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All Journal Anakta : Jurnal Pendidikan Islam Anak Usia Dini Inovasi Pendidikan dan Anak Usia Dini
Radhiyatul Muna
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Religion Education Languange, Linguistic, Communication & Media Other

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Pendekatan Praktis Guru dalam Menganalisis Multiple Intelligence Anak Usia Dini di Kelas B4 RA Takhrimah Tungkop Asyifa Turrahmi; Radhiyatul Muna; Yerina Elma Astari. HM; Silvia Fahmi Ramadani; Riza Lailiza; Ayu Mustira
Inovasi Pendidikan dan Anak Usia Dini Vol. 3 No. 1 (2026): Januari: Inovasi Pendidikan dan Anak Usia Dini
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/inpaud.v3i1.888

Abstract

This research examines the practices of a B4 class teacher at RA Takhrimah Tungkop in identifying children’s Multiple Intelligences (MI) through authentic observation during an activity of printing moon shapes using banana stems. The study employed a descriptive qualitative approach with data collected through in-depth interviews and participatory observation. Data were analyzed thematically and supported by source and technique triangulation to ensure the validity of the findings. The results indicate that the teacher’s understanding of the MI concept was still focused on linguistic, logical-mathematical, and visual-spatial intelligences. Despite this limited conceptual scope, the implementation of authentic observation during the art-based activity successfully revealed a broader range of children’s intelligences. The moon-printing activity demonstrated indicators of visual-spatial intelligence through shape recognition and composition, bodily-kinesthetic intelligence through hand–eye coordination and motor control, and intrapersonal intelligence reflected in children’s ability to manage emotions, maintain focus, and show persistence during the task. Repeated observations accompanied by anecdotal records enabled the teacher to construct individual and continuous MI profiles for each child. These profiles can be utilized to design more varied, contextual, and child-centered learning strategies that align with the characteristics of early childhood learners in the Raudhatul Athfal setting. The practices observed also illustrate the connection between Gardner’s MI theory and Islamic early childhood education grounded in concrete learning activities. The findings support the development of child-friendly learning environments and encourage teacher creativity in conducting activity-based assessments. This study recommends strengthening teacher competencies through training in authentic MI assessment and further research using a research and development approach.
STRATEGI GURU PAUD MEMANFAATKAN BUKU CERITA INTERAKTIF UNTUK MENUMBUHKAN MINAT BACA ANAK USIA 5-6 TAHUN (System Riview Literature) Lina Amelia; Ridhatul Lisfa; Leli Hasanah; Faza Nujjiya; Radhiyatul Muna
Anakta : Jurnal Pendidikan Islam Anak Usia Dini Vol. 5 No. 1 (2026): Anakta : Jurnal Pendidikan Islam Anak Usia Dini
Publisher : Program Studi Pendidikan Islam Anak Usia Dini

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35905/anakta.v5i1.17020

Abstract

Early childhood reading interest is an important foundation for sustainable language, cognitive, and literacy development. Although various studies have demonstrated the effectiveness of interactive storybooks in supporting children's literacy development, studies specifically synthesizing teacher strategies in utilizing this medium are still limited. This study aims to analyze the strategies of early childhood education (PAUD) teachers in using interactive storybooks to increase reading interest in children aged 5–6 years. The study used the Systematic Literature Review (SLR) method by reviewing 12 national scientific articles published between 2022 and 2026. These articles were obtained through a process of identification, selection, and evaluation based on predetermined inclusion and exclusion criteria. The study results indicate that teacher strategies consist of three main stages: pre-reading through the picture walk technique, while reading using dialogic reading, and post-reading through story retelling activities. These strategies have been shown to improve vocabulary, narrative comprehension, listening skills, and reading motivation in early childhood. Furthermore, collaboration between teachers, parents, and schools plays a crucial role in strengthening the success of literacy programs. Research findings indicate that the effectiveness of interactive storybooks is determined not only by their visual, audio, and interactive features, but also by the teacher's ability to implement targeted learning strategies that are appropriate to the child's developmental characteristics. Therefore, strengthening teacher competency and developing family literacy programs are crucial factors in optimizing the use of interactive storybooks in early childhood education (PAUD).
Co-Authors Asyifa Turrahmi Ayu Mustira Faza Nujjiya Leli Hasanah Lina Amelia Ridhatul Lisfa Riza Lailiza Silvia Fahmi Ramadani Yerina Elma Astari. HM