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How to Teach Science to Toddlers? Nabila, Siti Maulidiya; Al-Qoyyim, Thufail Mujaddid
AMPLITUDO : Journal of Science and Technology Innovation Vol. 4 No. 1 (2025): February
Publisher : Balai Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56566/amplitudo.v4i1.305

Science education for toddlers is crucial in building early scientific understanding and fostering curiosity. However, several challenges persist in its implementation, such as teaching methods that are not well-suited to early childhood characteristics, limited exploratory facilities, and a lack of understanding among parents and educators regarding effective teaching strategies. This study analyzes various approaches that can be used to teach science to toddlers effectively and engagingly. The methods discussed include inquiry-based learning, hands-on activities, sensory exploration, construction play, and nature observation. Additionally, connecting science with daily life is an essential strategy to help children understand the relevance of scientific knowledge in the real world. The analysis results indicate that exploration-based and hands-on learning approaches enhance children's understanding of scientific concepts more effectively than traditional instructional methods. The active role of parents and educators in guiding children, providing reflective questions, and creating a supportive learning environment significantly influences learning success. With the right strategies, children grasp scientific concepts and develop critical thinking skills, problem-solving abilities, and an early love for science.

PEMBUATAN BROWNIES TEMPE SEBAGAI MAKANAN SEHAT GUNA MENINGKATKAN GIZI PADA ANAK DAN IBU HAMIL DESA BATU NAMPAR Nabila, Siti Maulidiya; Rasyd, Anwar; Prastuti, Aulia Widya; Jauhari, M. Abim; Al-Aqsha, L. Moh. Riri Rivari; Atman, B. Eggy Tamara; Susanti, Sri; Sari, Nilam; Maenarni, Lilis; Agustin, Melly
Jurnal Wicara Vol 1 No 2 (2023): Jurnal Wicara Desa
Publisher : Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/wicara.v1i2.2421

Batu Napar Village is in the Jerowaru District, East Lombok Regency, West Nusa Tenggara Province. Tempe is a typical Indonesian food made from soybeans. Tempe is a healthy food because it contains various nutrients needed by the body. Tempe has many ingredients such as phosphorus, iron, vitamins B, C, and also anti-oxidants. In Batu Napar Village there are children with cases of stunting and malnutrition. Therefore, the Unram KKNT together with the Batu Napar Village PKK and Posyandu cadres made an innovation in the form of processing tempeh into tempeh brownies as an effort to fulfill nutrition for children and pregnant women through making healthy food. This healthy food counseling and demonstration activity received a very positive response from the community. Many people feel helped by this activity.

Pendekatan Deep Learning untuk Pembelajaran IPA yang Bermakna di Sekolah Dasar Nabila, Siti Maulidiya; Septiani, Melinda; Fitriani, Fitriani; Asrin, Asrin
Primera Educatia Mandalika: Elementary Education Journal Vol. 2 No. 1 (2025)
Publisher : Magister Pendidikan Dasar FKIP Universitas Mataram

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This research aims to examine the integration of the deep learning approach and the implementation of the Merdeka Curriculum in science learning at the elementary school level. The deep learning approach emphasizes the principles of mindful, meaningful, and joyful learning, which are in line with the philosophical direction of the Merdeka Curriculum which emphasizes differentiated, flexible, and contextual learning. This research uses a literature study method by analyzing 24 relevant national scientific articles. The study results show that science learning can be optimized through strategies such as project-based learning, inquiry-based learning, and the application of learning differentiation, supported by digital media and authentic assessment. The main obstacles found include teachers' low digital literacy, limited resources, and challenges in deep learning planning. Proposed solutions include practice-based training, strengthening teacher learning communities, developing contextualized teaching modules, and collaboration between schools and universities. With policy support and continuous assistance, the application of deep learning in science learning has the potential to encourage the strengthening of science literacy, student character, and 21st century competencies more optimally.

Pembelajaran Mendalam (Deep Learning) dalam Pendidikan IPA: dari Kebijakan Hingga Praktik di Kelas Al-Qoyyim, Thufail Mujaddid; Nabila, Siti Maulidiya
Pijar Pelita: Journal of Early Childhood Education and Early Childhood Islamic Education Vol. 1 No. 3 (2025): September
Publisher : PT Rizkarya Cendekia Pustaka

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21st-century science education requires critical thinking, problem solving, creativity, collaboration, and scientific literacy rather than rote memorization. In Indonesia, the Merdeka Curriculum and the Academic Manuscript on Deep Learning highlight its urgency as a strategy to enhance educational quality and nurture the Profile of Pancasila Students. This article presents a literature review on the concepts, strategies, and challenges of implementing deep learning in science education. Findings indicate that inquiry-based learning, discovery learning, and project-based learning effectively enhance conceptual understanding, motivation, and student achievement. Successful implementation relies on teachers’ identity as facilitators of scientific exploration, supported by continuous training, reflective communities, and the wise use of technologies such as VR and AI. In conclusion, deep learning can be implemented simply through real-world questions, local phenomena, and reflective practices. Consistent policies, authentic assessments, and cross-sector collaboration are essential to make science learning more relevant and meaningful.

PEMBUATAN BROWNIES TEMPE SEBAGAI MAKANAN SEHAT GUNA MENINGKATKAN GIZI PADA ANAK DAN IBU HAMIL DESA BATU NAMPAR Nabila, Siti Maulidiya; Rasyd, Anwar; Prastuti, Aulia Widya; Jauhari, M. Abim; Al-Aqsha, L. Moh. Riri Rivari; Atman, B. Eggy Tamara; Susanti, Sri; Sari, Nilam; Maenarni, Lilis; Agustin, Melly
Jurnal Wicara Vol 1 No 2 (2023): Jurnal Wicara Desa
Publisher : Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/wicara.v1i2.2421

Batu Napar Village is in the Jerowaru District, East Lombok Regency, West Nusa Tenggara Province. Tempe is a typical Indonesian food made from soybeans. Tempe is a healthy food because it contains various nutrients needed by the body. Tempe has many ingredients such as phosphorus, iron, vitamins B, C, and also anti-oxidants. In Batu Napar Village there are children with cases of stunting and malnutrition. Therefore, the Unram KKNT together with the Batu Napar Village PKK and Posyandu cadres made an innovation in the form of processing tempeh into tempeh brownies as an effort to fulfill nutrition for children and pregnant women through making healthy food. This healthy food counseling and demonstration activity received a very positive response from the community. Many people feel helped by this activity.

Learning Media to Improve Numeracy Skills and Motivation of Students Al-Qoyyim, Thufail Mujaddid; Nabila, Siti Maulidiya; Affan, Affan; Suri, Aida Atika; Muhaini, Muhaini; Hajariah, Siti
AMPLITUDO : Journal of Science and Technology Innovation Vol. 3 No. 2 (2024): August
Publisher : Balai Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56566/amplitudo.v3i2.171

Numeracy ability is a basic ability that students must have to face the progress of the times. This ability guides students to analyze and solve mathematical problems and problems in everyday life. Even though it is very important, the numeracy skills of students in Indonesia are still very low. Therefore, efforts need to be made to improve and adjust strategies in the learning process so that students' numeracy abilities can increase. One effort is to use learning media. This research aims to find out what learning media are used by teachers to improve the numeracy skills of elementary school students, especially at the Tahfidzul Quran An-Nahl Mataram Integrated Islamic Elementary School. This research method is through teacher interviews and learning observations for 5 months in the odd semester of the 2023/2024 academic year. There are several media used by teachers in the process of improving numeracy skills at the Tahfidzul Quran An-Nahl Mataram Integrated Islamic Elementary School, including the addition and subtraction board, an introduction to measuring instruments board, rupiah specimen currency media, and a long unit ladder prop. All media used by teachers can increase student activity and involvement, learning outcomes, and student learning motivation.

The Implementation of Habit-Based Programs to Strengthen Moral Education in Primary Schools: A Case Study at SDN 7 Ampenan Nabila, Siti Maulidiya; Farhanah, Baiq Chunafa Diza; Adiyatma, Fauzi Maha; Sumardi, Lalu
Journal of Education and Computer Applications Vol. 2 No. 2 (2025)
Publisher : Institute Of Advanced Knowledge and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69693/jeca.v2i2.26

Moral education serves as a fundamental pillar in shaping students’ character, particularly at the primary school level. This study aims to describe and analyze the implementation of a habit-based moral education program at SDN 7 Ampenan, a school situated within a complex social environment. Employing a qualitative approach with a case study design, data were collected through in-depth interviews, observations, and document analysis. The findings indicate that the programs Berbaris Kasih Sayang (Affectionate Morning Line-up), Upacara Pagi Spiritual (Spiritual Morning Ceremony), and the Literaksi Program are consistently implemented to instill moral values in students. Classroom strategies employed by teachers—such as providing positive affirmations, facilitating spiritual reflection, assigning daily moral tasks, and managing conflicts in an educational manner—further reinforce the internalization of moral values in students’ daily lives. The program has shown a significant impact, particularly on students from less supportive family backgrounds, by fostering self-confidence, empathy, and discipline. These findings highlight the importance of a structured habituation approach and emotionally supportive teacher-student relationships in the success of moral education. The study recommends the adoption of similar programs in other schools, with necessary adaptations to suit their respective social and cultural contexts.

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