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All Journal Al-Jabar : Jurnal Pendidikan Matematika WISDOM: Jurnal Pendidikan Anak Usia Dini
Ramlah, Ufiyah
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Arts Education Mathematics Social Sciences Other

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Analisis Nilai Agama dan Moral Pada Lagu Anak Usia Dini di PAUD Ilmi Amalia Yayasan Khairunnisa Palu Hildawati; Ramlah, Ufiyah
WISDOM: Jurnal Pendidikan Anak Usia Dini Vol. 5 No. 2 (2024)
Publisher : Institut Agama Islam Negeri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/wisdom.v5i2.10014

Abstract

Penelitian ini bertujuan untuk menganalisis nilai agama dan moral yang terkandung dalam lagu-lagu anak usia dini yang digunakan di PAUD Ilmi Amalia Yayasan Khairunnisa Palu. Lagu-lagu ini digunakan sebagai salah satu metode pembelajaran yang menyenangkan dan efektif untuk menanamkan nilai-nilai agama dan moral pada anak-anak usia dini, yang merupakan masa krusial dalam pembentukan karakter. Penelitian ini menggunakan pendekatan kualitatif, dengan data yang dikumpulkan melalui observasi, wawancara, dan dokumentasi. Hasil penelitian menunjukkan bahwa lagu-lagu yang diajarkan di PAUD Ilmi Amalia ini mengandung nilai-nilai agama seperti pengenalan rukun iman dan rukun Islam, serta nilai-nilai moral yang meliputi kesopanan, penghormatan, dan etika sosial yang penting untuk pengembangan karakter anak. Lagu-lagu ini juga memperkenalkan konsep penting seperti sentuhan yang boleh dan tidak boleh dilakukan, membantu anak-anak memahami batasan sosial yang diperlukan dalam interaksi sehari-hari. Temuan ini menunjukkan bahwa penggunaan lagu dalam proses pembelajaran sangat efektif dalam menanamkan nilai-nilai agama dan moral pada anak usia dini karena sesuai dengan tahapan perkembangan kognitif, sosial, dan emosional anak-anak tersebut.
Characteristics of students in developing reflective thinking in basic algebra Nursupiamin, Nursupiamin; Ramlah, Ufiyah; Putri, Hestina
Al-Jabar: Jurnal Pendidikan Matematika Vol 16 No 1 (2025): Al-Jabar: Jurnal Pendidikan Matematika
Publisher : Universitas Islam Raden Intan Lampung, INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ajpm.v16i1.25743

Abstract

Purpose: Low reflective thinking skills are often linked to learning approaches that do not foster critical and reflective abilities. This study aims to examine the contribution of student characteristics, based on the Big Five personality traits, to the development of reflective thinking skills in basic algebra.Method: A mixed-methods approach with a sequential explanatory design was employed, integrating quantitative and qualitative data. The quantitative phase involved administering questionnaires and tests to 229 students in Palu, Indonesia was selected through stratified random sampling. The research variables included student characteristics (measured using the Big Five scale) and reflective thinking skills in basic algebra. Data were analyzed using SPSS, including validity and reliability tests, descriptive statistics, classical assumption tests, and linear regression. The qualitative phase involved interviews, with data validity ensured through triangulation and member checking.Findings: The results indicate that student personality characteristics contribute 17.9 percent to reflective thinking skills in basic algebra. Specifically, extroversion contributed 3.4 percent, agreeableness 7.5 percent, conscientiousness 9.2 percent, neuroticism 12.9 percent, and openness to experience 4.8 percent. Among these, conscientiousness and neuroticism were the dominant influencing factors. However, further analysis revealed that openness to experience and conscientiousness significantly enhance reflective thinking, while neuroticism does not have a significant impact. Openness to experience supports creativity and critical thinking, whereas conscientiousness is linked to discipline and structured learning, both of which encourage reflection.Significance: These findings highlight the importance of considering individual personality traits when designing learning strategies to foster reflective thinking skills. By integrating personality-based approaches, educators can create more effective learning environments that enhance students’ ability to think reflectively in mathematics.
Co-Authors Hildawati Nursupiamin Nursupiamin, Nursupiamin Putri, Hestina