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All Journal Jurnal Eduscience (JES) Journal of General Education and Humanities El Midad: Jurnal Jurusan PGMI
Mohammad Syahri
Universitas Muhammadiyah Malang
Religion Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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BUSY BOOK MEDIA DEVELOPMENT TO STIMULATE LITERACY AND NUMERACY DEVELOPMENT ASPECTS EARLY CHILDHOOD Nur Ifyati; Mohammad Syahri; Siti Fatimah Soenaryo
El Midad Vol. 17 No. 3 (2025): elmidad: Jurnal Jurusan PGMI
Publisher : Universitas Islam Negeri Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/elmidad.v17i3.14282

Abstract

This study aims to develop busy book media to stimulate aspects of literacy and numeracy development in early childhood. The research method used is Research and Development (R&D) with the ADDIE model consisting of analysis, design, development, implementation, and evaluation. This research and development were carried out through 3 stages of trials, namely material expert trials, media expert trials, and trials of media use in children. The subjects of the research and development were 25 children in group A, aged 4-5 years at TK ABA Karangasem 03 Jetak Paciran. Data collection techniques and instruments used included material expert questionnaires, media expert questionnaires, children's response questionnaires, interview and observation sheets, and documentation. The data analysis technique in this study used qualitative and quantitative data analysis. The results of this research and development showed that the value obtained by the busy book media from the material expert trial was 82% in the "Feasible, no need for revision" qualification. The next stage of the media expert trial was 95% in the qualification of "Very Eligible, no need for revision", and the last trial of media use in children was 92.3% in the qualification of "Very Eligible, no need for revision". Based on the results of the research and development that have been carried out, busy book media is helpful in stimulating aspects of literacy and numeracy development in children. "Eligible" used
Strategies for Enhancing Self-Confidence through Public Speaking in Elementary Education Diah Rahayu Ardiani; Dyah Worowirastri Ekowati; Mohammad Syahri
Journal of General Education and Humanities Vol. 5 No. 3 (2026): June
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i3.1417

Abstract

This study addresses the limited optimization of character-based approaches in fostering elementary students’ self-confidence, which often remains overshadowed by cognitive-oriented learning. It aims to analyze how structured Public Speaking extracurricular activities, combined with supportive social environments, contribute to the development of students’ self-confidence at MI Faradissal Jannah. A qualitative case study design was employed, involving interviews with the principal, extracurricular supervisors, and participating students, alongside direct observations and documentation analysis. The findings reveal that self-confidence develops through two key mechanisms: (1) strategic instructional practices, including gradual training, repeated performance, and constructive feedback, and (2) an enabling environment characterized by peer support and teacher facilitation. These factors collectively enhance students’ verbal clarity, public speaking courage, and non-verbal expressiveness. The study contributes to existing literature by highlighting an integrative model that combines experiential learning strategies with the internalization of religious values in a madrasah contextan aspect rarely explored in prior research. This model demonstrates that sustained and value-based Public Speaking programs can systematically strengthen students’ self-confidence.
Implementing Artificial Intelligence in Teaching Descriptive Text to Grade XI Students: A Qualitative Study at SMA Negeri 1 Dawarblandong Mojokerto Rifkatuzahro Rifkatuzahro; Dyah Worowirastri Ekowati; Mohammad Syahri
Journal of General Education and Humanities Vol. 5 No. 3 (2026): June
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i3.1479

Abstract

This study aims to describe the implementation of Artificial Intelligence (AI) in teaching descriptive text to eleventh-grade students at SMA Negeri 1 Dawarblandong Mojokerto. The study employed a qualitative descriptive approach involving three English teachers and students who participated during classroom learning activities. Data were collected through observation, interviews, and documentation, and analyzed using data reduction, data display, and conclusion-drawing techniques. The AI tools used in this study included ChatGPT and several AI-based learning support applications. The findings indicate that AI was implemented in the planning, teaching, and assessment stages. In the planning stage, AI-assisted teachers develop lesson modules, designing learning activities, and selecting appropriate instructional media. During the teaching process, AI-supported interactive learning activities increased student participation through the construction of descriptive text and prompt-based exercises. In the assessment stage, AI helped teachers provide faster feedback and analyze students’ progress more efficiently. Overall, the integration of AI supported teacher efficiency and creativity while also enhancing students’ engagement and learning processes in descriptive text instruction.
Artificial Intelligence and Teacher Creativity in Center-Based Early Childhood Learning: A Qualitative Study at PG-TKIT 2 Qurrota A’yun Ponorogo Harisma Fatihatul Hayyu; Dyah Worowirastri Ekowati; Mohammad Syahri
Journal of General Education and Humanities Vol. 5 No. 3 (2026): June
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i3.1492

Abstract

This study examines early childhood teachers’ creativity in AI-supported center-based learning at PG-TKIT 2 Qurrota A’yun Ponorogo. It applies a descriptive qualitative approach within a constructivist paradigm. Data were collected through participatory observation, semi-structured interviews, and documentation involving six classroom teachers and one school leader. Data were analyzed using thematic analysis based on creativity indicators from J. P. Guilford and E. Paul Torrance, including fluency, flexibility, originality, elaboration, and evaluation. The findings indicate that integrating AI tools such as ChatGPT-4o and Google Gemini appears to enhance teachers’ creativity across the planning, implementation, and evaluation stages. In planning, AI supports rapid idea generation and variation. During implementation, it facilitates adaptive and multimodal learning aligned with children’s needs. In evaluation, AI contributes to more comprehensive and data-informed assessment practices. AI is also used to generate personalized learning content, including simple narrative adaptations based on children’s experiences, which strengthens engagement and contextual relevance. Overall, AI integration contributes to increased student participation, more diverse learning activities, and improved instructional efficiency. However, several challenges remain, including the risk of overdependence on AI, the need to verify content accuracy, and unequal parental digital literacy. These findings imply that AI should function as a supportive pedagogical tool rather than a substitute for teacher judgment. Strengthening teacher training and establishing ethical guidelines are essential to ensure responsible AI use in early childhood education.
AUTHENTIC LEARNING THROUGH A MARKET DAY PROGRAM IN KINDERGARTEN: ITS IMPACT ON CHILDREN’S INDEPENDENCE AND SELF-REGULATION Khusnatul Mawaddah; Dyah Worowirastri Ekowati; Mohammad Syahri
JURNAL EDUSCIENCE Vol 13, No 2 (2026): Jurnal Eduscience (JES), (Authors from Malaysia and Indonesia)
Publisher : Universitas Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jes.v13i2.8604

Abstract

Purpose – This study evaluates the Market Day program at TK ABA Percontohan, Bojonegoro Regency, as an authentic learning strategy to foster independence in early childhood using a CIPP-based evaluation framework.Methodology – The study used a qualitative approach. Participants were selected purposively and involved 27 respondents: the principal (n=1), teachers (n=4), and parents/guardians (n=5), while 17 children were observed as research subjects without being interviewed. Data were collected through structured observations during Market Day, semi-structured interviews, and document analysis. Data analysis followed an interactive process of reduction/coding, data display, and drawing and verifying conclusions through source and method triangulation.Findings – Market Day functioned as an authentic learning activity that stimulated children's life skills, including early financial literacy, confidence in social interaction, decision-making based on their allowance, responsibility for their goods and sales booth, and emotional self-regulation (waiting in line, being patient, and accepting consequences). The main challenges were money, numeracy skills—especially when calculating and giving change—differences in children's confidence and communication, queue discipline, and inconsistent parental involvement and product standards. These findings suggest the need for stronger scaffolding to support money-related numeracy.Contribution – This study contributes by providing a holistic CIPP-based evaluation of Market Day, formulating observable indicators of children’s independence in authentic transaction settings, and offering practical recommendations to strengthen scaffolding and program quality in kindergarten and similar early childhood education contexts.
Co-Authors Diah Rahayu Ardiani Harisma Fatihatul Hayyu Khusnatul Mawaddah Nur Ifyati Rifkatuzahro Rifkatuzahro Siti Fatimah Soenaryo Worowirastri E., Dyah