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All Journal Al-Mudarris : Jurnal Ilmiah Pendidikan Islam Jurnal Euforia
Najiich, Muchammad
Unknown Affiliation
Religion Education

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Assessment of Art Development and Creativity of Children Aged 4-6 Years Wafa, Lauhani Tsaniyatul; Najiich, Muchammad; Putri, Mita Febrilia; Saripudin, Aip
Al-Mudarris Vol 6 No 1 (2023): Al-Mudarris
Publisher : Jurusan Tarbiyah,IAIN PALANGKARAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/mdr.v6i1.5722

Abstract

Assessment is important and often necessary in various contexts such as in the development of children's art and creativity. The focus of the assessment is on the artistic development of children aged 4-6. In particular, the researchers looked at and measured how much progress the students had made at the PAUD schools studied, namely RA Al-Hidayah, RA Baiturrahman, and TK PGRI. This research is conducted to understand the extent of artistic development in children aged 4-6 in the PAUD schools under study, with a focus on RA Al-Hidayah, Baiturrahman, and TK PGRI.
Deep Learning sebagai Strategi Adaptif dalam Meningkatkan Kualitas Pendidikan Anak Usia Dini Najiich, Muchammad; Titi Lestari
Jurnal Euforia Vol. 3 No. 1 (2026): Edisi Februari 2026
Publisher : Prodi PIAUD STAI AL-GAZALI BONE

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Abstract

This study aims to analyze the implementation of deep learning as an adaptive strategy to improve the quality of early childhood education. A descriptive qualitative literature review was employed using thematic mapping of relevant studies published between 2021 and 2025. The findings indicate that most early childhood educators have a limited understanding of deep learning, commonly equating it with the use of digital media. Learning practices and lesson plans remain one-directional and focus on memorization, which hinders children’s reflective thinking skills. However, exploratory activities such as gardening and role play show strong potential to foster critical thinking, autonomy, and self-reflection in children. Key supporting factors include visionary school leadership, collaborative culture, and family involvement. In conclusion, deep learning can become a transformative pedagogical approach if supported by continuous teacher training and institutional reinforcement.
Co-Authors Aip Saripudin Putri, Mita Febrilia Titi Lestari Wafa, Lauhani Tsaniyatul