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).
Articles
215 Documents
<![CDATA[Application of Early Childhood Social Care Character Through the Story of the Prophet Muhammad SAW ]]>
<![CDATA[Titi Wahyu Adibah, Khairiyyah]]>
<![CDATA[ ACIECE Vol 3 (2018): 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 ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
<![CDATA[The purpose of applying the character of early childhood social care to bring out the character thatcan imitate his Apostle in socializing, This is an active role in the family environment, communityenvironment, and school environment. Early childhood easily imitates any good or bad behavior.Meanwhile, the application in the character of social care adapts to the environment. In addition tothe supporting environment there are stories of the Prophet Muhammad who reflected the characterof social care. Meanwhile, an educator must be able to provide a variety of learning methods byinserting various interesting and fun stories and stories. This application refers to the Law on socialemotional. Early childhood. The story of the Prophet Muhammad also became an effective mediumto give warnings to students not to fall prey to various kinds of immorality and crime. With a story orstory students will get a touch of values that will affect their character. Especially in the character ofsocial care. An educator can make the story an alternative method for the formation of the soul ofstudents, especially in the affective and psychomotor domains. Educators can place stories or storiesin the learning process]]>
<![CDATA[Development Of Religious CharacterEarly Childhood Trough The Historical Of Surah An-Nas ]]>
<![CDATA[Syarifuddin, Zulfaidah Saputri]]>
<![CDATA[ ACIECE Vol 3 (2018): 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 ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
<![CDATA[The character of a child will determine the mindset, attitude, behavior that will become a personality.To form the ideal character, character education is needed in various types and levels of education,especially in early childhood, which is the placement of the first pillar of education. Religiouscharacters are the main of several characters that have been determined by the Ministry ofEducation. The development of religious character does not only contain a set of values which areonly limited to the cognitive, but should the values of the religion be known, loved so that they canbe realized in an action of lifetime, the value in question is Islam . Alquran as a complex muslim holybook has history in each of the suras and the verses are in the form of stories as a background. Thestory contained in Alquran is ideal to be imitated and interpreted in daily life, as in the history of theSurah An-nas has contained in it the values of religious character]]>
<![CDATA[Inspirasi Kisah Dalam Menstimulasi Character Building Anak Usia Dini ]]>
<![CDATA[Mariana, Mariana]]>
<![CDATA[ ACIECE Vol 3 (2018): 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 ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
<![CDATA[This study aims to describe the story method to provide a stimulus for the planting of earlychildhood characters. The method used is descriptive-qualitative. Primary research data oreeight early childhood and parents who live in the village of Pulosari Jambon Ponorogo. Datacollection techniques include observation,interviews and documentation. Data analysis usinggrounded research. The results of this study are that there are character education values in thecartoon story uuupin ipin. The character of the character in the cartoon film provides a stimulusto instill the character of early childhood in accordance with the development of children so thatit can provide an effective example in fostering the character or early childhood]]>
<![CDATA[Membangun Karakter Bangsa Sejak Dini Melalui Metode Bercerita ]]>
<![CDATA[Rizqina, Aulia Laily]]>
<![CDATA[ ACIECE Vol 3 (2018): 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 ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
<![CDATA[Memudarnya nilai karakter pada bangsa saat ini jangan dianggap sebagai hal sepele. Bangsayang baik adalah jika memiliki masyarakat yang madani. Untuk mewujudkan hal itu perlunyamenggalakkan kembali nilai-nilai karakter pada bangsa ini yang sempat memudar. Penanamannilai karakter hendaknya dilakukan sedini mungkin oleh orang tua di rumah maupun pendidik disekolah. Hal ini dikarenakan anak usia dini sedang melalui tahap-tahap perkembangan yang luarbiasa. Untuk menunjang keberhasilan dalam menanamkan nilai karakter pada anak usia dinidiperlukan beberapa metode agar tujuan penanaman nilai karakter pada anak usia dini tepatpada sasaran. Salah satu metode untuk menunjang keberhasilan dalam menanamkan nilaikarakter pada anak usia dini yaitu dengan metode bercerita. Metode bercerita dilansir sebagaimetode yang sangat efektif karena bercerita adalah salah satu hal yang sangat disukai olehanak. Sehingga dalam penyampaian nilai karakter dapat langsung di tangkap dan dipahami olehanak melalui cerita, dan diharapkan anak dapat mengaplikasikannya dalam kehidupan nyata]]>
<![CDATA[Pendidikan Karakter Anak Usia Dini Melalui Cerita Rakyat dan Bermain Singinca’an Pada Suku Melayu Sambas Desa Sepadu ]]>
<![CDATA[Suratman, Bayu]]>
<![CDATA[ ACIECE Vol 3 (2018): 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 ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
<![CDATA[The focus of this article describes the character education of early childhood in Malay tribalSambas in the village of Sepadu. Through folklore and singinca’an play. Building character in thevillage together is done from early childhood. Character education through folklore andsinginca’an play takes place down and down without coercion and is done actually by theSambas community. Through folklore makes children knoww the culture of Malay Sambas.Besides that, playing singinca’an is also a form of daily activities of early childhoodin the villageof Sepadu in playing singinca’an as well as a form of daily activities of children at an early age inthe village of Sepadu in playing in the home environment. This study was conducteddescriptively based on observations and information sources of researchers obtained frominterview with Sambas Malay tribes in the village of Sepadu]]>
<![CDATA[Internalisasi Nilai-nilai Karakter Islami Pada Anak Usia Dini Melalui Metode Berkisah ]]>
<![CDATA[Fitriani, Laily]]>
<![CDATA[ ACIECE Vol 3 (2018): 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 ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
<![CDATA[Anak usia dini adalah sekelompok anak-anak yang usianya 0-6 tahun yang tingkattumbuh dan kembangnya masih dalam proses yang membutuhkan fasilitas yang tepat untukmengembangkan keterampilan yang dimilikinya. Dalam proses perkembangan tersebut banyakpihak yang memiliki tanggung jawab, yaitu orang tua (keluarga), guru, dan masyarakat.Perkembangan anak usia dini berjalan cepat, bahkan lebih cepat dari usia sesudahnya. Iniberkaitan dengan optimalisasi fungsi sel-sel saraf (neuron). Sejak dalam kandungan, sel-sel saraftersebut berkembang mengikuti pengalaman anak. Berkisah atau bercerita mampumenstimulasi imajinasi ingatan anak, bahwa otak tidak bisa membedakan anatara imajinasi danrealitas sehingga anak-anak benar-benar merasa terlibat dalam kisah tersebut. Posisi strategiberkisah sebagai media pembelajaran anak ini semakin strategis mengingat bahwa semua anaksenang dengan berkisah atau cerita. Berkisah dapat menjadi metode belajar efektif jika diramudengan baik. Bercerita atau berkisah dapat dilakukan dengan berbagai cara, bisa langsungdengan buku cerita, menggunakan boneka (tangan atau jari), menggunakan gambar-gambaryang disusun di atas papan, dan sebagainya. Ada banyak sekali kisah-kisah islami yang dapatdiceritakan kapada anak-anak guna menanamkan nilai-nilai karakter islami pada anak. Kisahkisah islami bisa kita ambil dari Al-Quran maupun dari hadist-hadist nabi]]>
<![CDATA[Upaya Meningkatkan Karakter Kemandirian Anak Usia 5-6 Tahun Melalui Metode Bercerita dengan Menggunakan Media Audio Visual di Raudhatul Athfal Ar-Rohmah Kali batur Kali dawir Tulungagung ]]>
<![CDATA[Imamora, Leidyas]]>;
<![CDATA[Wahyu Agustina, Mirna]]>
<![CDATA[ ACIECE Vol 3 (2018): 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 ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
<![CDATA[Anak usia dini adalah anak yang berada pada masa keemasan atau biasa diebut dengangolden age, dalam masa golden age sedang terjadi pertumbuhan dan perkembangan padaanak. hal ini merupakan momen yang paling tepat untuk meningkatkan karakter kemandiriananak. untuk dapat meningkatkan karakter kemandirian para pendidik dan orang tua dapatmelakukan beberapa rangsangan kepada anak salah satunya dengan menggunakan metodebercerita. Penelitian ini bertujuan untuk meningkatkan karakter kemandirian anak usia 5 tahunmelalui metode bercerita dengan menggunakan metode audio visual di Raudhatul Athfal ArRohman. Penelitian ini menggunakan jenis penelitian tindakan kelas. Pelaksanaan penelitian inidirancang dalam tiga siklus, dalam satu siklus terdapat tiga kali pertemuan dan tiga RPPH(rencana pelakanaan pembelajaraan harian) yang berisi tentang karakter kemandirian. Hasilpenelitian tindakan kelas menunjukkan adanya ketuntasan mencapai 85.71% dari jumlah 21peserta didik]]>
<![CDATA[Dampak Penggunaan Gadget Terhadap Kemampuan Intraksi Sosial Anak Usia Dini ]]>
<![CDATA[Diah Saputri, Adek]]>;
<![CDATA[Ayuning Pambudi, Diah]]>
<![CDATA[ ACIECE Vol 3 (2018): 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 ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
<![CDATA[Gadget is one of the technologies that are currently popular, both among adults and childrenwho use it. There are so many gadget that are produced that many children are being targetedas a target, so that now children have become active consumers of users. Gedget has a hugeinfluence on human life, as well as on children. if the childhood is already addicted andnegatively affected by the gadget, the child's development will be hampered. this can lead tosocial interaction between children and the community, the environment will be reduce. as weknow, that early age is the age at which children can enjoy the ability to socialize well in thesurrounding environment. in this phase the child is also very very span with what he sees andwhat he hears. parents must be more careful in giving games, especially with media gadgets, sothat the child must be given supervision, time limits, and taught to play with their peers, so thatchildren can interact with the surrounding environment]]>
<![CDATA[Implementation of Storytelling Method (Story) and Literacy Reading and Writing in Early Childhood ]]>
<![CDATA[Amelia, Nurul]]>
<![CDATA[ ACIECE Vol 3 (2018): 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 ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
<![CDATA[One of the basic literacy that we need to develop in early childhood is literacy. By having literacyskills, a person can live his life with better quality. Reading and writing are positively correlated withlanguage skills and mastery of vocabulary in early childhood so that children have readiness to enterthe next level. the role of the teacher and the role of parents are also very large in laying thefoundation for developing literacy for a child, therefore the need for understanding parents andteachers in developing literacy through various fun strategies and methods, one of them is themethod of telling stories. The method of storytelling (story) is a way of telling words or givingexplanations to children verbally in an effort to introduce or provide information on new things tochildren. Storytelling teachers can help children explore by reciting children's favorite stories, formingrich literacy environments and involving children in games that stimulate literacy in children's literacy]]>
<![CDATA[Membangun Budaya Literasi Melalui Berkisah ]]>
<![CDATA[Hibana, Hibana]]>
<![CDATA[ ACIECE Vol 3 (2018): 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 ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
<![CDATA[The purpose of this study is to find out how the strategy of building literacy culture throughstorytelling. The method which is used in this study is descriptive qualitative, namely libraryresearch. This method was conducted using some steps, in purpose to collect data andinformation from various reading sources in the form of books and material in the library. Thisstudy used a qualitative approach, using an analytical descriptive analysis. The results of thisstudy indicated that 1) literacy ability was the key someone’s success, because it would opentheir scientific horizons, 2) literacy culture must be built since early childhood, because it wouldaffect the children personality throughout their ages, 3) stories or story telling had veryimportant role in the building of children's mentality and the building a literacy culture. 4) Thestrategy of building a literacy culture through storytelling, conducted in several ways: Choosethe story which suited with the child's situation and condition, and read it. Involve diverseemotions and intonations in reading stories. Give motivation to children to read on their own sothat the children could read independently. Provide a variety of reading books. Motivatechildren to read on their own. Listen to the children when they read a book, don't forget to givea positive appreciation. Give the children motivation to tell about the reading contents.Appreciate the slightest achievement which could be achieved by the children]]>
