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All Journal Jurnal Pendidikan Terapan El Midad: Jurnal Jurusan PGMI
Mohammad Syahri
Universitas Muhammadiyah Malang
Religion Humanities Education 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
Investigating Differentiated Learning Practices and their Influence on Multiple Domains of Early Childhood Development Annisah Nurul Dzulaekha; Mohammad Syahri; Mohammad Syaifuddin
Jurnal Pendidikan Terapan Vol 4, No 2 May (2026)
Publisher : Sakura Digital Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61255/jupiter.v4i2.938

Abstract

Purpose : This study examines the systematic use of differentiated learning in early childhood classrooms at Hang Tuah Kindergarten, Tarakan, with a focus on its observed associations across six developmental domains moral-religious, physical-motor, cognitive, linguistic, socio-emotional, and artistic. It addresses the research gap in holistic analyses that move beyond single-domain evaluations. Methods: A qualitative methodology was used, incorporating classroom observations, semi-structured interviews with educators, and analysis of children's work artifacts. Data triangulation included instructional techniques, instructor perspectives, and developmental markers. Evidence was categorized into observed behaviors, instructor reflections, and documented outputs, with quality ratings assigned for systematic comparison. Findings: The study highlighted consistent differentiation in content, process, and product, with content adaptation deemed "adequate." Gains were observed in linguistic proficiency, collaboration, creativity, motor coordination, and cognitive sequencing. Teachers noted feasibility, alignment with readiness, and engagement from activity choice. Moderate progress was seen in moral-religious and socio-emotional domains, indicating a need for more focused scaffolding and long-term strategies. Research Implications: Findings indicate that differentiated learning significantly contributes to balanced child development, linking Tomlinson’s differentiation framework to Vygotsky’s sociocultural theory. The study suggests that differentiated strategies can enhance academic and social growth, prompting policymakers to consider institutional support for content adaptation. Originality: This research presents a qualitative account of differentiated learning across six developmental domains in Indonesian kindergartens, contributing a comprehensive framework that integrates teacher perceptions, classroom practices, and developmental artifacts, expanding upon previous studies that have predominantly focused on isolated domains.
Co-Authors Annisah Nurul Dzulaekha Mohammad Syaifuddin Nur Ifyati Siti Fatimah Soenaryo