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All Journal Tadris: Jurnal keguruan dan Ilmu Tarbiyah Al-Mubin: Islamic Scientific Journal
Subaita
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Religion Economics, Econometrics & Finance Education Other

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INSTILLING CHARACTER EDUCATION FROM AN EARLY AGE BY MAKING A HABIT OF SAYING POSITIVE WORDS BEFORE ENTERING CLASS Subaita; Iswatiningsih , Daroe
Al-Mubin Jurnal Ilmiah Islam
Publisher : Department of Research and Community Service at the Ummul Quro Al-Islami Bogor Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51192/almubin.v8i2.2099

Abstract

Early Childhood Education (PAUD) has a crucial role in instilling character from an early age. This article reviews the application of the habit of saying positive words as a form of affirmative strategy to build confidence, optimism, and positive mindset in children at ABA 01 Batu Kindergarten. Through daily activities such as morning welcomes, a fun approach and parental participation, these habits are able to create a learning environment that supports and strengthens children's social and emotional development. The results of the evaluation showed an increase in confidence, enthusiasm for learning, and children's ability to establish healthy social relationships. Obstacles that arise, such as children's limited understanding of the meaning of affirmation and challenges in maintaining consistency of practice, are overcome through easy-to-understand explanations and active involvement of parents. This article concludes that getting children used to saying positive words is a simple method but has a great effect on shaping children's character as a whole and continuously
Teachers' Conceptual Understanding of Learning Environments to Support Cognitive Development in Early Childhood Education: A Multi-Site Study Subaita; Budiono; Husamah
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 11 No 1 (2026): Tadris: Jurnal Keguruan dan Ilmu Tarbiyah
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/tadris.v11i1.28987

Abstract

Early childhood education (ECE) is fundamental for fostering lifelong learning and cognitive development, yet teachers’ varying conceptual understandings of learning environments can significantly shape children’s opportunities to explore, interact, and think critically. This multi-site qualitative study—the first within the Muhammadiyah Aisyiyah Kindergarten (TK ABA) network—analyzes variations in teachers’ perceptions and practices in designing learning environments that promote cognitive growth across three schools in Batu City, Indonesia. A qualitative descriptive approach was applied through classroom observations, in-depth interviews, and document analysis. Findings reveal distinct pedagogical orientations: TK ABA 01 demonstrated constructivist and inquiry-based practices with integrated loose parts; TK ABA 02 maintained conventional teacher-centered instruction; and TK ABA 03 reflected transitional patterns through exploratory outdoor learning with limited planning consistency. Quantitative descriptors supported these findings: planning quality (ABA01 = 4.6; ABA02 = 2.4; ABA03 = 3.8) and child engagement (ABA01 = 85%; ABA02 = 46%; ABA03 = 71%). These results underscore the centrality of environmental design, creative media use, and teacher collaboration in enhancing cognitive stimulation. The study offers novel insights into intra-network variations in early childhood pedagogy and recommends professional development that emphasizes ecological awareness and environment-based learning design to ensure equitable cognitive experiences for all children.
Co-Authors Budiono Daroe Iswatiningsih Husamah Husamah