Thufuli: Jurnal Ilmiah Pendidikan Islam Anak Usia Dini
Thufuli : Jurnal Ilmiah Pendidikan Islam Anak Usia Dini is a journal that focuses on the critical study of early childhood Islamic education. Includes the results of the investigation of the dynamics of learning in the perspective of the scientific field of early childhood Islamic education. The journal is published by PGRA Departement, Faculty of Islam, Universitas Islam Malang. Publishing two times a year, Issue 1 Issue 2 in May and November.
Articles
108 Documents
<![CDATA[PENGEMBANGAN KREATIVITAS ANAK MELALUI KEGIATAN EKSPLORASI ]]>
<![CDATA[Faizah, Faizah]]>
<![CDATA[ Thufuli Vol 1, No 1 (2019): Thufuli: Jurnal Ilmiah Pendidikan Islam Anak Usia Dini ]]>
Publisher : <![CDATA[Universitas Islam Malang ]]>
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DOI: 10.33474/thufuli.v1i1.2689
<![CDATA[The purpose of this study was to understand the process of developing the creativity of kindergarten-aged children through exploration activities at Pertiwi Kindergarten. It was using a qualitative descriptive research method. This research prepares, understands and analyzes exploration activities as an effort to develop children's creativity. The results of the study show; the concept of exploration activities at the Pertiwi Kindergarten was carried out as a substitute for learning activities and adapted to the theme of learning. The activity forms such as; gardening, playing water, playing sand, animal exploration, and rice harvest exploration. Its implications are children's information insight is increasingly widespread, growing love toward the environment. Children become more creative and critical, and foster an attitude of children independence and responsibility.Keywords: Child Creativity Development, Exploration Activities.]]>
<![CDATA[PENGARUH PERMAINAN SMART BALL TERHADAP KEMAMPUAN MENGENAL WARNA PADA ANAK USIA DINI ]]>
<![CDATA[Maulida, Susi]]>;
<![CDATA[Fauziyah, Umi]]>
<![CDATA[ Thufuli Vol 2, No 1 (2020): Thufuli: Jurnal Ilmiah Pendidikan Islam Anak Usia Dini ]]>
Publisher : <![CDATA[Universitas Islam Malang ]]>
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DOI: 10.33474/thufuli.v2i1.6841
<![CDATA[Child's cognitive development involves learning skills in children that occur through complex internal processes and mental activities. Children who develop both cognitive aspects will be able to learn to develop thought processes, respond to objects in their environment and reflect on their experiences. Sometimes children are not able to recognize colors because it is not usual to mention various colors and the limitations of the media to recognize colors when at school. Children only know certain colors that are often seen for example green because children see leaves, red and white when children see the flag and when children are faced with different objects the child will have difficulty guessing the color. Smart ball is a game tool that can develop children's cognitive play methods. Smart ball has advantages in developing all aspects of child development, especially in aspects of cognitive development, namely children are able to recognize colors. The approach in this research is a quantitative approach. Data collected in this study are descriptive. The process to be observed is student activities and teacher activities during the learning process. From the results of an analysis of the effect of smart ball on the ability to recognize colors, the results of research show that smartball games affect the ability to recognize children's colors.]]>
<![CDATA[PENGARUH PERMAINAN BOLA CERIA TERHADAP PERILAKU KERJASAMA ANAK DI TAMAN KANAK KANAK JABAL RAHMAH PADANG ]]>
<![CDATA[Nurhafizah, Nurhafizah]]>;
<![CDATA[Chaniago, Rahma Defy]]>
<![CDATA[ Thufuli Vol 1, No 2 (2019): Thufuli: Jurnal Ilmiah Pendidikan Islam Anak Usia Dini ]]>
Publisher : <![CDATA[Universitas Islam Malang ]]>
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DOI: 10.33474/thufuli.v1i2.4915
<![CDATA[This article is written based on the results of research conducted based on the facts that occur in kindergarten Jabal Rahmah Padang, that the cooperative behavior of children has not yet developed due to lact of activities to train cooperative behavior in children. Learning activities in schools are carried out individually by the child, so that it affects the cooperative behavior of children. This study aims to determine the effect of cheerful ball play on the cooperative behavior of children. This research method uses a quantitative approach with a quasi-experimental design. Data collection techniques used are tests, and processed by the difference test (t-test). After the data is processed, it is seen that the children in the experimental class with a cheerful ball game have a higher average value than the control class with a block game. So it can be concluded that the cheerful ball game affects the cooperative behavior of children in kindergarten Jabal Rahmah Padang.]]>
<![CDATA[PENERAPAN PERMAINAN EDUKATIF MEDIA BERGAMBAR ]]>
<![CDATA[Setiyowati, Nunuk]]>
<![CDATA[ Thufuli Vol 2, No 2 (2020): Thufuli: Jurnal Ilmiah Pendidikan Islam Anak Usia Dini (InPress) ]]>
Publisher : <![CDATA[Universitas Islam Malang ]]>
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DOI: 10.33474/thufuli.v2i2.8686
<![CDATA[Play is the world of children. In play there is pleasure and satisfaction without coercion oriented to the process rather than the end result. Piaget (1962), suggested that learning while playing and playing while learning is an activity that must be presented so that children have readiness to enter further education. Educative games of pictorial media have an important role in developing all aspects of children’s intelligence, because in educational play activities, pictorial games of children become active in moving and thinking so that new ideas and experiences that will be important for their growth and development will emerge. Group A children are one of the times when children have to get a lot of positive stimulation in learning to develop their full potential, imagination and intelligence aspects so that they develop optimally. At this time it is often called a critical period or a golden age that whill not be repeated again. So that the role of parent, teacher and the environment becomes the main pillar for children’s growht and development, so that children grow intro tough generations who excel and are ready to face every challenge and all the changing times.]]>
<![CDATA[PROFIL PERKEMBANGAN MOTORIK HALUS DAN KREATIVITAS ANAK KELOMPOK B DALAM KEGIATAN COOKING CLASS ]]>
<![CDATA[Anggraheni, Ika]]>
<![CDATA[ Thufuli Vol 1, No 1 (2019): Thufuli: Jurnal Ilmiah Pendidikan Islam Anak Usia Dini ]]>
Publisher : <![CDATA[Universitas Islam Malang ]]>
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DOI: 10.33474/thufuli.v1i1.2788
<![CDATA[The use of hands, fingers and eye coordination are indicators of the success of fine motor development. Creativity in children's work is the result of fine motor skills.This research is a research with descriptive quantitative research. Data analysis techniques use descriptive with percentage. The study was conducted at Probolinggo Pembina State Kindergarten, especially for children aged 5-6 years (group B) totaling 30 children. Based on the results of these studies, this study is concluded as follows. In the variable fine motor ability indicator 1: the majority of children get a score of 4 as many as 16 children (53%). Indicator 2: the majority of children get a score of 4 which is as many as 15 children (50%). In indicator 3: the majority of children get a score of 4 which is as many as 18 children (60%). Indicator 4: the majority of children get a score of 4 as many as 20 children (67%). Indicator 5: the majority of children get a score of 4, namely 19 children (63%).The results on the variables of creativity development include the following. In indicator 1: the majority of children get a score of 4 which is as many as 15 children (50%). Indicator 2: the majority of children get a score of 4, which is 21 children (70%). Indicator 3: the majority of children get a score of 4, which is 16 children (53%). Indicator 4: the majority of children get a score of 4 which is as many as 18 children (60%). Indicator 5: the majority of children get a score of 4 as many as 20 children (67%).]]>
<![CDATA[HUBUNGAN POLA ASUH ORANGTUA DENGAN KECERDASAN INTERPERSONAL ANAK ]]>
<![CDATA[Agustina, Resty]]>;
<![CDATA[Marlina, Leny]]>;
<![CDATA[Fahmi, Fahmi]]>
<![CDATA[ Thufuli Vol 2, No 1 (2020): Thufuli: Jurnal Ilmiah Pendidikan Islam Anak Usia Dini ]]>
Publisher : <![CDATA[Universitas Islam Malang ]]>
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DOI: 10.33474/thufuli.v2i1.6314
<![CDATA[Penelitian ini dilatar belakangi dengan berbagai tipe pola asuh orangtua yang mereka terapkan kepada anak sehingga dapat mempengaruhi pengembangan potensi maupun kecerdasan anak salah satunya yakni  kecerdasan interpersonal. Adapun masalah dalam penelitian ini adalah bagaimana pola asuh orangtua, bagaimana kecerdasan interpersonal anak serta adakah hubungan antara pola asuh orangtua dengan kecerdasaan interpersonal anak. Penelitian dilakukan di RA Perwanida 4 Palembang. Dengan menggunakan metode korelasional dan teknik analisis korelasi product moment. Berdasarkan analisis data dapat diketahui bahwa mayoritas pola asuh orangtua di RA Perwanida 4 Palembang menerapkan pola asuh otoriter sebanyak 21 (52,5%) sehingga kecerdasaan interpersonal anak di RA Perwanida 4 ini  masih banyak yang belum berkembang yakni sebanyak 17 (42,5 %).  Maka hasil korelasi diperoleh rxy = -0,380 pada taraf signifikansi 0,05 dengan rtabel= 0,320. Dari perhitungan tersebut menunjukkan  rhit> rtabel, maka Ho ditolak sehingga hipotesis yang menunjukkan adanya hubungan antara pola asuh orang tua dengan kecerdasan interpersonal anak diterima.  ]]>
<![CDATA[NILAI-NILAI PENDIDIKAN KARAKTER UNTUK ANAK USIA DINI DALAM FILM “NUSSA†]]>
<![CDATA[Fardani, Diah Novita]]>;
<![CDATA[Lismanda, Yorita Febry]]>
<![CDATA[ Thufuli Vol 1, No 2 (2019): Thufuli: Jurnal Ilmiah Pendidikan Islam Anak Usia Dini ]]>
Publisher : <![CDATA[Universitas Islam Malang ]]>
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DOI: 10.33474/thufuli.v1i2.4921
<![CDATA[Early Childhood has a variety of interests, one of them is the fondness of watching television shows that are animated cartoons. At an early age, children have a strong tendency to mimic everything they see. This becomes important considering that a lot of animated cartoon films are shown and are often seen by children which certainly affects the character and personality of children.This study aims to determine the values of character education forearly childhood contained in the animated film "Nussa". In carrying out this study using a qualitative descriptive approach by analyzing the contents of four randomly selected episodes. The results of this study found that educational valuescharacters for early childhood contained in the four episodes of the animated film "Nussa" are very diverse, among the character values contained such as religious, hard work, independent, friendly and communicative, honest, caring socially, creatively, disciplined, rewarding achievement, and responsibility.]]>
<![CDATA[PENERAPAN METODE BERMAIN JARI TANGAN DALAM MENGEMBANGKAN KEMAMPUAN KOGNITIF PADA ANAK KELAS A DI RAUDHATUL ATHFAL MA’ARIF 01 METRO ]]>
<![CDATA[Dea, Leli Fertiliana]]>;
<![CDATA[Setiawan, Agus]]>
<![CDATA[ Thufuli Vol 1, No 1 (2019): Thufuli: Jurnal Ilmiah Pendidikan Islam Anak Usia Dini ]]>
Publisher : <![CDATA[Universitas Islam Malang ]]>
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DOI: 10.33474/thufuli.v1i1.2777
<![CDATA[This study aims to determine whether the application of the method of finger play can develop cognitive abilities in class A children in Raudhatul Athfal Ma’arif 01 Metro. This study used a qualitative approach, with the type of Classroom Action Research (CAR). This study uses a design according to the Kemmis model and Taggart MC which consists of four stages, namely: 1. Planning, 2. Action, 3. Observation, and 4. Reflection ". The subjects of this study were class A children in Raudhatul Athfal Ma’arif 01 Metro 2018/2019 academic year as many as 15 children. The research instrument uses the method of documentation, observation and interviews. Data analysis techniques used quantitative descriptive statistics. The results of the first cycle, indicators of success in cognitive abilities are 60% increased to 80% in cycle II.]]>
<![CDATA[RESPON ORANG TUA TERHADAP PEMBELAJARAN DARING PADA MASA PANDEMI COVID-19 ]]>
<![CDATA[Atiqoh, Lia Nur]]>
<![CDATA[ Thufuli Vol 2, No 1 (2020): Thufuli: Jurnal Ilmiah Pendidikan Islam Anak Usia Dini ]]>
Publisher : <![CDATA[Universitas Islam Malang ]]>
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DOI: 10.33474/thufuli.v2i1.6925
<![CDATA[This research was conducted with the aim to find out the response of parents to online learning during pandemic Covid-19 that was recently implemented at KB-RA Mambaul Ulum. This research uses descriptive quantitative research. Data collection using a questionnaire instrument. Based on a questionnaire that has been distributed to parents, an average percentage of 74.8% is obtained. This shows that students' parents responded positively to online learning during pandemic Covid-19. Kata Kunci: Parent Response, Daring Learning, Pandemic Covid-19.]]>
<![CDATA[PENERAPAN PERMAINAN EDUKATIF MEDIA BERGAMBAR ]]>
<![CDATA[Setiyowati, Nunuk]]>
<![CDATA[ Thufuli Vol 2, No 2 (2020): Thufuli: Jurnal Ilmiah Pendidikan Islam Anak Usia Dini ]]>
Publisher : <![CDATA[Universitas Islam Malang ]]>
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DOI: 10.33474/thufuli.v2i2.9132
<![CDATA[Play is the world of children. In play there is pleasure and satisfaction without coercion oriented to the process rather than the end result. Piaget (1962), suggested that learning while playing and playing while learning is an activity that must be presented so that children have readiness to enter further education. Educative games of pictorial media have an important role in developing all aspects of children’s intelligence, because in educational play activities, pictorial games of children become active in moving and thinking so that new ideas and experiences that will be important for their growth and development will emerge. Group A children are one of the times when children have to get a lot of positive stimulation in learning to develop their full potential, imagination and intelligence aspects so that they develop optimally. At this time it is often called a critical period or a golden age that whill not be repeated again. So that the role of parent, teacher and the environment becomes the main pillar for children’s growht and development, so that children grow intro tough generations who excel and are ready to face every challenge and all the changing times.]]>
