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All Journal Edumaspul: Jurnal Pendidikan Journal of Applied Transintegration Paradigm
Nugraha, Mukhlas
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Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Implementation of Numbered Head Together Assisted by Number Card Media to Improve the Ability to Recognize Number Symbols at Al-Barokah Kindergarten Jambi City Widianti, Shalsha; Syafitrah, Dian; Nugraha, Mukhlas; Mardiana, Mardiana; Mastikawati, Mastikawati; Munawaroh, Munawaroh
Edumaspul: Jurnal Pendidikan Vol 8 No 2 (2024): Edumaspul: Jurnal Pendidikan
Publisher : Universitas Muhammadiyah Enrekang

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Abstract

This research aims to improve the ability of early childhood students to recognize number symbols through the implementation of the numbered head together method assisted by number card media at Al-Barokah Kindergarten, Jambi City. The background of this study is the low ability of children to recognize number symbols, including counting concrete objects, identifying numbers according to their symbols, and calculating quantities. Based on initial observations, the majority of children were at the "Not Yet Developing" (BB) and "Starting to Develop" (MB) stages, indicating a lack of mastery in basic numerical concepts. This research used the Classroom Action Research (CAR) method conducted in two cycles. During the pre-action phase, all children were categorized as BB (50%) and MB (50%), with none achieving the "Developing as Expected" (BSH) or "Very Well Developed" (BSB) stages. After interventions using the numbered head together method and number card media, the results showed significant improvements. At the end of Cycle I, 44% of the children reached the BSH stage, and 6% reached the BSB stage. A more significant improvement occurred in Cycle II, where 87% of the children were categorized as BSB, and 17% as BSH. By the end of Cycle III, no children remained in the BB or MB categories. The conclusion of this study indicates that the implementation of the numbered head together method assisted by number card media is effective in enhancing the ability of 5-6-year-old children to recognize number symbols at Al-Barokah Kindergarten. This method successfully helped children grasp numerical concepts in an interactive and enjoyable manner, improving their cognitive ability to recognize number symbols and their counting skills.
COMPARISON OF THE PARADIGM INTEGRATION OF SCIENCE AT STATE ISLAMIC UNIVERSITIES Nugraha, Mukhlas; Rafii, Muhammad
Journal of Applied Transintegration Paradigm Vol. 1 No. 1 (2021): Journal of Applied Transintegration Paradigm
Publisher : LPPM UIN Sulthan Thaha Saifuddin Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30631/fnb6ba92

Abstract

Abstract The discourse of knowledge integration found its momentum when there was a change in higher education from IAIN to UIN. Various conceptual proposals began to be debated academically, armed with a universal spirit and expanding the contribution of Islamic universities to science, universities that have held university status finally began to discuss the formulation of the integration of religion and science broadly. However, although the integration of knowledge is the starting point for academic anxiety within UIN, the interpretation and articulation are different. UIN Yogyakarta with the integration-interconnection paradigm, UIN Jakarta has the concept of reintegration of knowledge, UIN Malang with the integration of its knowledge, and UIN Jambi articulates it as the transtegration of knowledge. The diversity of this paradigm is claimed to have its own distinction. This article attempts to compare the concept of integration of knowledge applied at UIN Yogyakarta, UIN Jakarta, UIN Malang, and UIN Jambi. Sources of data are obtained from various relevant literatures, discussions, seminars, and journals to examine fundamentally the concepts of each offered paradigm. The researcher analyzes the basic concepts of the scientific paradigm applied in a number of Islamic universities in order to answer the differences and can be compared with other concepts of integration of knowledge.
Co-Authors Mardiana Mardiana Mastikawati, Mastikawati Munawaroh Munawaroh Rafii, Muhammad Syafitrah, Dian Widianti, Shalsha