Annual Conference on Islamic Early Childhood Education
Annual Conference on Islamic Early Childhood Education (ICIECE) merupakan konferensi yang diadakan secara rutin setiap tahun oleh Program Studi Pendidikan Islam Anak Usia Dini Fakultas Ilmu Tarbiyah dan Keguruan UIN Sunan Kalijaga Yogyakarta. Tema yang dikaji dalam konferensi ini adalah tema-tema mutakhir yang relevan dengan pengembangan pendidikan anak usia dini. Kami mengundang pendidik, peneliti, praktisi, dan pemerhati pendidikan anak usia dini untuk mengirimkan artikel yang relevan dan mempresentasikanya dalam forum konferensi. Artikel terpilih yang telah diseminarkan akan dipublikasikan dalam bentuk prosiding (print dan online).
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<![CDATA[Peningkatan Kecerdasan Emosional Anak Inklusif melalui Metode Hypnoteaching di PAUD Aulia Cimahi ]]>
<![CDATA[Nafiqoh, Heni]]>;
<![CDATA[Rohmalina, Rohmalina]]>;
<![CDATA[Fatimah Zahro, Ifat]]>
<![CDATA[ ACIECE Vol 4 (2019): Annual Conference on Islamic Early Childhood Education ]]>
Publisher : <![CDATA[Program Studi Pendidikan Islam Anak Usia Dini, Fakultas Ilmu Tarbiyah dan Keguruan, UIN Sunan Kalijaga Yogyakarta ]]>
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<![CDATA[This study raises the issue of "Increasing Emotional Intelligence of Inclusive Children throughHypnoteaching Method in Aulia Cimahi PAUD". The goal expected through this research is todescribe and find out the process of applying hypnoteaching methods to improve emotionalintelligence of PAUD Aulia Cimahi children. used in this research is a qualitative researchapproach. Hypnoteaching method is a reference to appropriate learning methods used inincreasing emotional intelligence, Hypnoteaching method. Hypnoteaching combining fiveexisting methods in learning, namely QL (quantum learning), AL (accelerate learning), PT (powerteaching), NLP (Neuro-Linguistic Programming) and hypnosis. Hypnoteaching method is learningthat emphasizes communication under the student's conscious mind, which is done both in theclassroom and outside the classroom in various ways such as suggesting and inspiring. To thatend, educators are expected to master this hypnoteaching method as one of the learningmethods in schools in delivering learning that is in accordance with the six aspects of childdevelopment through suggestions that are passed on to the brain and stimulate in order tooptimally increase the emotional intelligence of students. The results of this study describe thatthe results obtained through observation shows satisfying results. By using the hypnoteachingmethod in learning emotional intelligence, the results of the research that has been carried out,it can be concluded that the teacher has been able to apply the hypnoteaching method so thatthe learning activities carried out can take place with an interesting, enjoyable and learningobjectives can be achieved]]>
<![CDATA[Peran Teman Sebaya dalam Mengembangkan Kemampuan Berbahasa dan Berbicara Anak Usia Dini di Sekolah Inklusi ]]>
<![CDATA[Dwi Jayanti, Diana]]>
<![CDATA[ ACIECE Vol 4 (2019): Annual Conference on Islamic Early Childhood Education ]]>
Publisher : <![CDATA[Program Studi Pendidikan Islam Anak Usia Dini, Fakultas Ilmu Tarbiyah dan Keguruan, UIN Sunan Kalijaga Yogyakarta ]]>
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<![CDATA[This is a qualitative of a case study aimed at knowing and describe the involvement of peers in developing the ability to speak and speak early children in inclusive schools. The subjects in this study were chosen through the procedure of determining the subjects in qualitative research proposed by Sarantakos (1993, in Poerwandari 2005), namely: 1) not directed to the large number of participants but in typical cases according to the specificity of the research problem, 2) not directed to representation in terms of numbers or random events, but to context matches. Data collection methods are through observation, interviews, and informal assessments, as well as field notes documentation. Data analysis is performed by comparing the initial condition of subjects before being stimulated with the initial condition of the subjects after stimulation is performed. This study showed that peer involvement in the process of stimulating the development of language skills and speaking of the subject gives a fairly positive influence interms of: 1) giving positive encouragement and motivation to the subject to be able to learn to imitate the pronunciation of the right friend and correct the pronunciation of the less precise words he said, 2) increasing the subject's confidence and self-acceptance so as not to be afraid of being wrong and encourage the subject to be able to try to express themselves more verbally through words]]>
<![CDATA[Understanding Human Right Based Education in Early Childhood Education ]]>
<![CDATA[Husnah, Ziadatul]]>
<![CDATA[ ACIECE Vol 4 (2019): Annual Conference on Islamic Early Childhood Education ]]>
Publisher : <![CDATA[Program Studi Pendidikan Islam Anak Usia Dini, Fakultas Ilmu Tarbiyah dan Keguruan, UIN Sunan Kalijaga Yogyakarta ]]>
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<![CDATA[This study focuses on the design of human rights-based learning model in early childhoodeducation. There are two important academic problems in this study. Firstly, why is it necessarily needed for early childhood education to develop human rights-based learning model in the classroom? Secondly, what is the most appropriate learning model to habituate human rights values in the classroom? By employing interpretive paradigm this study concluded that early childhood education needed to develop human rights-based learning model in the classroom because philosopically this model is compatible with and to reaffirm the essence of education that every learning process should respect the uniqueness of students’ potential, protect them from negative treatments and deeds such as discrimination and bullying, dan fulfill universal needs of students namely loved, undesrstood, valued, respected, and safe. Besides, teachers in early childhood education as one of duty bearers have to design human rights values-based learning in their classroom either in the lights of class setting, learning model, learning strategies and teacher himself as human rights living model]]>
<![CDATA[Pendidikan Inklusif Bagi Anak Berkebutuhan Khusus ]]>
<![CDATA[Hibana, Hibana]]>
<![CDATA[ ACIECE Vol 4 (2019): Annual Conference on Islamic Early Childhood Education ]]>
Publisher : <![CDATA[Program Studi Pendidikan Islam Anak Usia Dini, Fakultas Ilmu Tarbiyah dan Keguruan, UIN Sunan Kalijaga Yogyakarta ]]>
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<![CDATA[The purpose of this study is to understand how the concept of inclusive education for earlychildhood and how the application in ECE (Early Childhood Education) institutions in serving children with special needs (Exceptional Children) following current community needs. The study was done through library research. This method consisted of several steps, namely collecting data and information from various books and materials in the library. Reading sources used such as reference books, scientific journals, newspapers, magazines and electronic media. Therefore, the study can be concluded as follows. Three main things related to the implementation of inclusive services, namely 1). Understanding the characteristics of children and their special needs, 2) Building a comfort nuance when interacting with children, and 3) Building a child's closeness. It is necessary to make an inclusion class in purpose to realize the inclusive service. Related to Inclusion Class, there are some conclusions related to that topic, namely. 1)Managing learning environments that accommodate children with special needs. 2) applying peer tutoring. 3) carrying out scaffolding strategies, 4) Developing social acceptance of children with special needs (Exceptional Children) 5) Guiding and directing the behavior of all students. Indeed, they can accept and behave positively toward children with special needs (Exceptional children)]]>
<![CDATA[Efektivitas Pelaksanaan Pendidikan Sosial dan Finansial melalui Home Education Play di PAUD Inklusif ]]>
<![CDATA[Fatimah Zahro, Ifat]]>;
<![CDATA[Dwi Tresna Santana, Fifiet]]>;
<![CDATA[Robiyyah, Robiyyah]]>
<![CDATA[ ACIECE Vol 4 (2019): Annual Conference on Islamic Early Childhood Education ]]>
Publisher : <![CDATA[Program Studi Pendidikan Islam Anak Usia Dini, Fakultas Ilmu Tarbiyah dan Keguruan, UIN Sunan Kalijaga Yogyakarta ]]>
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<![CDATA[This study aims to determine the effectiveness of the implementation of social and financialeducation through Home Education Play in inclusive PAUD. Home Education Play (HEP) is a form of involving parents at home with play activities to improve the character of sharing, saving, saving and responsibility. This research was conducted using a qualitative approach, and was conducted at the PAUD Melati 06 Cimahi Post which is an PAUD that organizes inclusive education. The results of the study are as follows: (1) The existence of parents / family involvement in the implementation of social and financial education in PAUD Melati 06 Post; (2) Applying the Home Education Play method, effective to improve the ability of social education and financial early childhood]]>
<![CDATA[Implementasi Layanan Inklusi ABK pada Satuan Pendidikan pada Anak Usia Dini ]]>
<![CDATA[Sulistyorini, Siska]]>
<![CDATA[ ACIECE Vol 4 (2019): Annual Conference on Islamic Early Childhood Education ]]>
Publisher : <![CDATA[Program Studi Pendidikan Islam Anak Usia Dini, Fakultas Ilmu Tarbiyah dan Keguruan, UIN Sunan Kalijaga Yogyakarta ]]>
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<![CDATA[Literature references on inclusive education emphasize more on inclusive services by involving a lot of assistance and costs. This becomes difficult when implemented in schools in developing countries with insignificant incomes and inadequate education support. Meanwhile, with the publication of this inclusive school reception, public schools will not be able to refuse registration of various children with special needs.. Therefore, with all the limitations, this literary research discusses how the minimum implementation of inclusive services that can be applied by early childhood education units. Research Results Explain that: Early implementation of inclusion services can begin by paying more attention to children with special needs in depth both indoors and outdoors. Among other things by conducting (1) identification of ABK in various ways including Assessment; (2) Taking action on the curriculum (3) Trying to meet the facilities means gradually adjusting to the needs of individual ABK students (4) giving good treatment and in accordance with the psychological basic needs of ABK students in general and trying to provide individual intervention proportionally according with special needs needed by ABK]]>
<![CDATA[Bentuk Pelayanan Pendidikan Inklusi di KB dan TK: Studi Kasus di KB dan TK Hamemayu ]]>
<![CDATA[Ulfa, Mutia]]>
<![CDATA[ ACIECE Vol 4 (2019): Annual Conference on Islamic Early Childhood Education ]]>
Publisher : <![CDATA[Program Studi Pendidikan Islam Anak Usia Dini, Fakultas Ilmu Tarbiyah dan Keguruan, UIN Sunan Kalijaga Yogyakarta ]]>
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<![CDATA[Lately Indonesia tried to make inclusive education policy, that every child in any backwardness still have the same rights and obligations in education. Since the purpose of education is educating the nation, regardless of any side. The research method is to use to describe the results of qualitative research findings and analysis of data using interviews, observation and documentation were then analyzed with a model of Miles and Huberman. One of the schools which implement inclusive education is kindergarten KB hamemayu that in this study described some form of service used in kindergarten KB hamemayu in good inclusive education for children with special needs and also for normal children who are in regular schools]]>
<![CDATA[Pelayanan Pendidikan ABK di TK Inklusi Pelangi Anak Negri Yogyakarta ]]>
<![CDATA[Hidayah Binsa, Ucik]]>;
<![CDATA[suismanto, suismanto]]>
<![CDATA[ ACIECE Vol 4 (2019): Annual Conference on Islamic Early Childhood Education ]]>
Publisher : <![CDATA[Program Studi Pendidikan Islam Anak Usia Dini, Fakultas Ilmu Tarbiyah dan Keguruan, UIN Sunan Kalijaga Yogyakarta ]]>
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<![CDATA[Education services are closely related to optimizing interactions between parts of the schoolwhere there are payments, training, information technology or infrastructure facilities, especially educational services for children with special needs (ABK) needing full attention in terms of educational services for the smooth running and the success of the process of stimulation of aspects of development in children itself. However, based on observations researchers still found that some schools in PAUD Inclusive levels did not provide maximum educational services as a form of assistance, another case that occurred in the Yogyakarta Rainbow State Children's Inclusion Kindergarten was very concerned about how to serve children with special needs themselves. This study used a qualitative descriptive method carried out in the Yogyakarta Negri Children Inclusion Kindergarten in Yogyakarta. The subjects of the study were all teachers and special needs children (ABK) assistants as well as children who have special needs themselves. Informants were obtained from school principals and child companions with special needs. Data collection techniques with interview methods and documentation. Then analyzed interactively consisting of data reduction, data presentation, and drawing conclusions. Education services for children with special needs in the form of therapy rooms are very important to stimulate children with special needs (ABK), where the practice in the Negro Pelangi Children Inclusion Kindergarten is to treat children one by one in the room with accompanying teachers or psychiatrists according to children's needs. The conclusion of the research is that the provision of services in the form of inviting art experts according to the talents of children with special needs is important, considering that every child must have advantages behind the deficiencies that he bears in order to develop and hone the talent itself, at the Pelangi Inclusion Kindergarten for Negri Children has been applied that matter. Educational services in the form of mentoring are very important to be practiced in inclusive schools where in the Pelangi Inclusive Kindergarten for Negri Children for teachers and children with special needs 1: 3 at a minimum the level of needs of children can still be reached, and providing 1: 1 companion teacher facilities for children whose level of needs is very high for the success of the stimulation of aspects of development itself and the preparation for entering elementary school. Educational services for children with special needs do require quite a lot of funding to help the learning process itself, but the school must be smarter in providing these services without adding the burden on parents of children with special needs]]>
<![CDATA[Pengembangan Sekolah Inklusi dan Pengaruhnya terhadap Strategi Asesmen Anak Difabel di Safa Islamic Preschool Yogyakarta ]]>
<![CDATA[Zahroh, Shofiyatuz]]>
<![CDATA[ ACIECE Vol 4 (2019): Annual Conference on Islamic Early Childhood Education ]]>
Publisher : <![CDATA[Program Studi Pendidikan Islam Anak Usia Dini, Fakultas Ilmu Tarbiyah dan Keguruan, UIN Sunan Kalijaga Yogyakarta ]]>
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<![CDATA[The purpose of this study is to look at the implementation of the curriculum of children withspecial needs, strategies for assessing children with special needs, methods or strategies learning of children with special needs, and the concept of inclusive education. This research was conducted at Safa Islamic Preschool Yogyakarta, 2019 which developed the curriculum 2013 and combined it with a Montessori curriculum that breathed in Islam. The method research used was qualitative with a case study approach. The results of this study are,Safa Islamic Preschool really maintains the excitement of the education system inclusive, bymaking careful planning of the learning process and the assessment of children with specialneeds. Conclusion children with special needs are able to develop their potential well in accordance with the obstacles they have, shadow teacher is able to guide children in developing their potential, the environment is able to create situations that are very supportive of children's development, assessment is carried out in accordance with rocedures with special needs]]>
<![CDATA[Pengembangan PAUD Inklusi melalui Model Pendidikan Anti Kekerasan (Bulliying) di TK Masyitoh Kroya ]]>
<![CDATA[Hermawan, Risdianto]]>;
<![CDATA[Aerin, Wafa]]>
<![CDATA[ ACIECE Vol 4 (2019): Annual Conference on Islamic Early Childhood Education ]]>
Publisher : <![CDATA[Program Studi Pendidikan Islam Anak Usia Dini, Fakultas Ilmu Tarbiyah dan Keguruan, UIN Sunan Kalijaga Yogyakarta ]]>
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<![CDATA[Pendidikan anti kekerasan pada dasarnya pendidikan yang berusaha mengatasi permasalahanpermasalahan yang sering terjadi di lembaga pendidikan. Dengan adanya pendidikan anti kekerasan, maka anak didik akan memperoleh jaminan perlindungan baik dari kekerasan fisik maupun psikis, bagi anak didik normal maupun berkebutuhan khusus. Salah satu lembaga yang menerapkan pendidikan anti kekerasan adalah di TK Masyitoh roya. TK Masyitoh Kroya menerapkan model pendidikan anti kekerasan melalui dua upaya, yakni (1) upaya pencegahan yang dilakukan setiap harinya sebelum dan selama proses pembelajaran, dan (2) upaya penanggulangan tindak kekerasan yang dilakukan apabila terjadi tindak kekerasan baik fisik atau pun psikis. Dengan dua upaya ini, peserta didik yang berkebutuhan khusus akan terjamin keamanan dan kenyamanannya dalam pembelajaran, terutama dari ejekan dan bulliyan. Penerapan model pendidikan anti kekerasan ini secara tidak langsung mendorong lembaga pendidikan inklusi. Model pendidikan anti kekerasanmenjamin pemerolehan hak yang sama untuk belajar dan mendapat jaminan keamanan]]>
