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All Journal Jurnal Caksana: Pendidikan Anak Usia Dini Journal of Educational Management Research
Al Umairi, Mush'ab
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Humanities Education Social Sciences

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Performance Tasks as a Strategy to Enhance Learning Motivation among Kindergarten Group B Children Ferdiani, Devi; Lilawati , Rr Agustien; Al Umairi, Mush'ab
Journal of Educational Management Research Vol. 4 No. 6 (2025)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v4i6.1499

Abstract

This study aims to examine the improvement of children’s learning motivation through the implementation of performance task activities in Group B at TK Bunga Bangsa. Using a descriptive qualitative approach, the research involved 22 children (11 boys and 11 girls). Data were collected through observation, interviews, and documentation, and analyzed using the Miles and Huberman model, which includes data reduction, data display, and conclusion drawing. The findings indicate that prior to the intervention, children’s learning motivation was relatively low, with only 9 children (40.9%) demonstrating consistent focus and enthusiasm. After the implementation of various performance tasks—such as reciting short prayers, role-playing with zoo themes, explaining the chicken life cycle, and presenting artwork using banana midrib stamping techniques—children’s motivation increased significantly. A total of 17 children (77.3%) showed higher levels of focus, confidence, and active participation. These results suggest that performance task activities provide meaningful and enjoyable learning experiences that effectively enhance early childhood learning motivation. The study implies that performance tasks can serve as an alternative pedagogical strategy to support more engaging and successful early childhood education.
Teacher Involvement in Parent Collaboration to Foster Social–Emotional Maturity of Early Childhood Group A Learners Inayah, Nur; Lilawati, Agustien; Al Umairi, Mush'ab
Journal of Educational Management Research Vol. 4 No. 6 (2025)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v4i6.1565

Abstract

Social–emotional maturity in early childhood is shaped through interactions across home and school. This study aims to examine how teachers and parents collaboratively support social–emotional development through structured communication and reinforcement. Using a qualitative descriptive design, data were collected from teachers, parents, and school leaders through interviews, observations of classroom behaviors, and analysis of communication documents. The findings show that teachers strategically initiate collaborative structures, consistent reinforcement between home and school strengthens children’s emotional regulation shown by 82% success in routine-following and 76% non-aggressive conflict resolution and communication barriers reduce the continuity of collaborative developmental support. The study contributes a model positioning teachers as drivers of collaboration, rather than passive partners, in emotional development. The practical implication suggests that schools need systematic and reciprocal communication cycles to sustain parental engagement and prevent fragmented reinforcement of emotional competencies.
Screen Time and Early Childhood Social–Emotional Development Among Children Aged Five to Six Years Sari, Fitria; Lilawati, Agustien; Al Umairi, Mush'ab
Journal of Educational Management Research Vol. 4 No. 6 (2025)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v4i6.1567

Abstract

Digital exposure has become a dominant part of early childhood routines and increasingly influences social–emotional development. This study aims to analyze the relationship between screen time, peer interaction, emotional regulation, and parental mediation in children aged 5–6 years. Using a qualitative case study, data were collected from six children, two teachers, and four parents through interviews, observations, and documentation. The findings show that high screen exposure triggers weakened emotional regulation, reflected in frequent tantrums, low frustration tolerance, and abrupt mood shifts. Excessive screen time also reduces peer interaction, indicated by 52% low group participation, 48% reluctance to share, and 43% preference for solitary play. Conversely, parental mediation improves social–emotional development by reinforcing cooperation, conflict resolution, and verbal expression. The novelty of this study lies in demonstrating that screen time becomes beneficial only when accompanied by active parental guidance. The results recommend collaborative screen management between schools and families to optimize children’s social–emotional growth.
Kolaborasi Guru Sebagai Upaya Mewujudkan Generasi Cinta Al Qur’an di Kelompok B TK Qur’an Al Ummah Zianah, Lilis; Lilawati, Rr. Agustin; Al Umairi, Mush'ab
Jurnal Caksana : Pendidikan Anak Usia Dini Vol 8, No 2 (2025): Jurnal Caksana: Pendidikan Anak Usia Dini
Publisher : Prodi PG-PAUD, FKIP, Universitas Trilogi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31326/jcpaud.v8i2.2610

Abstract

Kolaborasi antara guru kelas, guru tahfidz, dan koordinator tahfidz memiliki peran strategis dalam meningkatkan kualitas pembelajaran tahfidz pada pendidikan anak usia dini. Penelitian ini bertujuan mendeskripsikan bentuk sinergi ketiga peran pendidik tersebut dalam upaya mewujudkan generasi cinta Al-Qur’an pada anak TK B. Penelitian menggunakan pendekatan kualitatif deskriptif dengan teknik pengumpulan data melalui observasi, wawancara, dan dokumentasi. Hasil penelitian menunjukkan bahwa kolaborasi guru diwujudkan melalui: (1) perencanaan bersama yang mengintegrasikan kurikulum kelas dengan target hafalan, (2) pelaksanaan pembelajaran tahfidz yang terkoordinasi antara guru kelas dan guru tahfidz di bawah supervisi koordinator tahfidz, serta (3) evaluasi perkembangan anak yang dilakukan secara berkesinambungan untuk memantau hafalan, adab, dan motivasi belajar anak. Kolaborasi yang terbangun di antara ketiganya mampu menciptakan lingkungan belajar yang kondusif, memperkuat pembiasaan Qur’ani, dan mendukung terbentuknya generasi cinta Al-Qur’an sejak dini. Temuan ini menegaskan bahwa kolaborasi terstruktur antara guru kelas, guru tahfidz, dan koordinator tahfidz merupakan kunci keberhasilan pembelajaran tahfidz di TK B.
Kegiatan Jurnal Pagi Sebagai Upaya Mengembangkan Kemampuan Pra Literasi Anak Usia Dini di TK Qur’an Al Ummah Gresik Maghfiroh, Novita; Lilawati, Rr. Agustin; Al Umairi, Mush'ab
Jurnal Caksana : Pendidikan Anak Usia Dini Vol 8, No 2 (2025): Jurnal Caksana: Pendidikan Anak Usia Dini
Publisher : Prodi PG-PAUD, FKIP, Universitas Trilogi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31326/jcpaud.v8i2.2609

Abstract

Kemampuan pra-literasi merupakan fondasi awal bagi anak usia dini untuk memasuki tahapan literasi dasar. Hasil observasi awal di TK Qur’an Al Ummah Gresik menunjukkan bahwa kemampuan pra-literasi anak kelompok B masih bervariasi. Penelitian ini bertujuan untuk mendeskripsikan implementasi kegiatan jurnal pagi serta menganalisis perannya dalam meningkatkan kemampuan pra-literasi anak. Penelitian menggunakan metode deskriptif kualitatif dengan teknik pengumpulan data berupa observasi, dokumentasi, dan wawancara reflektif. Subjek penelitian adalah 11 anak kelompok B. Hasil penelitian menunjukkan bahwa kegiatan jurnal pagi diimplementasikan melalui tiga tahapan: pembukaan, pembuatan jurnal, dan sharing time. Pelaksanaan kegiatan jurnal pagi secara rutin terbukti dapat meningkatkan kemampuan pra-literasi anak pada tiga aspek, yaitu kemampuan mengenali simbol dan huruf awal, kemampuan mengekspresikan ide melalui gambar atau tulisan sederhana, serta kemampuan menghubungkan gambar dengan bahasa lisan. Dengan demikian, jurnal pagi efektif menjadi strategi pembelajaran yang bermakna dan menyenangkan dalam mengembangkan pra-literasi anak usia dini.
Co-Authors Agustien Lilawati Ferdiani, Devi Fitria Sari Lilawati , Rr Agustien Lilawati, Rr. Agustin Maghfiroh, Novita Nur Inayah Zianah, Lilis