisdom-based VideoScribe learning medium inspired by the cultural and environmental characteristics of Banjarmasin City to enhance young children's ecoliteracy. The study employed a Research and Development (R&D) approach using the Four-D (4D) development model, consisting of the Define, Design, Develop, and Disseminate stages. The developed product was validated by two media experts and two subject-matter experts before being implemented with early childhood learners. Data were collected through observations, interviews, expert validation questionnaires, and documentation, while qualitative data were analyzed using the interactive analysis model of Miles, Huberman, and Saldaña, including data condensation, data display, and conclusion drawing/verification. The findings indicate that the local wisdom-based VideoScribe learning media were highly feasible for classroom implementation and effectively improved children's ecoliteracy. Following the learning intervention, the children demonstrated a better understanding of environmentally responsible behaviors, including proper waste disposal, maintaining environmental cleanliness, caring for plants, conserving water, and recognizing the importance of preserving rivers as an integral part of the cultural and ecological heritage of Banjarmasin. The integration of animated presentations with local wisdom-based storytelling created a more engaging, contextualized, and meaningful learning experience for young children.

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