Article Per Year (5 Year)
p-Index From 2020 - 2025
0.562
P-Index
This Author published in this journals
All Journal Tunas Cendekia : Jurnal Program Studi Pendidikan Anak Usia Dini JURALIANSI (Jurnal Lingkup Anak Usia Dini) JURALIANSI (JURNAL LINGKUP ANAK USIA DINI)
Nisrin Humaida Annur
Unknown Affiliation
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Neuroscience Physics Social Sciences Other

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
IMPLEMENTASI KEGIATAN FUN COOKING DALAM MENGEMBANGKAN SOSIAL EMOSIONAL ANAK USIA DINI DI KBI USAMAH KOTA TEGAL Nisrin Humaida Annur; Abdul Khobir
JURALIANSI: Jurnal Lingkup Anak Usia Dini Vol. 6 No. 1 (2025): JURALIANSI (JURNAL LINGKUP ANAK USIA DINI)
Publisher : Program Studi Pendidikan Islam Anak Usia Dini (PIAUD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35897/juraliansi.v6i1.1952

Abstract

One of the activities that can develop social emotional is through fun cooking activities at KBI Usamah Tegal City which has implemented fun cooking activities regularly every Wednesday. The purpose of this study is to identify the implementation of fun cooking activities and identify supporting and inhibiting factors of fun cooking activities in developing social emotional early childhood at KBI Usamah Tegal City. The type of research in this study is field research with a descriptive-qualitative approach. Data collection techniques used observation, interviews, and documentation. Primary data were obtained from the principal and educators at KBI Usamah Tegal City. Secondary data were obtained from literature references and supporting documents. The results of the study indicate that the implementation of fun cooking activities in developing social emotional early childhood at KBI Usamah Tegal City consists of three stages, namely planning, implementation, and evaluation. Planning includes determining objectives, menus, and preparation of tools and ingredients. Implementation includes opening activities (prayer, introduction of tools, and habit of washing hands), core (individual/group cooking practice), and closing (prayer, tasting the results of cooking, and cleaning the classroom). Evaluation is carried out through observation and recalling to record the development of children's social emotional. The supporting factors are the availability of infrastructure, teacher creativity, and parental support, while the inhibiting factors are the limited number of accompanying teachers and the limited availability of certain cooking equipment.
IMPLEMENTASI KEGIATAN FUN COOKING DALAM MENGEMBANGKAN SOSIAL EMOSIONAL ANAK USIA DINI DI KBI USAMAH KOTA TEGAL Nisrin Humaida Annur; Abdul Khobir
JURALIANSI: Jurnal Lingkup Anak Usia Dini Vol. 6 No. 1 (2025): JURALIANSI (JURNAL LINGKUP ANAK USIA DINI)
Publisher : Program Studi Pendidikan Islam Anak Usia Dini (PIAUD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35897/juraliansi.v6i1.1952

Abstract

One of the activities that can develop social emotional is through fun cooking activities at KBI Usamah Tegal City which has implemented fun cooking activities regularly every Wednesday. The purpose of this study is to identify the implementation of fun cooking activities and identify supporting and inhibiting factors of fun cooking activities in developing social emotional early childhood at KBI Usamah Tegal City. The type of research in this study is field research with a descriptive-qualitative approach. Data collection techniques used observation, interviews, and documentation. Primary data were obtained from the principal and educators at KBI Usamah Tegal City. Secondary data were obtained from literature references and supporting documents. The results of the study indicate that the implementation of fun cooking activities in developing social emotional early childhood at KBI Usamah Tegal City consists of three stages, namely planning, implementation, and evaluation. Planning includes determining objectives, menus, and preparation of tools and ingredients. Implementation includes opening activities (prayer, introduction of tools, and habit of washing hands), core (individual/group cooking practice), and closing (prayer, tasting the results of cooking, and cleaning the classroom). Evaluation is carried out through observation and recalling to record the development of children's social emotional. The supporting factors are the availability of infrastructure, teacher creativity, and parental support, while the inhibiting factors are the limited number of accompanying teachers and the limited availability of certain cooking equipment.
OPTIMALISASI KECERDASAN MAJEMUK ANAK USIA DINI: IMPLEMENTASI MODEL PEMBELAJARAN BERBASIS SENTRA Nisrin Humaida Annur; Ainna Puspita Sari Dewi
Tunas Cendekia : Jurnal Program Studi Pendidikan Anak Usia Dini Vol. 8 No. 2 (2025): Tunas Cendekia
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/tunascendekia.v8i2.6246

Abstract

Model pembelajaran berbasis sentra merupakan pendekatan efektif dalam mengoptimalkan perkembangan anak usia dini. RA Muslimat NU Karangdowo menerapkan model ini dengan enam jenis sentra: persiapan, imajinasi dan eksplorasi, rancang bangun, seni kreasi, olahraga, serta sentra pilihan (memasak, komputer, beternak, dan berkebun). Penelitian ini bertujuan mengidentifikasi implementasi model pembelajaran berbasis sentra dalam mengembangkan kecerdasan majemuk anak usia dini serta menganalisis faktor pendukung dan penghambatnya. Penelitian menggunakan pendekatan deskriptif kualitatif dengan teknik wawancara, observasi, dan dokumentasi. Analisis data dilakukan melalui reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan implementasi terdiri dari tiga tahapan: perencanaan (penyusunan modul ajar dan persiapan media), pelaksanaan (kegiatan sentra 60 menit pasca-istirahat secara bergantian), dan evaluasi (recalling dan asesmen menggunakan checklist, catatan anekdot, serta dokumentasi karya anak). Faktor pendukung meliputi kurikulum terstruktur, kompetensi pendidik, sarana prasarana memadai, dan pendekatan berpusat pada anak. Faktor penghambat mencakup keterbatasan waktu, kompleksitas penilaian, dan tantangan manajemen kelas.
Co-Authors Abdul Khobir Ainna Puspita Sari Dewi