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All Journal Alzam : Journal Of Islamic Early Childhood Education Al Hikmah: Indonesian Journal of Early Childhood Islamic Education Journal Ashil: Jurnal Pendidikan Anak Usia Dini
Nurita Sari
Universitas Islam Negeri Sunan Kalijaga Yogyakarta
Religion Humanities Education Languange, Linguistic, Communication & Media Other

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Penanganan Gangguan Belajar Anak Disleksia Melalui Spelling Method Nurita Sari; Raden Rachmy Diana; Nadia Aliyatuz Zulfa
Journal Ashil: Jurnal Pendidikan Anak Usia Dini Vol. 4 No. 2 (2024): Journal Ashil: Jurnal Pendidikan Anak Usia Dini
Publisher : Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/piaud.v4i2.5761

Abstract

Everyone has different abilities and levels of intelligence, including children with learning difficulties such as dyslexia. Dyslexia is a neurological brain disorder that affects reading and writing skills, rather than being the result of poor learning. It involves challenges in information processing in the brain, so dyslexic children often have difficulty reading words quickly and accurately. This research aims to analyze the treatment of learning disorders of dyslexic children through the spelling method. The methodology used in this research involves a qualitative approach using case studies. The data collection techniques used were observation, interview and documentation. The observation and interview techniques used question guidelines that had been prepared, while documentation was carried out with data analysis techniques which included data reduction, data presentation, and conclusion drawing. The results of this study show that the spelling method is an effective teaching technique for children with dyslexia. This method involves phonetic understanding, phonological awareness, as well as a consistent and collaborative multi-sensory approach between schools and parents. The studied child showed significant improvement in reading ability after the application of this method, through repeated practice and periodic evaluation that ensures effectiveness and supports the achievement of the child's academic potential.
Pendekatan Fun Learning Dalam Meningkatkan Interaksi Sosial Anak Di Paud Insklusi Bono Setyo; Nadia Aliyatuz Zulfa; Nurita sari
Alzam: Journal of Islamic Early Childhood Education Vol 5 No 2 (2025): Alzam: Journal Of Islamic Early Childhood Education
Publisher : Institut Agama Islam Nahdlatul Ulama Tuban

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51675/alzam.v5i2.1242

Abstract

This study aims to explore the implementation of the Fun Learning approach in improving children's social interaction in Insan Kamil Tuban Kindergarten as an inclusive PAUD. The research method used is qualitative with a case study approach, involving observation, in-depth interviews, and documentation. The results of the study show that the Fun Learning approach through collaborative activities, such as role-playing and creative arts, is effective in increasing the frequency, quality, and courage of children's social interactions. Supporting factors include teacher commitment and adequate facilities, while barriers include differences in children's abilities and limited resources. In conclusion, Fun Learning has been proven to be able to create inclusive learning and improve children's social skills, although advanced training is required for teachers.
Student Creativity Innovation in Completing Artificial Intelligence (AI)-Based Lecture Assignments Nadia Aliyatuz Zulfa; Na'imah Na'imah; Nurlaili Dina Hafni; Hibana Hibana; Dwi Aminatus Sa'adah; Malikatus Sholihah; Nurita Sari
Al Hikmah Indonesian Journal of Early Childhood Islamic Education Vol 9 No 1 (2025): IJECIE
Publisher : Universitas Al-Hikmah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35896/ijecie.v9i1.999

Abstract

This study aims to describe the forms of innovation and creativity among students in utilizing Artificial Intelligence (AI) technology to complete academic assignments, as well as to identify the ethical challenges and risks involved. A qualitative phenomenological approach was used, involving eight active students from the Early Childhood Islamic Education (PIAUD) program who frequently use platforms such as ChatGPT, Grammarly, Canva AI, and DALL-E. Data were collected through semi-structured interviews, observations, and documentation, and analyzed using Miles and Huberman’s interactive model. The findings reveal that students use AI not only for technical efficiency but also as a medium to express creativity in essay writing, language editing, and visual media production. However, ethical issues arise, including technological dependency and uncertainty about the authenticity of AI-assisted academic work. This research contributes significantly to the development of AI literacy programs and institutional policies in higher education, promoting responsible AI use while reinforcing students’ independent thinking and learning.
Pendekatan Fun Learning Dalam Meningkatkan Interaksi Sosial Anak Di Paud Insklusi Bono Setyo; Nadia Aliyatuz Zulfa; Nurita sari
Alzam: Journal of Islamic Early Childhood Education Vol 5 No 2 (2025): Alzam: Journal Of Islamic Early Childhood Education
Publisher : Institut Agama Islam Nahdlatul Ulama Tuban

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51675/alzam.v5i2.1242

Abstract

This study aims to explore the implementation of the Fun Learning approach in improving children's social interaction in Insan Kamil Tuban Kindergarten as an inclusive PAUD. The research method used is qualitative with a case study approach, involving observation, in-depth interviews, and documentation. The results of the study show that the Fun Learning approach through collaborative activities, such as role-playing and creative arts, is effective in increasing the frequency, quality, and courage of children's social interactions. Supporting factors include teacher commitment and adequate facilities, while barriers include differences in children's abilities and limited resources. In conclusion, Fun Learning has been proven to be able to create inclusive learning and improve children's social skills, although advanced training is required for teachers.
Co-Authors Bono Setyo Diana, Raden Rachmy Dwi Aminatus Sa'adah Hibana Hibana Malikatus Sholihah Na'imah Na'imah Nadia Aliyatuz Zulfa Nadia Aliyatuz Zulfa Nadia Aliyatuz Zulfa Nurlaili Dina Hafni