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All Journal Jurnal Edueco EDUCASIA : Jurnal Pendidikan, Pengajaran, dan Pembelajaran Jurnal Pelangi
Rukayah, Ity
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Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Evaluasi dan Assesmen Pembiasaan Dzikir Pagi dalam Penguatan Nilai Spiritual Pada Anak Usia Dini di RA Ishlahul Ummah Julaiha, Siti; Afia, Sariah; Rukayah, Ity
EDUCASIA: Jurnal Pendidikan, Pengajaran, dan Pembelajaran Vol 9 No 2 (2024): Educasia, 9(2), August 2024
Publisher : Pusat Pelatihan, Riset, dan Pembelajaran Bahasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/educasia.v9i2.258

Abstract

This study aims to evaluate the implementation of morning dhikr at RA Ishlahul Ummah as a strategy to strengthen spiritual values in early childhood. Using a qualitative research method with a descriptive approach, data were collected through direct observation, interviews, and documentation of morning dhikr activities. The findings reveal that morning dhikr is conducted routinely after Dhuha prayers, with guidance involving teachers and students taking turns. This practice not only enhances children’s spiritual awareness but also instills Islamic values such as gratitude, discipline, and tranquility. However, several challenges were identified, including the tendency of young children to struggle with maintaining concentration for extended periods and the lack of parental support in reinforcing the dhikr habit at home. These challenges affect students’ ability to recite and understand the meaning of dhikr. The study recommends the use of creative media, parental involvement through regular evaluations, and varied approaches in fostering the dhikr habit to improve program effectiveness. The findings emphasize the importance of synergy between schools and parents in nurturing children's spiritual awareness from an early age. With consistent habituation and a supportive environment, morning dhikr significantly contributes to shaping Islamic character in children. The study’s recommendations can serve as a guideline for developing similar programs, both at RA Ishlahul Ummah and other educational institutions, to nurture a generation with strong spiritual values and noble character.
Assessment in Early Childhood Education: The Importance of Monitoring Children's Development Zannah, Raudatul; Rahmadani, Suci; Rukayah, Ity
Jurnal Pelangi : Research of Education and Development Vol 15, No 2 (2024)
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/jp.2024.v15i2.8950

Abstract

Assessment in early childhood education (ECED) plays a crucial role in identifying and facilitating children's development. In the early childhood period, children experience rapid development in physical, social, emotional and cognitive aspects. Therefore, proper assessment aims not only to provide grades, but also to understand how children learn and interact with their surroundings. There are several types of assessments that are often used, including formative assessments that are conducted continuously throughout the learning process, and summative assessments that are conducted at the end of a period. Performance and portfolio assessments are also effective methods of assessing children's progress. Through comprehensive assessments, educators can understand the specific needs of each child, design appropriate learning experiences and involve parents in the learning process. Results from assessments provide valuable information that can be used to adjust the curriculum, improve teaching methods and create a better learning environment. Thus, assessment becomes an important tool in supporting children's optimal development in the early years. In this study, we emphasis the importance of implementing child-centred assessments and collaboration between educators and parents in evaluating and strengthening children's learning experiences. With the right approach, assessment can not only improve children's learning outcomes, but also strengthen their foundation for future learning.
Persepsi Guru PAUD terhadap Penerapan Asesmen Autentik dalam Pembelajaran Hilmiah, Hilmiah; Indalaillah, Nur; Rukayah, Ity
Jurnal Edueco Vol. 8 No. 1 (2025): Juni
Publisher : Prodi Pendidikan Ekonomi Universitas Balikpapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36277/edueco.v8i1.236

Abstract

Penelitian ini bertujuan untuk menganalisis persepsi guru Pendidikan Anak Usia Dini (PAUD) terhadap penerapan asesmen autentik dalam pembelajaran. Selain itu, penelitian ini juga mengidentifikasi kendala yang dihadapi guru serta faktor-faktor yang memengaruhi persepsi mereka terhadap asesmen autentik. Pendekatan deskriptif kualitatif digunakan dengan pengumpulan data melalui wawancara, observasi, dan dokumentasi terhadap guru PAUD di beberapa institusi. Hasil penelitian menunjukkan bahwa sebagian besar guru memiliki persepsi positif terhadap asesmen autentik sebagai metode penilaian yang holistik dan relevan dengan kebutuhan anak. Namun, kendala seperti keterbatasan waktu, kurangnya pelatihan, dan minimnya dukungan fasilitas menjadi hambatan dalam implementasinya. Faktor pengalaman mengajar, latar belakang pendidikan, dan dukungan institusional ditemukan memengaruhi persepsi guru. Temuan ini menegaskan pentingnya pelatihan berkelanjutan dan dukungan kebijakan untuk meningkatkan efektivitas penerapan asesmen autentik. Penelitian ini berkontribusi pada penguatan teori pendidikan holistik dan menawarkan rekomendasi strategis bagi pengembangan asesmen autentik di PAUD Kata kunci: asesmen autentik, kendala implementasi, pendidikan holistik, persepsi guru
Co-Authors Afia, Sariah Hilmiah, Hilmiah Indalaillah, Nur RR. Ella Evrita Hestiandari Siti Julaiha Zannah, Raudatul