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Seulanga : Jurnal Pendidikan Anak
Published by Institut Agama Islam Negeri Lhokseumawe
ISSN : 27471624     EISSN : 27753921     DOI : https://doi.org/10.47766/seulanga
Core Subject : Education,
Education Other
Seulanga adalah jurnal ilmiah yang menerbitkan artikel ilmiah yang berkaitan dengan dunia pendidikan secara umum dan pendidikan anak usia dini. Seulanga terbit sejak tahun 2020 dan terbit dua kali dalam setahun yaitu bulan Juni dan bulan Desember. Seulanga diterbitkan oleh Jurusan Pendidikan Islam Anak Usia Dini, IAIN Lhokseumawe. Focus dan scope adalah 1) Pendidikan anak dalam perspektif islam; 2) Media pembelajaran anak usia dini; 3) Inovasi pendidikan anak usia dini; 4) Pengembangan penilaian pendidikan anak usia dini; 5) Multiple intelegensi; 6) Psikologi perkembangan anak usia dini; 7) Pola asuh pendidikan anak usia dini.
Arjuna Subject : Umum - Umum
Articles 77 Documents
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Early Childhood Creativity Through Loose Parts Learning Media: Evidences from Muslimat NU Matesih Playgroup Maryanti, Ramdhani Novi; Utami, Tri
Seulanga : Jurnal Pendidikan Anak Vol. 6 No. 2 (2025): Seulanga : Jurnal Pendidikan Anak
Publisher : Jurusan Pendidikan Islam Anak Usia Dini

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47766/seulanga.v6i2.6205

Abstract

The lack of a comfortable playing space and freedom to explore hinders children's creativity, thus, it is crucial to have the proper learning media to support creativity development in early childhood. This study aims to enhance early childhood creativity through the implementation of loose parts learning media at Muslimat NU Matesih Playgroup. Loose parts are open-ended materials that can be arranged, assembled, combined, or separated freely and flexibly according to the child's imagination. The research employed Classroom Action Research (CAR) conducted collaboratively between the researcher and classroom teachers over several learning cycles. The results indicate that the use of loose parts, such as leaves, twigs, stones, and other natural materials, strongly stimulates children's imagination and expression. A joyful and participative learning atmosphere further supports the development of creativity, as reflected in children's ability to create unique and original works. By providing opportunities for free exploration and using easily accessible materials, children are trained from an early age to think creatively, independently, and innovatively.
Facilitating Language Growth for Children with Language Disorders: Can Teachers Act as Key Catalysts? Virania Kusuma Dewi; Hery Setiyatna
Seulanga : Jurnal Pendidikan Anak Vol. 7 No. 1 (2026): Seulanga : Jurnal Pendidikan Anak
Publisher : Program Studi Pendidikan Islam Anak Usia Dini

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47766/seulanga.v7i1.6781

Abstract

Language development is an important aspect of early childhood education because it serves as a basis for communicating, thinking, and expressing oneself. However, not all children achieve optimal language development, some children experience language delays that can affect social, emotional, and academic abilities in the future. This study aims to describe the role of teachers in stimulating early childhood language development with language disorders in Bintang Kreasi early childhood education center. The research approach used is qualitative with a case study method. The data collection techniques in this study included observation, interviews, and documentation of classroom teachers and three children who showed symptoms of speech delay. The results of the study show that early childhood education center teachers in Bintang Kreasi have an important role as facilitators, language models, and emotional assistance for children with language disorders. The stimulation strategies carried out include interactive storytelling activities, singing, role-playing, and the use of media adapted to children's abilities. In addition, Bintang Kreasi early childhood education center teachers also apply a personal approach and gradual communication to foster children's confidence in speaking. In addition, collaboration between teachers, parents, and therapists is key in maintaining the consistency of stimulation at school and at home.
The Implementation of Gender-Responsive Learning in Islamic-Based Early Childhood Education Institutions in the 5.0 Era Nurhusni Kamil; Dimas Ahnan ‘Azzam
Seulanga : Jurnal Pendidikan Anak Vol. 7 No. 1 (2026): Seulanga : Jurnal Pendidikan Anak
Publisher : Program Studi Pendidikan Islam Anak Usia Dini

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47766/seulanga.v7i1.7190

Abstract

This study aims to describe and analyze the implementation of gender-responsive learning in Islamic Early Childhood Education institutions in the 5.0 era. The focus of the study is directed at how Islamic values ​​​​that uphold justice ('adl), compassion (rahmah), and equality (musawah) are applied in learning practices that pay attention to the balance of the roles of boys and girls. This study used a qualitative approach with a case study design in three Islamic Early Childhood Education institutions. Data were collected through participant observation and in-depth interviews with teachers. Data analysis was conducted thematically with the stages of reduction, categorization, and interpretation of meaning based on the Braun and Clarke’s model. The results show that most Islamic Early Childhood Education institutions have attempted to integrate gender equality values ​​​​into learning activities through fair role distribution, selection of media without gender bias, and the development of an inclusive Islamic character-based curriculum. However, subtle biases are still found in teachers' attitudes and language that reflect traditional perceptions of gender roles. In addition, the 5.0 era brings new challenges in the form of biased gender representation in Islamic digital content used in learning. Teachers need to have critical digital literacy to select teaching materials that are in line with Islamic principles and values ​​of equality.
Storytelling with Islamic Values: Shaping Early Language and Faith—or Just Another Story? Ristawati; Anida; Rita Zahra; Muhammad Iqbal; Shiti Maghfira
Seulanga : Jurnal Pendidikan Anak Vol. 7 No. 1 (2026): Seulanga : Jurnal Pendidikan Anak
Publisher : Program Studi Pendidikan Islam Anak Usia Dini

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47766/seulanga.v7i1.7540

Abstract

Storytelling has been recognized as an effective method for early childhood learning, particularly in developing language skills and instilling moral and religious values. However, the extent to which storytelling infused with Islamic values differs from conventional storytelling in shaping early childhood outcomes remains underexplored. The purpose of this research is to critically examine the effectiveness of Islamic storytelling compared to conventional storytelling in influencing early childhood language abilities and inducing foundational religious comprehension. A quantitative approach with a quasi-experimental design was employed, involving 60 children aged 5–6 years from two kindergartens. The experimental group received Islamic storytelling interventions over eight sessions, while the control group engaged in conventional storytelling. Data were collected through pre-test and post-test assessments measuring receptive and expressive language skills, as well as basic understanding of Islamic values. Data analysis techniques included paired sample t-tests and independent sample t-tests to compare mean score differences within and between groups. The results indicate that while both groups showed improvement, the experimental group demonstrated significantly higher gains in both language development and religious understanding compared to the control group. These findings suggest that Islamic storytelling offers distinct advantages beyond those of conventional storytelling, particularly in integrating cognitive-linguistic growth with spiritual formation. This study contributes a critical perspective on the added value of value-based storytelling in early childhood education and offers practical implications for educators seeking to optimize learning media that align with both developmental and religious goals.
Reimagining Creativity Development through Inkblot Exploration: Evidence from Loen Sayang Kindergarten Putri Maqfirah; Mutia Sari; Russy Ranggayoni; Sherif Mohamed A. Ismail; Ayesha Fakhar Naeem
Seulanga : Jurnal Pendidikan Anak Vol. 7 No. 1 (2026): Seulanga : Jurnal Pendidikan Anak
Publisher : Program Studi Pendidikan Islam Anak Usia Dini

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47766/seulanga.v7i1.6847

Abstract

The development of children's creativity in Loen Sayang Kindergarten is still underdeveloped as they had limited opportunities to think independently and express ideas through drawing activities. This study aimed to develop the creativity of children aged 5-6 years through inkblot technique activities in Loen Sayang Kindergarten. This study employed a qualitative approach using classroom action research (CAR). The subjects of the study were 15 children in class B1 at Loen Sayang Kindergarten. Data collection techniques include observation, interviews and documentation. Data analysis techniques used are data reduction, data presentation and drawing conclusions. The results of the study in the pre-action 10 children or 66.67% (BB), 5 children or 33.33% (MB), (BSH) and (BSB) has not yet been found. As for the results of the achievement of actions in cycle I, there was an increase, 4 children or 26.67% (BB), 8 children or 53.33% (MB), and 3 children or 20% (BSH) and (BSB) were not yet there. In cycle II, children's creativity increased so that there were no longer any children in the (BB) category. Only 2 children or 13.33% (MB), 6 children or 40% (BSH) and 7 children or 46.67% (BSB). Based on the results of the study, it can be concluded that inkblot technique activities can develop the creativity of children aged 5-6 years.
Digital Monitoring Synergy: Transforming Early Childhood Education Collaboration through a Parent-Integrated Academic System Lailatus Syahria; Siti Mu’arafah; Fetty Ernawati
Seulanga : Jurnal Pendidikan Anak Vol. 7 No. 1 (2026): Seulanga : Jurnal Pendidikan Anak
Publisher : Program Studi Pendidikan Islam Anak Usia Dini

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47766/seulanga.v7i1.7775

Abstract

Digital transformation in early childhood education (PAUD) institutions demands innovative public relations management that can strengthen communication and collaboration between schools and parents. A problem frequently identified in previous studies is the low intensity of communication, largely due to parents' limited time. This study aims to design the concept of Digital Monitoring Synergy as an innovation in early childhood education institutions public relations management by integrating parent communities into the academic information system (SIAKAD). This study employs a qualitative approach using a conceptual modelling method based on literature review. Data were obtained from journal articles, books, and relevant scientific documents. The data were analysed through the stages of problem identification, extraction of user needs based on previous research findings, and synthesis of these  needs into system feature designs. The results of the study produced a conceptual model of Digital Monitoring Synergy consisting of several key features: daily child reports, activity galleries, public relations announcements, parent response columns, parent communities, service partners, and security alarms.
Re-thinking Project-Based Learning and Intrapersonal Intelligence at Kindergarten Talitakum: Can Early Learners Reflect? Neni Riskayanti; Yanni Paembonan
Seulanga : Jurnal Pendidikan Anak Vol. 7 No. 1 (2026): Seulanga : Jurnal Pendidikan Anak
Publisher : Program Studi Pendidikan Islam Anak Usia Dini

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47766/seulanga.v7i1.7864

Abstract

This study seeks to examine how project-based learning can be applied to enhance intrapersonal intelligence among children in the Kindergarten Talitakum. The approach utilized is classroom action research, following the Kemmis and McTaggart model, which involves a cycle consisting of four key components: planning, action, observation, and reflection or evaluation. The students in Kindergarten B class were 18 children. The study's findings indicated that during the observation process in cycles 1 face-to-face 1 and 2, the data showed that only 31.25% of the children, which is 6 out of 18, exhibited an active response in face-to-face 1. The results from cycle 1 face-to-face session 2 showed that 59.38%, which is 11 out of 18 children, achieved the outcome. In cycle 2, when children were grouped for the implementation of Project Based Learning, the data showed that 84.37% of the children, which is 15 out of 18, were actively participating in class. Additionally, 15.63% of the children, or 3 out of 18, were quite active during the sessions. Thus, the use of project-based learning can enhance children's intrapersonal intelligence when it is integrated into group learning activities.

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