Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal Pendagogia: Jurnal Pendidikan Dasar CONSEN: Indonesian Journal of Community Services and Engagement
Anisza, Anisza
Unknown Affiliation
Religion Computer Science & IT Education Engineering Environmental Science Mathematics Physics Social Sciences Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Integrasi Nilai Islami dalam Kurikulum Merdeka Pendidikan Anak Usia Dini Berbasis Kemandirian Anisza, Anisza; Fajriani, Kartika; Wanati, Wanati
Pendagogia: Jurnal Pendidikan Dasar Vol 6 No 1: April 2026
Publisher : Educational Consultant & Counseling Career (EC3) Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66653/pendagogia.v6i1.277

Abstract

This study explores the integration of Islamic values in the Merdeka Curriculum for early childhood education (PAUD) to foster children’s independence. Although numerous studies have discussed character education and independence in early childhood, research specifically examining the systematic integration of Islamic values of independence within the flexible framework of Kurikulum Merdeka remains limited. Most existing literature focuses on general teaching methods or environmental factors, while deeper exploration of how Islamic values can be naturally embedded to strengthen moral and practical independence is still needed. This research aims to analyze the forms, strategies, and relevance of integrating Islamic independence values in PAUD Kurikulum Merdeka implementation and how this integration supports the formation of independent character in young learners. Using a qualitative narrative literature review approach, data were collected from reputable journals, books, national policy documents, and previous studies, then analyzed descriptively through data reduction, thematic grouping, interpretation, and conclusion drawing. The study highlights that Islamic values such as ikhtiar, amanah, discipline, and responsibility can be effectively internalized through daily routines, play-based learning, educator modeling, and project activities rather than as separate subjects. The findings imply that an integrative value-based curriculum can nurture independence not only as a practical skill but also as a moral disposition. This approach offers practical guidance for PAUD teachers and policymakers in developing more holistic and culturally relevant curricula, while contributing theoretically to the field of Islamic character education in early childhood.
K The Readiness of Implementing Inclusive Education in Early Childhood Education in Teluk Dalam Village: Kesiapan Penyelenggaraan Pendidikan Inklusif pada PAUD di Desa Teluk Dalam Ratih, Sri; Anisza, Anisza; Farlianti, Juliah Nur; Siregar, Anna Tiana Deli; Handari, Sai; Malik, Lina Revilla
CONSEN: Indonesian Journal of Community Services and Engagement Vol. 6 No. 2 (2026): CONSEN: Indonesian Journal of Community Services and Engagement
Publisher : Institut Riset dan Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57152/consen.v6i2.2851

Abstract

The readiness of Early Childhood Education (PAUD) units in rural areas to implement inclusive education still faces substantial challenges, particularly regarding teachers' pedagogical competence and the accessibility of learning tools. This community service activities aimed to enhance inclusion readiness at two PAUD institutions in Teluk Dalam Village through a concrete intervention program. The implementation method utilized the Asset-Based Community Development (ABCD) approach, comprising three main stages: inclusive classroom management training for teachers, assistance in developing an adaptive curriculum, and workshops on creating adaptive educational play tools utilizing local natural materials (place-based education). The measurement of partner readiness was based on four operational indicators: internal policy, teacher capability, physical facilities, and financial support, with data validation achieved through source triangulation. The results demonstrated a significant impact, notably an increase in teachers' pedagogical readiness in managing heterogeneous classrooms and a reduction in their teaching psychological burden. Furthermore, this program produced a draft for internal school inclusion guidelines and formulated a child-friendly budget policy proposal advocated to the Teluk Dalam Village Government to resolve village fund bureaucratic barriers.
Co-Authors Fajriani, Kartika Farlianti, Juliah Nur Lina Revilla Malik Ratih, Sri Sai Handari Siregar, Anna Tiana Deli Wanati, Wanati